Empowerment Tech TG TVL v5 112416

Empowerment
Technologies
for the Technical-Vocational-Livelihood Track
Teacher’s Guide
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All rights reserved. No part of this material may be reproduced or

transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from
the DepEd Central Office. First Edition, 2017.
Empowerment Technologies for the Technical-Vocational-Livelihood 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 Technical-Vocational-Livelihood Track
Joel C. Yuvienco Mika Ira L.
Santos
Cover Art Illustrator: JM Quincy D. Gonzales
DepEd Management Team

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ii

TABLE OF CONTENTS
Empowerment Technologies Curriculum Guide

…………… iv
Unit 1
Week 1-2 Lesson 1: What is Information and Communications
Technology? 3
Lesson 2: Online Safety, Security, Ethics, and
Etiquette 5
Lesson 3: Contextualized Online Search and
Research Skills 6
Weeks 3-4 Lesson 4: Developing ICT content for specific
purposes 8
Weeks 5-6 Lesson 5: Manipulating text, graphics, and images
to create ICT 10
content intended for an online
environment
Unit 2
Weeks 7-8 Lesson 6: The principles and techniques of design
using online 15
creation tools, platforms, and
applications to develop
ICT content for specific
professional tracks
Weeks 9-10 Lesson 7: Integrating ICT content through
collaboration with 18
classmate and teacher as both peer
and partner
Unit 3
Week 11 Lesson 8: Multimedia and ICT
30
Week 12 Lesson 9: ICTs as platform for change
33
Weeks 13-16 Lesson 10: How to work with peers and external
publics/partners 39
for the development of an ICT
project that advocates or
mobilizes for a specific Social
Change or Cause
Unit 4
Weeks 17-18 Lesson 11: How to manage an online ICT Project for
Social 46
Change
Week 19 Lesson 12: How to maintain and sustain the
operation of an ICT 49
Project for Social Change
Week 20 Lesson 13: Reflecting on the nature of ICT and the
manner by 51
which the learning process has
changed your
worldview
iii

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
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.
CONTENT
PERFORMANCE LEARNING
CONTENT
CODE
STANDARD
STANDARD COMPETENCIES
QUARTER 1 The learners The learners

shall be able to: The learners:
WEEKS 1-2 demonstrate an
understanding of:
Information and
Communication Technology ICT in the context of at the end of
the 2-week 1. compare and contrast CS_ICT11/12-
covering the topics of: global communication period
independently the nuances of varied ICTPT-
Ia-b-1
1. The current state of ICT for specific professional compose an
insightful online platforms, sites,
technologies (i.e., Web track reflection
paper on the nature and content to best
2.0, 3.0, convergent of ICT in the
context of their achieve specific class
technologies, social, lives, society,
and objectives or address
mobile, and assistive professional
tracks (Arts, situational challenges
media) Tech-Voc,
Sports, Academic)
2. Online systems,
functions, and platforms
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
v

CONTENT
CONTENT
CODE
STANDARD
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 professional
but are not limited to: software applications in tracks
1. Mail merge and label developing ICT content
5. creates an original or CS_ICT11/12-
generation for specific professional These may be in
the form of, derivative ICT content ICTPT-Ic-d-5
2. Custom animations and tracks but not limited
to: to effectively
timing 1. Calculating
spread sheet communicate or present
3. Hyperlinking in of athletic
statistics data or information
presentations (Sports)
related to specific
4. Integrating images and 2. Layout of
catalogue of professional tracks.
external material in creative
works (Arts)
word processors 3.
Materials/ingredients
5. Embedded files and projections
for batches of
data baked goods
(Tech- Voc)
vi
All rights reserved. No part of this material may be

reproduced or transmitted in any form or by any means -
CONTENT
CONTENT
CODE
STANDARD
6. Advanced and complex 4. Letterhead/
business card
formulas and design
(Business/
computations Academic)
WEEKS 5-6 how to manipulate text, at the end of the

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

CONTENT
CONTENT
CODE
STANDARD
Usable platforms/
applications currently include
but are not limited to:
1. Google Sketch Up
(freeware)
2. GIMP (open source/
freeware)
WEEKS 7-8 the principles and at the end of

