Department of Education

Region IV-A - CALABARZON

Schools Division of Calamba City

SELF-LEARNING MODULE

GRADE 11

Empowerment Technologies
Quarter 1 – Module 1

Module Development Team

Writer: Al Tatlonghari
Reviewers: Cristeta M. Arcos
May Anne Batain
Layout: Ren Mac Mac G. Motas
Management: SDS Susan DL Oribiana
ASDS Rogelio F. Opulencia
CID Chief Dolorosa S. De Castro
EPS-LRMDS Cristeta M. Arcos

Department of Education│R4A│Division of Calamba City

Office Address: DepEd Bldg., City Hall Compound, Brgy. Real, Calamba City
For DepEd Division of Calamba City USE only. Please send your feedback and suggestions to
lrmds.depedcalamba@deped.gov.ph or call 049–554 9830 loc. 14

For DepEd Calamba City USE only. We Value your feedback and recommendations.
Week
1 Information and Communications Technology
I Lesson 1

What is Information and Communications Technology (ICT)?

GOAL
At the end of the 2-week period, you will be able to independently compose an
insightful reflection paper on the nature of ICT in the context of your lives, society,
and chosen professional (i.e. Arts, Technical Vocational, Sports, and Academic
Tracks) track.

Take a quick look at the page containing the Glossary of Terms to get a
glimpse of what ICT and related concepts are.
What do these mean to you?
So do you think you are ready for the Networked World?
Or better yet, is your community ready for the Networked World?

Search anything about Information and Communications Technology (ICT) or

digital tools (http://www.pbslearningmedia.org/collection/digital-tools) that interest
you.
 Find out the latest about them or something similar to them that you have used
so far. Be ready to share them in class using traditional learning tools, e.g. pen and
paper, or via ICT tools, e.g. online.

Your search, ideally done online, should take you on an exploration about:
1. The current state of ICT tools (i.e., Web 2.0, Web 3.0, convergent technologies,
social, mobile, and assistive media).
2. Online systems, functions, and platforms

As you continue your work using this Student Reader, you may realize that
digital tools, such as those appearing in the following image will give you an idea of
the range of possibilities to discover, disclose, connect, and co-create, in a
Networked World.

1. How many of the items or icons in the images above are you familiar with?
2. Which one are you inexperienced with?

Whatever your answer, take a closer look at the Trivia/Glossary of Terms. The
list contains some key phrases that characterize the ICT tools that, when used
properly, can empower users to make positive social change.
TRIVIA/GLOSSARY OF TERMS

1. Assistive Media -– Assistive media is a component under Assistive technology

(AT), which is a generic term used to refer to a group of software or hardware
devices by which people with disabilities can access computers. Assistive
Media is also a name of a company: “the Internet's first audio solution for
persons with print reading/access barriers.” The audio recordings of the literary
works produced by Assistive Media are now easily accessible, on in-demand,
to the ever growing ever-growing number of persons with disabilities who now
use the Internet.”
2. Collaborative platforms -– Collaborative Platform “is a category of business
software that adds broad social networking capabilities to work processes.”
3. Convergent Technologies -– A convergent technology is an extension of the
term convergence, which means a “coming together of two or more disparate
disciplines or technologies.” For example, the so-called fax revolution was
produced by a convergence of telecommunications technology, optical
scanning technology, and printing technology.” Convergent Technologies also
refers to an American computer company formed by a small group of people
who left Intel Corporation and Xerox PARC in 1979.

4. Information and Communications Technology (ICT) - ICT is an umbrella term

that includes any communication device or application, encompassing: radio,
television, cellular phones, computer and network hardware and software,
satellite systems and so on, as well as the various services and applications
associated with them, such as videoconferencing and distance learning. ICTs
are often spoken of in a particular context, such as ICTs in education, health
care, or libraries. The term is somewhat more common outside of the United
States. It may is also be defined as, Information and Communication
Technologies (ICT or ICTs) are digital forms of communication, including tools
available on the Internet, such as blogging and email, as well as computer
software, such as Microsoft PowerPoint and Word4.
5. Mobile Media - This These refers to “media devices such as mobile phones and
PDA’s were the primary source of portable media from which we could obtain
information and communicate with one another. More recently, the smartphone
(which has combined many features of the cell phone with the PDA) has
rendered the PDA next to obsolete.5 The growth of new mobile media as a true
force in society was marked by smartphone sales outpacing personal computer
sales in 2011.”
6. Online systems -– These are online versions of information systems, which is
“the process of and tools are used for storing, managing, using, and gathering
of data and communications in an organization. An example of information
systems are tools for sending out communications and storing files in a
business.”
7. Social Media -– The social media “are computer-mediated tools that allow
people or companies to create, share, or exchange information, career
interests, ideas, and pictures/videos in virtual communities and networks.”
8. Web 2.0 -– This “describes World Wide Web sites that emphasize user-
generated content, usability, and interoperability. The term was popularized by
Tim O'Reilly and Dale Dougherty at the O'Reilly Media Web 2.0 Conference in
late 2004, though it was coined by Darcy DiNucci in 1999.”
9. Web 3.0 -– Web 3.0 is “a phrase coined by John Markoff of the New York Times
in 2006, refers to a supposed third generation of Internet-based services that
collectively comprise what might be called ‘the intelligent Web’—such as those
using semantic web, microformats, natural language search, data-mining,
machine learning, recommendation agents, and artificial intelligence
technologies—which emphasize machine-facilitated understanding of
information in order to provide a more productive and intuitive user experience.”