the 2-week 9. evaluate existing online CS_ICT11/12-
techniques of design period
independently apply creation tools, platforms ICTPT-
Ig-h-9
Online platforms as tools for using online creation the principles
and techniques and applications in
ICT content development tools, platforms, and of design using
online developing ICT content
covering the topics of: applications to develop creation tools,
platforms, and for specific professional
ICT content for specific applications to
create original tracks
1. The nature and professional tracks or derivative
ICT content for
purposes of online use in specific
professional
platforms and tracks
10. apply web design CS_ICT11/12-
applications
principles and elements ICTPT-Ig-h-10
2. Basic web design These may be in
the form of, using online creation
principles and elements but not limited
to: tools, platforms, and
3. Web page design using 1. Survey
instruments using applications to
templates and online Google
forms (Business/ communicate a
WYSIWYG platforms Academic)
message for a specific
2. Athletic
match-ups and purpose in specific
These online platforms league
standings using professional tracks
currently include, but are not Mindmeister
(Sports)
limited to: 3.
Catalogues/Swatches/ 11. create an original or
CS_ICT11/12-
1. Presentation/ options for
products and derivative ICT content ICTPT-Ig-h-11
visualization (Prezi, services
using Prezi using online creation
viii

CONTENT
CONTENT
CODE
STANDARD
Zoho, Slideshare, (Tech-Voc)
tools, platforms, and
mindmeister) 4. Online
photo album of applications to
2. Cloud computing artistic
works or effectively communicate
(Google Drive, photographs
using messages related to
Evernote,Dropbox) Picasa
(Arts) specific professional
3. Social Media (Twitter, 5. Online
music production tracks
Facebook, Tumblr) using
Sibelius (Music)
4. Web Page Creation
(Wix, Weebly)
5. File Management
(zamzar, word2pdf)
6. Mapping (Google Maps,
Wikimapia)
WEEKS 9-10 the key learnings from at the end of

the 2-week 12. evaluate the quality, CS_ICT11/12-
the previous weeks, period and
quarter value, and ICTPT-Ii-
j-12
Collaborative development of which they will collaboratively
develop an appropriateness of
ICT content covering the synthesize into an online portal or
website to peer’s existing or
topics of: integrated ICT content showcase and
share existing previously developed
through collaboration and previously
developed ICT content in relation
1. Team structure and with classmate and content
to the theme or
dynamics for ICT teacher as both peer
intended audience/
content and partner These may be in
the form of, viewer of an ICT project
2. Online collaborative but not limited
to:
tools and processes 1. Online
newsletter 13. share and showcase
CS_ICT11/12-
3. Project management for 2. Blog
existing or previously ICTPT-Ii-j-13
ICT content 3. Issuu online
“magazine” developed material in
4. Curating existing
the form of a
content for use on the
collaboratively designed
web
newsletter or blog site
ix

CONTENT
CONTENT
CODE
STANDARD
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)

CONTENT
CONTENT
CODE
STANDARD
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_ICT11/12-
Multimedia and ICTs independently
assess one’s interactivity and rich ICTPT-IIk-14
covering the topics of: how rich media content experience along
a range of content in the context
and interactivity affects online rich
content on the of Web 2.0 and the
1. Rich content in the and changes the user basis of the
usability of the participation of the user
online environment and experience in the interface
in the online experience
the user experience delivery and
2. multimedia and consumption of ICT
interactivity content
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
3. Web-, game-, pod-, and
vod-casting
xi

CONTENT
CONTENT
CODE
STANDARD
WEEK 12 ICT as a tool, medium, at the end of

the week 15. share anecdotes of how CS_ICT11/12-
and force in bringing independently
articulate how he/she has used ICTs ICTPT-IIl-15
ICTs as platform for change about action and ICT tools and
platforms have to be part of a social
covering the topics of: mobilize change in a changed the way
people movement, change, or
population, society, or communicate, and
how social cause to illustrate
1. ICT as medium for culture. change has been
brought aspects of digital
advocacy and about by the use
of ICTs citizenship
developmental
communication
2. The social power of
social media
3. Digital citizenship and
the Filipino people
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
xii

CONTENT
CONTENT
CODE
STANDARD
WEEKS 13-16 how to work with peers at the end of

the 4-week 16. identify a local or CS_ICT11/12-
and external publics/ period
collaboratively regional cause or issue ICTPT-
IIm-p16
Developing an ICT Project partners for the participate
actively in the for Social Change
for Social Change covering development of an ICT creation and
development of related to specific
the topics of: project that advocates an ICT Project
for Social professional tracks that
or mobilizes for a Change relating
to an issue in can be addressed or
1. Planning and specific Social Change specific
professional tracks tackled using an ICT
conceptualizing an ICT or cause
Project for Social
Project for Social Topics may
cover, but are not Change
Change limited to:
2. Research for ICT 1. Promotion
of wellness 17. analyze how target or CS_ICT11/12-
Projects, Audience in the
home (Sports) intended users and ICTPT-IIm-p17
profiling, (demographics 2. Street
food safety and audiences are expected
and psychographics)
cleanliness drive to respond to the
3. Designing and (Tech-
Voc) proposed ICT Project
copywriting for ICT 3. Cultural
heritage for Social Change on
Projects promotion
through the basis of content,
4. Developing and new
designs “Pinoy value, and user
constructing the ICT pride”
(Arts) experience
project 4. Savings
and financial
Samples of these advocacies literacy
drives and 18. integrate rich CS_ICT11/12-
or projects include but are
advocacies (Business/ multimedia content in ICTPT-
IIm-p18
not limited to: Academic)
design and
1. Antidrug campaigns
development to best
2. Youth election volunteer
enhance the user
mobilization
experience and deliver
3. Animal welfare and
content of an ICT
rights
Project for Social
4. Environmental
Change
conservation and action
xiii