E
ACTIVITY
1. Explore the content of the Networked World Readiness6 assessment via this
link: http://cyber.law.harvard.edu/readinessguide/intro.html or whenever
available, its printed version.
2. Compare and contrast the implications of varied online platforms, sites and
content; to best achieve specific needs, objectives; or to best address the
challenges in the classroom or that of your community. On a piece of paper or
in whatever suitable digital tool is available, write down your insight in 300
words7

CHALLENGE QUESTION

A survey called “Networked World Readiness” contains 5 categories, namely:

Access, Learning, Society, Economy, and Policy.

Which category is most important to you? Explain your answer.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Week
1
Online Safety, Security, Ethics, and Etiquette
I LESSON 2
GOAL

At the end of the lesson, you will be able to understand better the 24/7, social nature
of digital media. In particular, you You will be able to:
 Explore your digital life; and
 Learn that it is important to act responsibly when carrying out relationships
over digital media.

CHALLENGE QUESTION
 How is your digital media life like?
 Hint: You have to think figuratively

Think about your life with media.9 First consider the questions below. Use your
responses to help you finish the statement, “My media life is like a...” This statement
is a simile, a literary device for comparing two unlike things. For instance, someone
who does not use much media might say that her media life is like a desert, because
there is little life there. Someone might say that his media life is like a track meet,
because he is exhausted at the end of the day. Finally, make a picture or drawing of
the simile you created. The drawing can include text.

Questions to consider:
1. ● Are digital media a big part of your life?
2. ● What kind of impact do digital media have on you (a little, some, a lot)?
3. ● What are your favorite and least-favorite things to do with digital media?
4. ● Do you connect with others or create things with digital media? Finish this
statement: My media life is like ___________________________ because
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 D
Illustrate your simile in the space below (or on a separate piece of paper):

You might be interested to know that digital media can be interchanged with
more popular terms such as social media or social networking sites. At the same
time, you might wonder: “What is social media’s role in your life?”

Now, consider the following statement:

“Instead of promoting social behavior, social media promotes

disengagement, self-absorption, loneliness and sadness.”

Do you agree?

Now think about this: Social media or media enabled by digital tools are 24/7
and socially connected as demonstrated by popular ICT.
 The following image is a screenshot from a video from Common Sense Media
Education:

GLOSSARY OF TERMS
1. Aggregator is a website or Web application where headlines and other content
are collected for easy viewing. Aggregators such as Google News compile news
articles and posts.
2. An avatar is a two- or three-dimensional icon that represents a computer user
or a gamer. Avatar can be a cartoonish graphic, a photograph, a screen name,
or a fully developed character.
3. Blog, from the term “weblog”, is a type of website usually updated by an
individual or a group of bloggers. Some blogs provide news or opinions on a
specific subject, while others are more like online journals. Most blogs allow
readers to leave comments on blog posts.
4. Flaming is the act of saying mean things online, usually in ALL CAPS, and often
in a public forum with the intention to humiliate. Flame wars can occur easily
online, as it can be difficult to figure out people’s intentions or emotions online.
5. Mash-up is a remix or blend of multiple songs, videos, or other media content
into one product. Fan fiction writing is one form of a mash-up, as writers take
characters from a well-known video game, movie, or book, and rewrite their
actions or relationships.
6. Massively multiplayer online game (MMOG) is usually an online virtual world
that multiple players navigate and play in together. While in this virtual world,
their avatars chat, cooperate, and quest together, oftentimes towards a goal.
7. P2P, or Peer-to-Peer, network allows for sharing of mp3s, videos, and other
digital files by transferring information directly between two computers rather
than by going through a central server. P2P technology is also behind the
popular Internet phone service Skype.
8. Phishing is the illegal act of sending emails or messages that appear to come
from authentic sources, but really come from spammers. Phishers often try to
get people to send them their personal information, everything from account
numbers to passwords.
9. Podcast is a downloadable video or audio file. Podcasts can be verbal, based
on a certain topic, or can include music, video, and commentary. Most podcasts
are updated regularly through the addition of new episodes.
10. Short Message Service (SMS), or text message, is a short message of fewer
than 160 characters sent from a cell phone. A Multimedia Messaging Service
(MMS) is a text message that contains an attached multimedia file, such as a
picture or song.
 E
“Watch the video “Digital Life 101,” (https://www.commonsensemedia.org/
video/modal/2078096) to better appreciate the 24/7 and social nature of digital
media—a major change from the media consumption culture of the past.