CONTENT
CONTENT
CODE
STANDARD
Contemporary ICT
issues such as cyber
19. develop a working CS_ICT11/12-
bullying, copyright
prototype of an ICT ICTPT-IIm-p19
infringement, green
Project for Social
technology, and
Change
Internet addiction
Weeks 17-18 how to manage an at the end of

the 2-week 20. demonstrate how online CS_ICT11/12-
online ICT Project for period
independently and ICT Projects for Social ICTPT-
IIq-r20
Publishing an ICT Project Social Change collaboratively
co-manage an Change are uploaded,
covering the topics of: online ICT
Project for Social managed, and
Change through
available promoted for maximum
1. Uploading and website tools,
resources, and audience impact
management platforms
2. Promotion, traction and
traffic monitoring
3. Evaluation through user
feedback/ interaction
21. generate a technical CS_ICT11/12-
report interpreting data ICTPT-IIq-r21
analytics, e.g. Google,
Facebook, or similar
traffic data on the
general aspects of
search visibility, reach,
and virality
xiv
CONTENT
CONTENT
CODE
STANDARD
WEEK 19 how to maintain and at the end of

the week 22. generate a report on CS_ICT11/12-
sustain the operation of independently
evaluate the the performance of ICTPT-IIs-22
Sustaining an ICT Project for an ICT Project for performance of
an advocacy their ICT Project for
Social Change covering the Social Change via an ICT
Project for Social Social Change on the
topics of: Change through
available basis of data gathered
monitoring
tools and from available
1. Updating content and
evaluating
techniques such as monitoring tools and
maintaining traffic to an
user
interviews, feedback evaluating techniques
ICT Project for Social
forms, and
Analytics data
Change
2. Monitoring social impact
of advocacies
communicated via an
ICT Project for Social
Change
WEEK 20 how to reflect on the at the end of

the week 23. create a reflexive piece CS_ICT11/12-
nature of ICT and the independently
reflect on the or output using an ICT ICTPT-IIt-23
Reflecting on the ICT manner by which the ICT learning
process and how tool, platform, or
learning process covering the learning process has his/her world
view has evolved application of choice on
topics of: changed his/her world over the past
semester the learning experience
view.
undergone during the
Outputs during
this week may
ICT, the self, and society
semester
be in the form
of, but not
limited to:
1. Video blog
2.
Presentation or image
gallery
3. Website
4.
Illustrated document
5. Podcast or
webcast
xv

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
xvi

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

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 cut-
out from a magazine. Ask the students to write hashtags on index
cards or on a piece of paper. Collect the hashtags and write them on
the board. To approximate the “likes” in an online social media, ask a
raise of hands for every hashtag and count the number of the likes.
Rank the most number of votes and highlight the top three with the
highest number of likes.
Guide Questions
1. What is the importance of hashtags?
2. How does it feel when you receive likes for your hashtags?
Materials Needed
 Digital Tools (http://www.pbslearningmedia.org/collection/digital-
tools/2/)
 Networked World Readiness
(http://cyber.law.harvard.edu/readinessguide/intro.html)
 Sample screenshots of digital tools for specific track

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 the TVL tracks.
OBJECTIVES
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.

3. To further discuss ethics and etiquette,
tell the
NOTE TO students to pick three TVL related
controversial
TEACHER stories from the Internet. Of the selected
developments, identify its possible effect
on
The teacher should technology development and other fields of
be oriented on how knowledge. Add your insights regarding
whether
to handle such stories should be regulated. The
students
should be ready to share their findings and
discussions if
insights.
sensitive and
contentious issues Guide Questions
such as child
1. In what ways are they possibly
offensive?
pornography, 2. How can we properly respond to opposing
violence, and views?
culture-sensitive
issues crop up.
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.