Check the Glossary of Terms (under this lesson) to get a list of digital media
and related concepts, which you can use to survey how much members of your
household or friends, know about these media that are enabled by digital tools. Do
you know more than most of them do?

A
ACTIVITY
First, take the quiz on your own. When you are done, trade with your partner.
Together, use the answer key to calculate each other’s score. Discuss what
surprised you the most and which answers were the closest to or farthest from your
own experiences.
1. Which of the following is owned by 82% of teens?
A. cell phone
B. smartphone
C. iPod Touch or similar device
D. iPad or similar device

2. What percentage of teens describe themselves as “addicted” to their cell

phones?
A. 11% B. 27% C. 41% D. 63%

3. Which of the following activities are done by 68% of teens at least once a day?
A. Text C. instant message (IM)
B. visit a social network D. use email

4. How many characters (letters, punctuation marks, symbols, and spaces) can
you send in a regular text message?
A. 110 B. 140 C. 200 D. 250

5. How often do 34% of teens visit social networking sites?

A. at least once a day C. once a week or less
B. several times a day D. never

6. What percentage of teens say that they don’t understand their social networking
site’s privacy policies?
A. 24% B. 35% C. 46% D. 61%

7. What percent of teens still prefer face-to-face communication with their friends
over communication online or via texting?
A. 22% B. 36% C. 49% D. 61%
8. What percentage of teens say they have said something bad about someone
online that they wouldn’t have said in person?
A. 33% B. 67% C. 49% D. 25%

9. What percentage of teens say that social networking helps them connect with
people who share a common interest?
A. 35% B. 42% C. 57% D. 66%

10. What percentage of teens agreed they wish they could “unplug” for a while?
A. 13% B. 27% C. 29% D. 43%
Week
1 I
Contextualized Online Search and Research Skills
LESSON 3

GOAL
At the end of the lesson, you will be a better user of search engines. You can
be more deeply aware of search techniques that will give results that are useful for
your academic and chosen career.

CHALLENGE QUESTIONS
1. Are you a smarter user of search engines?
2. Do you always rely on the first search results online?
3. Have you “Googled” yourself lately? Are you happy with the results?
4. How do you find answers to simple questions? Complex questions?

Google naturally comes to mind. Do you know that you can also use Wolfram
as an alternative search engine?

Indeed, Google may be our “friend” but using search engines for the sake of
plain information could actually lead you misinformed. In order to stay meaningfully
informed, start appreciating the use of the right combination of words or key
phrases.

The following is a set of tips to help you build smart search skills, as adapted from Common
Sense Media. A wealth of built-in—but sometimes hidden—features can help you find the
information you need more efficiently than your usual shot-in-the-dark searches. A little Google
technique can open a world of trusted facts, homework boosters, and cool tricks to impress your
friends (or your parents).
 A. Find the Hidden Calculator
If number crunching just isn't your thing—and you need an answer fast—
Google's hidden calculator is a lifesaver. Head straight to the search bar and type
in the problem or equation you're looking to solve. You'll know you've gotten to the
right place when a gray, calculator-like tool pops up as the search result.

Bonus tip: How many teaspoons equal a tablespoon? When the homework
is put away and you need an extra hand at the Chemistry lab, this tool converts
measurements, too.

B. Definitions and More

Browsing the Merriam-Webster dictionary for hours might be a lost art, but
broadening kids' vocabulary doesn't have to be. Simply add the word "define"
before a search term (for example, “define onomatopoeia”) to bring up the proper
spelling, definition, origin, and even fun tools like voice and translation options.

Bonus tip: If you struggle with spelling, don't worry. Google will suggest and
search based on the appropriate spelling of most words, just as it does for regular
searches.

C. Age-Appropriate Results
Tools like Google SafeSearch15 and YouTube's Safety Mode16 can help
filter out mature content that's beyond what those below 18 are ready to see or
read. This can also be taken a step further with search results filter by reading level
so you or your younger siblings or friends feel comfortable with what's in front of
them. Let Google annotate the results with reading levels labeled, or choose to only
show basic, intermediate, or advanced level content.