ACTIVITY No. 3
Ask the students to search about recipes of local delicacies or how

to
create popular crafts and products in their town. What search terms
can
they use? Be guided by the material found in the Student Reader
entitled
“What matters in a query?” Simulate in the class how search engines
work by doing the following activities:
1. Assign ten to fifteen percent of the students to “research”

or
“search” online for the topic: “how creative ideas are
formed.”
2. Give the remaining students index cards with an article
title
pertaining to the topic. Each article has a series of search
key
words or tags.
3. Do not reveal the articles from the “search” group. The
different
articles have different combinations of different and varied
key
words and tags.
4. Task the “search” group to call out or “make” a search by
calling
out a key word.
5. Ask the students with articles that hit the key words to
stand up or
post their “articles” on board—these are the search results.
By
calling out different key words and combinations of words
the
result will be different.
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.

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.
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. Mail merge and label generation

2. Custom animations and timing
3. Hyperlinking in presentations
4. Integrating images and external material in word processors
5. Embedded files and data
6. Advanced and complex formulas and computations
1. Use common productivity tools effectively by maximizing advanced
application techniques.
2. Create an original or derivative ICT content to effectively communicate
or present data or information related to the TVL track.
OBJECTIVES
At the end of the period, the teacher should be able to:
1. demonstrate how to create content to appropriately meet specific

objectives; and

2. encourage students to explore and use common productive tools,
and
maximize advanced application techniques to emphasize that ICTs
are
tools to achieve a goal.
ACTIVITY No. 4
Instruct the students to collate images available from their school,

home,
and other immediate environments to feature works in the community
pertaining to the Humanities such as poetry, creative writing, art,
and
music appreciation, or the Social Sciences such as belief systems and
religious beliefs, or digital citizenship. Using advanced techniques
in
Prezi, PowerPoint, or other presentation tools, make a layout for a
catalogue of these images.
Guide Questions
1. What products and services are available in your
immediate
surroundings?
2. In what way would you present your catalogue?
Assessment
 Content - 25%
 Skill - 25%
 Aesthetics - 25%
 Overall impact - 25 %

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.
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.
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.
10

3. Create an original or derivative ICT content to effectively
communicate
a visual message in an online environment related to specific
professional tracks.
OBJECTIVES
1. facilitate students’ learning so they can apply image
manipulation
techniques to create an effective visual message in the TVL
track; and
2. identify concepts and principles which can explain why an image
is
effective or not in evoking strong reactions.
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%
11

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

student reader
 http://cyber.law.harvard.edu/readinessguide/intro.html
12

 http://www.pbslearningmedia.org/collection/digital-tools/2/
13

Unit 2
ICT and related tools reach a higher level of engagement when
used in a more social online context.
14

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.
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.
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)
15

1. Evaluate existing online creation tools, platforms, and applications in
developing ICT content for the TVL track.
2. Apply web design principles and elements using online creation tools,
platforms, and applications to communicate a message for a specific
purpose in the TVL track.
3. Create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages
related to the TVL track.
OBJECTIVES
1. assist students to explore and use online creation tools, platforms, and
applications in developing ICT content for the TVL track;
2. assist students to apply web design principles and elements to
effectively communicate a message; and
3. facilitate student’s learning in evaluating online creation tools,
platforms, and applications in developing effective visual image in the
TVL track.
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.”
16

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?
17

Assessment
Grade the presentation in terms of:
 Content - 25%
 Skill - 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
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.
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.
18

Online collaborative tools that may be used currently include, but are
not
limited to:
1. Google Docs/ MS Office 365;

2. Prezi;
3. Google Chat/ Hangouts; and
4. Skype/ Viber/ Kakao Talk/ WeChat/ Line.
Platforms that may be currently used to host newsletters and similar ICT
content include but are not limited to:
1. presentation/ visualization (Prezi, Zoho, Slideshare,

Mindmeister);
2. cloud computing (Google Apps);
3. social Media (Facebook Pages, Tumblr);
4. web Page Creation (Wix, Weebly); and
5. blog sites (Blogger, Wordpress, Livejournal, Issuu).
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.
19

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

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 Average

Above Average
Total
Performance 1-2 3
4-5
Takes  Is not  Is usually,

 Is prepared
responsibility prepared, prepared,
and ready to
for Oneself informed, and informed, and
work; is well
5 points ready to work ready to work
informed on
with the team with the team
the project
 Does not use  Uses
topic and cites
technology technology
evidence to
tools as agreed tools as
probe and
upon by the agreed upon
reflect on ideas
team to by the team to
with the team
communicate communicate
 Consistently
and manage and manage
uses
project tasks project tasks,
technology
 Does not do but not
tools as agreed
project tasks consistently
upon by the
 Does not  Does some
team to
complete tasks project tasks,
communicate
on time but needs to
and manage
 Does not use be reminded
project tasks
feedback from  Completes
 Does tasks
others to most tasks on
without being
improve work time
reminded
 Sometimes
 Completes
uses feedback
time on time
from others to
 Uses feedback
improve work
from others to
improve work
Helps the  Does not help  Cooperates