If you are looking for credible information—or your first taste of scholarly
research—you can check out Google's academic offshoot, Google Scholar.17

Bonus tip: Explore with confidence18 by viewing content critically. Just

because you see it online doesn't mean it's true.

D. Time-Zone Challenged
If you have far-flung family and don’t want to wake them up in the middle of
the night, you can find the local time anywhere in the world by typing "time" and a
city's name into the search bar.

E. The Perfect Search

Let’s say the homework or assignment requires you to use only one source
of information. Enter your query, followed by the URL for the website (i.e., weaving
site: ncca.gov.ph/) and hit enter. You'll see only results from that website.

Need help with weaving homework but getting search results for weaving for
sale? Add a minus sign before "sale" to eliminate sale-related results.

F. Photo Magic
Learning how to attribute photos is a critical research skill. ? With Google
Reverse Image Search19, you can upload any photo to Google Images and hit
"search" to find the name of it, and a whole lot more.

Bonus tip: In Google's Chrome browser, you can just right-click on any image
and select "search Google for this image." There's a Firefox add-on20, too.
 G. Just for Fun
If all you really need is a little distraction, go to Google and type in "tilt,"
browse the Google Doodle archives, or just tell Google to do a barrel roll. You won't
be disappointed.”

If you want some more keyword tricks, check out the search techniques
below.

SEARCH QUERY TIPS

1. Define. When your query includes the define: operator, Google displays all the
definitions it finds on the web.
2. Site. “If you really like a web site (e.g. http://ncca.gov.ph) but its search tool isn’t
very good, fret not—Google almost always does a better job ”. Example:
[site:ncca.gov.ph culture]
3. Reverse Image search. Instead of typing the keywords, you upload an image of
an unknown product or point to its URL in the search box or bar. Useful to find
product names, recipes, and more
4. Autocomplete. Google's autocomplete is a handy tool for both saving time and
getting a feel for what people are searching. See the image below.
5. More advanced search operators: https://goo.gl/aLuTFZ
 A

ACTIVITY
On the next opportunity that you have an Internet connection, do the following
“What Matters in a Query” search tips. To validate the results of your search, get a
screenshot24 of the resulting scenarios. Be ready to present the results in class.
Week
2 Developing ICT content for specific purposes
I LESSON 4, LESSON 11

The use of advanced tools and techniques found in common productivity

and application software in developing ICT content for specific professional
tracks.

GOAL
At the end of the 2-week period, you will be able to independently apply
advanced productivity tools to create or develop ICT content for use in specific
professional tracks. These may be in the form of, but not limited to:
1. Calculating spreadsheet of athletic statistics (Sports);
2. Layouting the catalogue of creative works (Arts);
3. Materials/ingredients projections for batches of baked goods (Tech Voc);
4. Letterhead/business card designs (Business/ Academic) that are useful for
your academic and chosen career.

CHALLENGE QUESTION
What was your earliest memory of productivity tools?

Hint: They usually come as a suite of computer applications that serve

reporting requirements containing textual, numerical, and presentation
functions.

D
The three basic functions of digital tools are generally combined to support
decisions in business or management, and in communication contexts. These
three basic tools support writing, numeracy and presentation skills.

In earlier ICT-related courses or academic subjects, these tools find

expression in essays, book reports, and newsletters, as well as in presentation of
ideas contained in a deck of digital slides.

To help you build on your prior skills using those productivity tools, you shall
explore them separately and work towards combining them in a given technology-
enabled scenario.

Below is a screenshot of LibreOffice, a free and Open Source Productivity

Suite, which matches and perhaps can even exceed the overall features,
advantages, and benefits of their paid counterpart:
 The prescribed tools and techniques are listed below in the context of
situational use-cases along with the respective resources:
 E

ADVANCED PRODUCTIVITY TIPS

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

A
ACTIVITY
1. Your teacher/instructor will give you activities that will allow you to use common
productivity tools effectively by maximizing advanced application techniques in
the given context of your professional track.
2. To build on that, you will also be guided by your teacher/instructor to create an
original or derivative ICT content to effectively communicate or present data or
information related to your track.
Week
3 Manipulating text, graphics, and images
to create ICT content intended for an
online environment
I LESSON 5, LESSON 7 AND LESSON 8

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

CHALLENGE QUESTION
You may have heard of a word that sounds like “pabmat”. Can you guess what
it is?
OK, it is spelled as pubmat and is understood to mean a collection of visual
content that is used to promote an idea, concept, event, product or service. One
application software that is proprietary—which means you need to buy the software
to use it because it is owned by an individual or company who developed it.

D
In this part of the course you will be expected to demonstrate your ability to use
digital tools to produce materials for printing, posting, and at some later point in the
course, uploading images online.