 Helps the team
team the team to with the team
solve problems
10 points solve but may not
and manage
problems; may actively help
conflicts
cause solve problems
 Makes
problems  Sometimes
discussions
 Does not ask expresses
effective by
2
Source: Adapted from
http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
21

Above Average
Total
Performance 1-2 3
4-5
probing ideas clearly,

clearly
questions, asks probing
expressing
express ideas, questions, and
ideas, asking
or elaborate in elaborates in
probing
response to response to the
questions,
questions in questions in
making sure
discussions discussions
everyone is
 Does not give  Gives feedback
heard, and
useful to others, but it
responding
feedback to may not always
thoughtfully to
others be useful
new
 Does not offer  Sometimes
information
to help others if offers to help
and
they need it 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 usually  Is

kind to
others unkind to polite and kind
teammates
5 points teammates to teammates 
Acknowledges
(may interrupt,  Usually
and respects
ignore ideas, acknowledges
other
hurt feelings) and respects
perspectives;
 Does not ac- other
disagrees
knowledge or perspectives
diplomatically
respect other and disagrees
perspectives diplomatically
Makes and  Does not  Discusses how  Makes

detailed
follows discuss how the team will agreements
agreements the team will work together, about how
the
5 points work together but not in team will
work
 Does not follow detail; may just together,
rules for “go through including
the
collegial the motions” use of
discussions, when creating technology
decision- an agreement tools
22

Above Average
Total
Performance 1-2 3
4-5
making, and  Usually follows 

Follow rules for
conflict rules for
collegial
resolution collegial
discussions,
 Does not discussions,
decision-
discuss how decision-
making, and
well making, and
conflict
agreements conflict
resolution
are being resolution 
Honestly and
followed  Discusses how
accurately
 Allows well
discusses how
breakdowns in agreements
well
team work to are being
agreements
happen; needs followed, but
are being
teacher to not in depth;
followed
intervene 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
Organizes  Does project  Creates a task

 Creates a
Work work without list that divides
detailed task
5 points creating a task project work
list that divides
list among the
project work
 Does not set a team, but it
reasonably
schedule and may not be in
among them
track progress detail or
 Sets a
toward goals followed
schedule and
and deadlines closely
tracks progress
 Does not  Sets a
toward goals
assign roles or schedule for
and deadlines
share doing tasks but
 Assigns roles
leadership; one does not follow
based on team
person may do it closely
members’
too much, or all  Assigns roles
strengths as
members may but does not
needed
do random follow them or
 Uses time and
tasks selects only
runs meetings
 Wastes time one “leader”
efficiently;
and does not who makes
keeps
23

Above Average
Total
Performance 1-2 3
4-5
run meetings most decisions

materials,
well; materials,  Usually uses
drafts, and
drafts, and time and runs
notes
notes are not meetings well,
organized
organized (may but may
be misplaced occasionally
or waste time;
inaccessible) keeps
materials,
drafts, and
notes, but not
always
organized
Works as a  Does not  Makes some 

Recognizes
whole team recognize or attempt to use
and uses
5 points use special special talents
special talents
talents of team of team of
each team
members members
member
 Does protect  Does most 
Develops
tasks project tasks
ideas and
separately and separately and
creates
does not put puts them
products with
them together; together at the
involvement of
it is a collection end
all team
of individual
members;
work.
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.
24

Rubric for a Collaboratively Designed Website, Blog or Online
Newsletter3
Category 10 9-8
7-6 5-1 Total
Content  Covers  Includes

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

Content is There was
5 points well uses
logically no clear or
organized, headings or
organized logical
using bulleted lists for
the most organization
headings or to organize, part
al structure
bulleted lists but the
to group overall
related organization
material of topics
appears
flawed
Category 10 9-8
7-6 5-1 Total
Attractiveness Makes Makes good Makes

use Makes use
10 points excellent use of font, of
font, of font,
use of font, color, color,
color,
color, graphics,
graphics, graphics,
graphics, and effects and
effects, and effects,
and effects to enhance but
but these
to enhance the
occasionally often
the presentation these
distract from
presentation
detract the the
presentation presentation
content content
3
Source: Adapted from Read, Write, Think. Retrieved from
https://docs.google.com/viewer?a=v&pid=sites&
srcid=Ym9pc2VzdGF0ZS5lZHV8d2lraS1wcm9qZWN0fGd4OjU3MjE1MzA3NzA4ODY0MDQ
25

Category 10 9-8 7-6
5-1 Total
Accuracy No Three or Four

More than
10 points misspellings fewer misspellings
four errors
or misspellings and/or
in spelling
grammatical and/or grammatical
or grammar,
errors, no mechanical errors, no
five or more
HTML errors, no more than
HTML error
errors in more than four HTML
in the
wiki like two HTML errors in the
student’s
broken errors in the student’s
contribution
links, and student’s contribution
to the wiki.
missing contribution to the wiki
images to the wiki
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
26

Rubric for Evaluating Content and Interest of a Website5
CATEGORY 30-25 24-18

17-11 10-1
Content The site stated The site stated

The purpose The site lacks
a clear a clear
and theme of a purpose or
purpose and purpose and
the site is theme.
theme that is theme, but
vague.
carried out may have one
throughout the or two
site. elements that
do not seem to
be related to it.
Interest The author has The author has

The author has The author has
made an tried to make
put a lot of provided only
exceptional the content of
information in a minimum
attempt to this website
the website but amount of
make the interesting to
there is little information
content of this the target
evidence that and has not
website, audience.
the person transformed
interesting to
tried to present the information
the target
the information to make it
audience. in
an more
interesting interesting to
way. the audience
(e.g. has only
provided a list
of links to the
content of
others).
Assessment
 collaborative effort - 35%
 website/blog/online newsletter - 35%
 evaluation of Gold Foundation screen shot - 30%
5
Source: Adapted from http://www.u.arizona.edu/~ackers/rubric.jpg
27

Unit 2

student reader
 https://support.google.com/sites/answer/4417369?hl=en&ref_topic=23216
&rd=1
28

Unit 3
Social change can be a deeply personal experience when social
tools and techniques are done within a real, rich, and relevant
context.
29

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.
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.
30

ACTIVITY No. 8
Ask the students to select at least ten online content rich

interfaces (e.g.,
learning management system, blog, and Facebook page) pertaining to
their specific TVL track. Ask them to rate each interface according
to the
simplicity and functionality using the table below.
SIMPLICITY
SIMPLE
COMPLEX
EASY I
II
FUNCTIONALITY
DIFFICULT IV
III
Among your selection, which are your top three favorites? Explain.
Materials Needed
Sample online interfaces (screenshots or drawings of sample
interfaces)
Guide Questions
1. What can make an online interface difficult to use?
2. What can help an interface user understand or navigate an
online interface?
Assessment
Tell the students to start conceptualizing the interface that they
will create
towards the end of the semester. This website or portal is going to
be an
interactive ICT project for social change. Ask the students to
imagine how
they would like it to appear. What features do they plan to include?
List down the possible combination of features that you will include
in
developing the website to increase its interactivity. Report this in
class.
Reports will be graded on the basis of the following rubric.
31

Scoring Rubric for Oral Presentation6
Total
Category Scoring Criteria
Score
Points
The type of presentation is appropriate for the

5
topic and audience.
Organization
Information is presented in a logical sequence.
5
(15 points)
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.
6 Source: Scoring rubric for oral presentation. Retrieved from

`hplengr.engr.wisc.edu/Rubric_Presentation.doc
32

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.
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
33

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.
34

Rubric for an Online Journal or Blog7
Unsatis-
Proficient Exemplary
Limited
Criteria factory
Rating
80% 90%
100%
0%
Content and Postings Postings Postings

Postings
Creativity show no provide provide
provide
evidence of minimal moderate
comprehensiv
Weight for insight, insight, insight,
e insight,
this criterion: under- under- under-
under-
standing, or standing, and
standing, standing, and
40% of total
reflective reflective and
reflective
score
thought thought
reflective thought about
about the about the thought
the topic by
topic. topic. about
the building a
topic.
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 no present a present
a present a
specific specific specific
focused and
viewpoint. viewpoint but
viewpoint cohesive
There are lack that is
viewpoint that
no supporting
substantiat is
supporting examples or ed by
substantiated
examples links to web-
supporting by effective
or links to sites or examples
supporting
websites or documents, and
links to examples or
documents, but not all websites
or links to
7 Source: A+ Rubric
https://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html
35

Unsatis- Proficient
Exemplary
Limited
Criteria factory
Rating
80% 90%
100%
0%
or the links links documents,

relevant,
selected enhance the but not all
updated
are of poor information links
websites or
quality and presented. enhance
documents
do not add the
that enhance
value to the information
the
information presented.
information
presented.
presented.
Postings do Postings are Postings