As a matter of practice, you will be using the GIMP (see the Glossary of Terms,
under this Lesson, for the long name) as free application software to build publication-
related materials. (See on the following page a screenshot of the GIMP28)

While the GIMP29 is the tool of choice in this course, certain principles,
techniques, and skills can be demonstrated with similar tools (online or offline) using
the corresponding references below:
 E
The following are sample publicity materials, the corresponding use-cases,
and related resources. They will be used as part of your course activities for this
section of the lesson:

The following are graphic design tools that are either free to download and
use as a stand-alone application or to use online with prior registration:

TIPS: GRAPHIC EDITING TOOLS

1. Canva.com - An online tool that allows users to create designs for Web or print:
blog graphics, presentations, Facebook covers, flyers, posters, invitations, etc.
2. GIMP (/ɡɪmp/; an acronym for GNU Image Manipulation Program) is a free and
open-source raster graphics editor used for image retouching and editing, free-
form drawing, resizing, cropping, photo-montages, converting between different
image formats, and more specialized tasks.
3. Piktochart - infographic design application “that requires very little effort to
produce beautiful, high quality graphics.”
A
Week
3 The principles and techniques of design using online
creation tools, platforms, and applications to develop
ICT content for specific professional tracks
I LESSON 6, LESSON 9, LESSON 10

GOAL
At the end of the 2-week period, you will 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 your professional tracks.

These may be in the form of, but not limited to:

1. Survey instruments using Google forms (Business Academic);
2. Athletic match-ups and league standings using Mindmeister (Sports);
3. Catalogues/Swatches/ options for products and services using Prezi (Tech
Voc);
4. Online photo album of artistic works or photographs using Picasa (Arts);
5. Online music production using Sibelius (Music).

CHALLENGE QUESTIONS
What is the use of a Website?
Did you know that you can use a Website for several purposes? And did you
know that Websites can be considered as platforms for productivity?

This portion of the module introduces you to online platforms as tools for ICT
content development and covers the topics of:
1. The nature and purposes of online platforms and applications;
2. Basic web design principles and elements;
3. Web page design using templates and online WYSIWYG (What you see is what
you get) platforms.
 Sometime in the 1990s, creating a web page or a website was a skill that
required a mind of a computer programmer, working on standard lines of computer
code that need to be memorized to produce a basically flat but colorful document.
The following shows a screenshot of a Website.

Nowadays, it is easier for a high school student with enough creativity to

assemble textual and visual parts that are already interactive and fun for the user.
Moreover, websites have evolved into tools and platforms for discovery,
sharing, connection, and co-creation.

These online social platforms currently include, but are not limited to:
1. Presentation/ visualization (Prezi, Zoho, Slideshare, mindmeister)
2. Cloud computing (Google Drive, Evernote, Dropbox)
3. Social Media (Twitter, Facebook, Tumblr)
4. Web Page Creation (Wix, Weebly)
5. File Management and Filetype conversion (zamzar, word2pdf)
6. Mapping (Google Maps, Wikimapia)

ACTIVITY
With your teacher’s guidance, you can start exploring online platforms for
expression of mission statements of social impact organizations. On deeper
reflection, you should be skilled by now in online search using relevant keywords
in this activity. Likewise, from a technical and skills perspective, you should be able
to do the following:
1. Evaluate existing online creation tools, platforms and applications in developing
ICT content for specific professional tracks
2. Apply web design principles and elements using online creation tools,
platforms, and applications to communicate a message for a specific purpose
in your professional track.
3. Create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages related to
your professional track.
 A

Tips/References
To get ideas about creating smart and powerful statements, go over this link
and read through the “Top 50 Mission Statements of Non-Profits or Social Impact
Organizations: https://topnonprofits.com/examples/nonprofit-mission-statements/
Week
7 Integrating ICT content through collaboration with classmate
and teacher as both peer and partner
I LESSON 12, LESSON 13

GOAL
At the end of the two-week period and quarter, you will collaborate with your
classmates to develop an online portal or website to showcase and share existing
and previously developed content.

CHALLENGE QUESTION
What is one gift you’d like to share to the world?

From reading of the links/resources below, think about how far sharing your
gift can go.
 https://gathercontent.com/blog/how-to-collaborate-the-creative-the-
practical
 http://www.edutopia.org/blog/classroom-collaboration-tools-eric-brunsell
 http://lifehacker.com/the-best-collaboration-tools-for-small-groups-and-
teams-1477548590

If you have a reliable access to the Internet, challenge yourself by enrolling

in this Free Online Course, how to Help Your Local Community,
https://www.udemy. com/how-you-can-help-your-local-community-5-amazing-
examples/.

Also look at a model learning community that aims to create a safe and
adventurous place for its members to discover and chase their individual passions.
Follow the link: http://rcseclub.weebly.com/our-team-our-community.html
 D
Below are the topical competencies that you will be able to build with
guidance from your Teacher through Collaborative development of ICT and
relevant content:

Some of the online collaborative tools that may be used currently include, but
are not limited to:
1. Google Docs/ MS Office 365
2. Prezi
3. Google Chat/ Hangouts
4. Skype/ Viber/ Kakao Talk/ WeChat/ Line

SOME ONLINE PLATFORMS

Platforms that may be currently used to host newsletters and similar ICT
content include but are not limited to:
1. Presentation/ visualization - Prezi (https://prezi.com/), Zoho
(https://www.zoho.com/docs/show.html), Slideshare
(http://www.slideshare.net/), Mindmeister (https://www.mindmeister.com/)
2. Cloud computing, e.g. Google Apps (https://cloud.google.com/ )
3. Social Media - Facebook Pages
(https://www.facebook.com/business/products/pages), Tumblr
(https://www.tumblr.com/), Instagram (https://www.instagram.com/), Pinterest
(https://www.pinterest.com/)
4. Web Page Creation - Wix (http://www.wix.com/), Weebly
(http://www.weebly.com/) , Google Sites, e.g.
https://sites.google.com/site/phpeacebuilding/)
5. Blog or Publisher sites - Blogger (http://blogger.com), Wordpress
(https://wordpress.com/), Livejournal (http://www.livejournal.com/), Issuu
(https://issuu.com/signup/onboarding?plan=free&funnel=freeplan), Google
Sites, https://www.google.com/sites/overview.html
 Below is a screenshot of a sample collaborative tool: The Creative Cloud.

E
ACTIVITY
With your teacher’s guidance, you will:
1. Create a Google Site. Use the steps below to build the basics:
https://support.google.com/sites/answer/4417369?hl=en&ref_topic
=23216&rd=1
To help you start the thematic content of a website, fill in the following blanks
to serve as key points to build reader’s interest towards your work:
a. The issue that matters to me is ____________ [CAUSE or
ADVOCACY]
b. I could use my talent ____________________ [GIFT]
c. To make a difference by _________________ [ACTION]38
2. Share and showcase existing or previously developed content in the form of
a designed newsletter or blog site, or website that is intended for a specific
audience or viewer within a given cause or advocacy.
3. Evaluate the quality, value, and appropriateness of classmate/ peer’s
existing or previously developed ICT content or media (from previous
Lessons) in relation to a given theme or advocacy39.

Use rubrics to assess another classmate’s work. Refer to the following as a

guide but pay closer attention to the Categories labeled “Content” and “Interest”.
 A
Below is a screenshot of GOLD Foundation. As an exercise, use the above
rubric to evaluate for Content and Interest. Take note that while the Web site
provides only the minimum of information, the keyword “help” may be considered
as an attempt to make the website content interesting to the people for whom it is
intended.
WHAT IS AN ADVOCACY?
 Advocacy is an active promotion of a cause or principle.
 It involves actions that lead to a selected goal.
 It is one of the many possible strategies, or ways to approach a problem.
 Advocacy can be used as part of a community initiative, nested in with other
components.
 It is not a direct service.
 Advocacy does not necessarily involve confrontation or conflict.

Some examples may help clarify just what advocacy is:

 You join a group that helps build houses for the poor—that's wonderful, but
it's not advocacy (It’s a service)
 You organize and agitate to get a proportion of apartments in a new
development designated as low to moderate income housing— (That’s
advocacy)
 You spend your Saturdays helping sort out goods at the recycling center—
that's not advocacy (It’s a service)
 You hear that land used for the recycling center is going to be closed and
you band together with many others to get the city to preserve this site, or
find you a new one. Some of you even think about blocking the bulldozers,
if necessary— (That’s advocacy)

An advocacy usually involves getting government, business, schools, or

some other large institution (also known as Goliath) to correct an unfair or harmful
situation affecting people in the community (also known as David, and friends). The
situation may be resolved through persuasion, by forcing Goliath to buckle under
pressure, by compromise, or through political or legal action.
 References

LESSON 1: What is Information and Communications Technology (ICT)?