Postings are
not brief and are
creatively and
stimulate unimaginativ generally
fluently
dialogue e, and reflect well written
written to
and minimal effort with some
stimulate
commenta- to connect attempts
dialogue and
ry. They do with the made to
commentary.
not connect audience. stimulate
with the dialogue
audience. and
commenta-
ry.
Voice Postings do Postings Posting are

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

Postings
not reflect reflect almost reflect a bit
reflect the
the author’s no of the
author’s
personality, personality, author’s
unique
and word and little personality
personality
choice does attempt is through
through
not bring made to use word
expressive
the topic to effective choices
and carefully
life. word choices that
selected word
to bring the attempt to
choices that
36

Unsatis-
Proficient Exemplary
Limited
Criteria factory
Rating
80% 90%
100%
0%
topic to life. bring

the bring the
topic to
life. topic to life.
Text Layout, Does not Selects and Selects

and Selects and
Use of insert any inserts many inserts
inserts high
Graphics graphics, or low-quality graphics
quality
and uses only graphics and and
graphics and
Multimedia low-quality multimedia,
multimedia multimedia
graphics which do not that are
when
Weight for and enhance the mostly
high appropriate to
this criterion: multimedia, content. quality,
enhance the
which do enhance,
content’s
20% of total
not and
clarify visual appeal
score
enhance the
content. and increase
the content.
readability.
Does not Acknowledge

Acknowled Acknowledge
acknowledg s only a few ges most
s all image
e any multimedia image
and and
image or and image
multimedia multimedia
multimedia sources, and sources
sources with
sources, uses with
captions or
either with a incomplete captions
or annotations.
caption or captions or
annotations
an annotations. .
annotation.
Timeliness Does not Updates blog Updates
Updates blog
and Tags update blog when blog
when more often
within the reminded;
required; than required;
Weight for required posts are most
posts all posts are
this criterion: time frame. often missing are
date- date-
a date stamped
stamped, and
10% of total
stamp. with the
the most
score
most
recent posts
current
are placed at
posting
the top of the
listed
at the page.
top.
Does not The post is Post is

Post is
categorize not
categorized categorized
and tag the categorized and
and topics
topic appro- and tagged tagged.
are tagged
priately. appro-
appropriately.
37

Unsatis- Proficient
Exemplary
Limited
Criteria factory
Rating
80% 90%
100%
0%
priately.
Citations No images, Some of the Most

All images,
media, or images, images,
media, and
Weight for text created media, or media, or
text created
this criterion: by others text created text created
by others
display by others do by others
display
5% of total
appropriate not display display
appropriate
score
copyright appropriate appropriate
copyright
permissions copyright copyright
permissions,
, and do not permissions, permission
and accurate
include and do not s, and
citations.
accurate, include accurate,
properly accurate, properly
formatted properly formatted
citations. formatted citations.
citations.
Quality of Written Written Written

Written
Writing and responses responses responses
responses
Proofreading contain include some are largely
are free of
numerous grammatical, free of
grammatical,
Weight for grammatica spelling, or grammatica
spelling, or
this criterion: l, spelling, punctuation l, spelling,
punctuation
or errors that or
errors. The
5% of total
punctuation distract the punctuation
style of
score
errors. The reader. errors. The
writing
style of style of
facilitates
writing does writing
communicatio
not 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
38

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.
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. 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.
39

2. Analyze how target or intended users and audiences are expected to
respond to the proposed ICT Project for Social Change on the basis of
content, value, and user experience.
3. Integrate rich multimedia content in design and development to best
enhance the user experience and deliver content of an ICT Project for
Social Change.
4. Develop a working prototype of an ICT Project for Social Change.
OBJECTIVES
1. assist students to curate local community resources, namely:
a. identify and gather art ideas and materials available in the
community;
b. organize materials reflective of the group’s content, theme, and
purpose;
2. guide students to make decisions on the appearance and content of a
website such as to:
a. develop an appropriate design based on the previous
knowledge acquired in the course;
b. plan the details involved in the various phases of building a
website; and
3. assist students to identify possible items in the website which may be
considered as invasion of privacy, items that could endanger minors,
or items that could affect community norms and mores.
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?
40

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?
41

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

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.
43

Unit 3

student reader
 https://sites.google.com/site/projectwikitemplate_en/
44

Unit 4
Transformation produces a deeper impact when continuous
evaluation is designed within a growth mindset for the bigger
community.
45

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
3. encourage students to properly formulate recommendations to improve
the website.
46

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?
48

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.
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
CONTENT
1. Updating content and maintaining traffic to an ICT Project for
Social
Change
2. Monitoring social impact of advocacies communicated via an ICT
Generate a report on the performance of their ICT Project for Social
Change
on the basis of data gathered from available monitoring tools and
evaluating
techniques.
49