 Digital Tools. (2016). PBS LearningMedia. Retrieved 30 March 2016, from

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

 Berkman Center for Internet and Society (2003). Introduction: Readiness for
the Networked World. Retrieved 30 March 2016, from
http://cyber.law.harvard.edu/readinessguide/intro.html

LESSON 2: Online safety, security, ethics, and etiquette

 Republic Act No. 10175 | GOVPH. (2012). Official Gazette of the Republic of
the Philippines. Retrieved 30 March 2016, from
http://www.gov.ph/2012/09/12/republic-act-no-10175/

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

https://www.pinterest.com/search/pins/?0=online%7Ctyped&1=safety%7Ctyp
ed&2=etiquette%7Ctyped&3=privacy%7Ctyped&q=online%20safety%20etiq
uette%20privacy&rs=typed

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

March 2016, from https://prezi.com/lujxgo4qdw6w/online-safety-security-
ethics-etiquette/

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

March 2016, from http://www2.powayusd.com/teacher_resources/
digitalLiteracy/ Grades6-8/digResp/Unit1-6/HO-Media%20Life.pdf

ANSWERS:

The questionnaire is in the Empowerment Technologies Student Reader. Survey

answers are summarized below:
1. Which of the following is owned by 82%The correct answer is a, a cell
phone. The vast majority of teenagers have their own cell phone (82%),
including 41% who say they have a smartphone. Cell phone ownership
varies by age—74% of 13- to 14-year olds, compared with 87% of 15- to 17-
year-olds.
2. What percentage of teens describe themselves as “addicted” to their cell
phones? The correct answer is c, 41%. And 21% of wish that their parents
would spend less time with their cell phones and other devices.
3. Which of the following activities are done by 68% of teens at least once a
day? The correct answer is a, text. Two-thirds (68%) of teens text every day,
half (51%) visit social networking sites daily, and 11% send or receive tweets
at least once every day. Teens prefer texting due to the convenience—30%
saying it’s the quickest and 23% because it’s the easiest way to get in touch
with one another.
4. How many characters (letters, punctuation marks, symbols, and spaces) can
you send in a regular text message? The correct answer is b, 140. Text
messages and tweets are limited to 140 characters (including letters,
punctuation marks, symbols, and spaces).
5. How often do 34% of teens visit social networking sites? The correct answer
is b: About a third of teens visit their main social networking site several
times a day. In fact, 90% of teens say they have used social media and 75%
currently have a profile on a social networking site.
6. What percentage of teens say that they don’t understand their social
networking site’s privacy policies? The correct answer is a, 24%. About a
quarter of teen users admit they understand their social networking site’s
policies either “not too well” or “not at all.”
7. What percentage of teens still prefer face-to-face communication with their
friends over communication online or via texting? The correct answer is c,
49%. About half of all teens say their favorite way to communicate with their
friends is in person. 38% believe face-to-face conversations to be more fun,
and 29% say that they can better understand what people really mean in
person. Only 4% prefer talking on the phone as their favored way to
communicate with friends.
8. What percentage of teens say they have said something bad about someone
online that they wouldn’t have said in person? The correct answer is d, 25%.
A quarter of all teens admit to saying something bad about someone online
that they wouldn’t have in person. Similarly, 1 in 4 (24%) social media users
say they “often” encounter one or more types of derogatory speech (sexist,
homophobic, racist, or anti-religious).
9. What percentage of teens say that social networking helps them connect
with people who share a common interest? The correct answer is c, 57%. A
majority of teens say social media help them keep in touch with friends they
can’t see regularly (88%), get to know other students at their school better
(69%), and connect with new people who share a common interest (57%).
10. What percentage of teens agreed they wish they could “unplug” for a while?
The correct answer is d, 43%. Of this percentage, 13% agree strongly and
30% agree somewhat that they sometimes wish they could “unplug.” More
than a third agree “somewhat” that they sometimes wish they could go back
to a time when there was no Facebook.

 Source: http://commonsense.org

 Other Related Resources can be accessed via the following: Oversharing -

Digital Citizenship, (supported by Common Sense Media)
https://www.youtube.com/watch?v=I47ltgfkkik (video)

LESSON 3: Contextualized online search and research skills

 Turn SafeSearch on or off - Search Help. (2016). Support.google.com.

Retrieved 31 March 2016, from
https://support.google.com/websearch/answer/510?hl=en

 Disable or enable Restricted Mode - YouTube Help.

(2016).Support.google.com. Retrieved 31 March 2016, from
https://support.google.com/youtube/answer/174084?hl=en
 Google Scholar. (2016). Scholar.google.com.ph. Retrieved 31 March 2016,
from https://scholar.google.com.ph/

 Judging content credibility – Explore with confidence – For families – Safety

Center – Google. (2016). Google.com. Retrieved 31 March 2016, from
https://www.google.com/safetycenter/families/explore/content-credibility/

 Reverse image search - Search Help. (2016). Support.google.com.

Retrieved 31 March 2016, from
https://support.google.com/websearch/answer/1325808?hl=en

LESSON 4: Developing ICT content for specific purposes

 Libre Office. (2014). Using Mail Merge. Wiki.Documentfoundation.org.

Retrieved 31 March 2016, from
https://wiki.documentfoundation.org/images/3/3c/WG4211-
UsingMailMerge.pdf

 Libre Office. (n.d.). Animating Objects in Presentation Slides.

help.libreoffice.org. Retrieved 31 March 2016, from
https://help.libreoffice.org/Impress/Animating_Objects_in_Presentation_Slide
s

 Libre Office. (n.d.). Inserting a Calc Chart into a Text Document.

Help.Libreoffice.org. Retrieved 31 March 2016, from
https://help.libreoffice.org/Writer/Inserting_a_Calc_Chart_into_a_Text_Docu
ment

LESSON 5: Manipulating text, graphics, and images to create ICT content

intended for an online environment

 Chavanu, Bakari. (2010). How To Learn Principles of Design From Pre-

Installed Templates. Makeuseof.com. Retrieved 31 March 2016, from
http://www.makeuseof.com/tag/learn-principles-design-preinstalled-templates

 Brown, Evan. (2014). 15 Golden Principles of Visual Hierarchy.

Designmantic.com. Retrieved 31 March 2016, from
http://www.designmantic.com/blog/infographics/15-golden-principles-of-
visual-hierarchy

LESSON 6: The principles and techniques of design using online creation

tools, platforms, and applications to develop ICT content for specific
professional tracks

 Emoderation (2012). Team “Am I pretty?” Community management for

tweens and teens. Retrieved April 29, 2016, from
http://www.emoderation.com/am-i-pretty-community-management-for-
tweens-and-teens/
 Duncan, Alney. (2011). What Community Means To Me: 17 Teenage
Perspectives ... Retrieved April 29, 2016, from
http://www.firebellymarketing.com/ 2011/10/community-means-me-teenage-
perspectives.html.

LESSON 7: Integrating ICT content through collaboration with classmate

and teacher as both peer and partner

 Evans, Nic. (2015). How to Collaborate: The Creative & the Practical.
Retrieved April 29, 2016, from https://gathercontent.com/blog/how-to-
collaborate-the-creative-the-practical

 Brunsell, Eric. (2011). Web Tools Blog Series: Tools to Help Students
Collaborate . Retrieved 29 April 2016 from
http://www.edutopia.org/blog/classroom-collaboration-tools-eric-brunsell

LESSON 8: Multimedia and ICT

 Brainient. (2014). Brainient | LinkedIn. Retrieved April 29, 2016, from

https://www.linkedin.com/company/brainient

 Radionomy.com. (2014). Radionomy | Produce your own radio stations for

free. Retrieved April 29, 2016, from
https://www.radionomy.com/en/static/produce

LESSON 9: ICTs as platform for change covering the topics of:

1. ICT as medium for advocacy and developmental communication
2. The social power of social media
3. Digital citizenship and the Filipino people

 TED.com. (2014). Howard Rheingold | Speaker | TED.com. Retrieved April

29, 2016, from https://www.ted.com/speakers/howard_rheingold

LESSON 10: How to work with peers and external publics/ partners for the
development of an ICT project that advocates or mobilizes for a specific
Social Change or Cause

 Appropedia. (n.d.). Service learning. Appropedia.org. Retrieved 31 March

2016, from http://www.appropedia.org/Service_learning

 Singh, Timon. (2013). 19-Year-Old Develops Ocean Cleanup Array That

Could Remove 7,250,000 Tons Of Plastic From the World’s Oceans.
Inhabitat.com. Retrieved 31 March 2016, from http://inhabitat.com/19-year-
old-student-develops-ocean-cleanup-array-that-could-remove-7250000-tons-
of-plastic-from-the-worlds-oceans/
LESSON 11: How to manage an online ICT Project for Social Change

 Lutz, Ashley. (2012). The Secret To Working With 4 Different Types Of

People. Businessinsider.com. Retrieved 31 March 2016, from
http://www.business insider.com/kate-wards-the-secret-to-working-with-
almost-anyone-2012-5

 Wikiversity. (n.d.). Social Media/Marketing. Businessinsider.com. Retrieved

31 March 2016, from https://en.wikiversity.org/wiki/Social_Media/
Marketing#Facebook

LESSON 12: How to maintain and sustain the operation of an ICT Project
for Social Change

 Appropedia. (2006). Appropedia. Retrieved April 29, 2016, from

http://www.appropedia.org/

LESSON 13: Reflecting on the nature of ICT and the manner by which the
learning process has changed your worldview

 200 Free Kids Educational Resources: Video Lessons, Apps, Books,

Websites & More, http://www.openculture.com/free_k-
12_educational_resources

 Free Images from Yale University, http://artgallery.yale.edu/photographs (via

http://www.ctnow.com/arts-theater/museums/hc-open-access-artworks-yale-
0217-20160215-story.html)