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 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.
50

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 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

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.
Superior Sufficient Minimal

Unacceptable
Criteria
(54-60 points) (48-53 points) (1-47
points) (0 points)
Depth of Response Response Response

Response
Reflection demonstrates demonstrates a demonstrates a
demonstrates a
an in-depth general minimal
lack of
(25% of reflection on, reflection on, reflection on,
reflection on, or
total and and and
personalization
points) personalization personalization
personalization of, the theories,
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 presented in presented in
the course
the course the 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
8
Source: web.uri.edu/assessment/files/reflection_rubric.doc
52

Superior Sufficient
Minimal Unacceptable
Criteria
(54-60 points) (48-53 points)
(1-47 points) (0 points)
supported. examples are

supported with unsupported.
Clear, detailed provided, as
flawed Examples,
examples are applicable.
arguments. when
provided, as
Examples, applicable, are
applicable. when
not provided.
applicable, are
not
provided or
are
irrelevant to
the
assignment.
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 components
(25% of exceeds all requirements
fully meet the and/or does not
total requirements indicated in the
requirements address the
points) indicated in the instructions.
indicated in the requirements
instructions. Each question
instructions. indicated in the
Each question or part of the Some
instructions.
or part of the assignment is
questions or Many parts of
assignment is addressed. All
parts of the the assignment
addressed attachments
assignment are are addressed
thoroughly. All and/or not
addressed. minimally,
attachments additional Some
inadequately,
and/or documents are
attachments and/or not at
additional included, as and
additional all.
documents are required.
documents, if
included, as
required, are
required.
missing or
unsuitable for
the
purpose of
the
assignment.
Structure Writing is clear, Writing is

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
53

Superior Sufficient Minimal
Unacceptable
Criteria
(54-60 points) (48-53 points) (1-47
points) (0 points)
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 teaching
respondent's respondent's respondent's
practice are
overall teaching overall teaching overall
teaching presented, as
practice are practice are practice are
applicable.
thoroughly presented, as presented, as
detailed, as applicable. applicable.
applicable.
54

additional
online teacher resources
…and screenshots
https://globalearlyed.wordpress.com/global-
https://www.commonsensemedia.org/
tools/teacher-tools/
http://www.iste.org/standards/iste-
https://www.google.com/safetycenter/everyone/sta
standards/standards-for-students rt/
http://www.edutopia.org/blog/classroom-
https://support.google.com/youtube/answer/17408
collaboration-tools-eric-brunsell
4?hl=en
55

http://lifehacker.com/the-best-collaboration-tools-
https://scholar.google.com/ for-small-groups-and-
teams-1477548590
https://wiki.documentfoundation.org/Feature_Com
https://docs.gimp.org/en/index.html.
parison:_LibreOffice_-
_Microsoft_Office
https://www.pinterest.com/pin/5140437449402658
https://en.wikiversity.org/wiki/Web_design
92/
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Empowerment

This learning resource was collaboratively developed and

We value your feedback and recommendations.

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Only institutions and companies which have entered an agreement with

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

Development Team of the Teacher’s Guide for

Cover Art Illustrator: JM Quincy D. Gonzales

DepEd Management Team

Printed in the Philippines by ____________

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Empowerment Technologies Curriculum Guide

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

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Description: Information and communication technologies as a tool for curating,

QUARTER 1 The learners The learners

Online safety, security,

etiquette standards and

practice in the use of

ICTs as it would relate

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Contextualized online search

to best achieve specific

WEEKS 3-4 The learners The learners

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WEEKS 5-6 how to manipulate text, at the end of the

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WEEKS 7-8 the principles and at the end of

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WEEKS 9-10 the key learnings from at the end of

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intended for a specific

Platforms that may be

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QUARTER 2 The learners The learners:

Types of rich and multimedia

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WEEK 12 ICT as a tool, medium, at the end of

Samples of this phenomenon

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WEEKS 13-16 how to work with peers at the end of

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Weeks 17-18 how to manage an at the end of

21. generate a technical CS_ICT11/12-

report interpreting data ICTPT-IIq-r21

analytics, e.g. Google,

traffic data on the

search visibility, reach,

WEEK 19 how to maintain and at the end of

WEEK 20 how to reflect on the at the end of

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Learning Area and Strand/

create a reflexive piece or output using an

ICT tool, platform, or application of choice

on the learning experience undergone

during the semester

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Lesson 1 What is Information and Communications Technology?

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1. Introduce Empowerment Technologies by discussing the Curriculum