Empowerment
Technologies
Student Reader
This learning resource was collaboratively developed and
reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders
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Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Empowerment Technologies
Student Reader
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 Empowerment Technologies Student Reader
Joel C. Yuvienco
Cover Art Illustrator: JM Quincy D. Gonzales
DepEd Management Team
Bureau of Curriculum Development
Bureau of Learning Resources
Printed in the Philippines by ____________
Department of Education-Bureau of Learning Resources (DepEd-BLR)
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TABLE OF CONTENTS
Unit 1
Lesson 1: What is Information and Communications Technology?
4
Lesson 2: Online Safety, Security, Ethics, and Etiquette
10
Lesson 3: Contextualized Online Search and Research Skills
17
Weeks 3-4
Lesson 4: Developing ICT content for specific purposes
23
Weeks 5-6
Lesson 5: Manipulating text, graphics, and images to create ICT
27
Week 1-2
content intended for an online environment
Unit 2
Weeks 7-8
Lesson 6: The principles and techniques of design using online
33
creation tools, platforms, and applications to develop
ICT content for specific professional tracks
Weeks 9-10
Lesson 7: Integrating ICT content through collaboration with
37
classmate and teacher as both peer and partner
Unit 3
Week 11
Lesson 8: Multimedia and ICT
48
Week 12
Lesson 9: ICTs as platform for change
54
Lesson 10: How to work with peers and external publics/partners
56
Weeks 13-16
for the development of an ICT project that advocates or
mobilizes for a specific Social Change or Cause
Unit 4
Weeks 17-18
Lesson 11: How to manage an online ICT Project for Social
63
Change
Week 19
Lesson 12: How to maintain and sustain the operation of an ICT
66
Project for Social Change
Week 20
Lesson 13: Reflecting on the nature of ICT and the manner by
69
which the learning process has changed your
worldview
Additional resources
72
Miscellaneous Resources, Other References
98
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iv
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EMPOWERMENT
TECHNOLOGIES
Student Reader for Senior High School
1
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2D2C of Social Software by Joel Yuvienco 1
This Student Reader and its corresponding Teacher’s Guide consider
the instructional design based on Section 5 of RA 10533: Pedagogical
approaches in Curriculum Development. Thus Learning activities are
designed to be:
inquiry-based, reflective, constructive, collaborative, and integrative.
1
Image Source: https://www.flickr.com/photos/joelogs/469133316
2
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UNIT 1
A connected world needs more than a network of
computers and gadgets. It needs a technology-enabled,
confidently mindful, and compassionate digitally aware
community of lifelong learners.
3
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Lesson 1
Weeks 1-2
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.
4
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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 tools2 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
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?
As you continue your work using this Student Reader, you may realize that
digital tools, such as those appearing in the following image would give you
an idea of the range of possibilities to discover, disclose, connect, and cocreate, in a Networked World.
2
http://www.pbslearningmedia.org/collection/digital-tools/
5
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some common digital tools3
How many of the items or icons in the image above are you familiar with?
Which ones are you unfamiliar 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.
3
Image source: https://globalearlyed.wordpress.com/global-tools/teacher-tools/
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TRIVIA/GLOSSARY OF TERMS
1. Assistive Media - 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-demand, to the ever growing number of persons
with disabilities who now use the Internet.”
2. Collaborative platforms - “is a category of business software that adds
broad social networking capabilities to work processes.”
3. Convergent Technologies - 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 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.
4
Connecting in and Out-of-School Writing Through Digital Tools by Emily Howell and David Reinking in Handbook
of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson, 2014
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5. Mobile Media - This 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 - are online versions of information systems, which is
“the process of and tools 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 - “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 - “describes World Wide Web sites that emphasize usergenerated 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 - “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 machinefacilitated understanding of information in order to provide a more
productive and intuitive user experience.”
5 https://en.wikipedia.org/wiki/Mobile_media#cite_note-3
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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.
6
7
This is also available online via the Supplement containing additional resources, https://goo.gl/44vFXy
A word counting online tool can be used via this link, https://wordcounter.net/
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Lesson 2
Weeks 1-2
Online Safety, Security, Ethics, and Etiquette8
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 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
8
Source: http://www.philstar.com/headlines/2014/02/19/1292003/internet-libel-cyber-crime-lawconstitutional
From the perspective of government, [Republic Act No. 10175] AN ACT DEFINING CYBERCRIME, PROVIDING
FOR THE PREVENTION, INVESTIGATION, SUPPRESSION AND THE IMPOSITION OF PENALTIES THEREFOR AND
FOR OTHER PURPOSES, http://www.gov.ph/2012/09/12/republic-act-no-10175/, is a useful reference for
determining what is legal or illegal activity in the online context. The law has been in force since 2012 and the
Supreme Court in a decision in 2014, SC ruled that imposition of cyber libel on the “original author of the post”
(on Facebook) is constitutional, but clarified the same is unconstitutional insofar as it penalizes those who
simply receive the post and react to it.
From a personal and community perspective, this link on Pinterest.com could serve as a visual and textual
guide, https://goo.gl/zDDVIB Another visual reference presented online as a student group work can be
accessed via Prezi.com here: https://goo.gl/dsMn9M
9
Source: MY MEDIA LIFE IS LIKE … http://www2.powayusd.com/teacher_resources/digitalLiteracy/Grades68/digResp/Unit1-6/HO-Media%20Life.pdf and https://goo.gl/eli6N6
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the day. Finally, make a picture or drawing of the simile you created. The
drawing can include text.
Questions to consider:
● Are digital media a big part of your life?
● What kind of impact do digital media have on you (a little, some, a lot)?
● What are your favorite and least-favorite things to do with digital
media?
● Do you connect with others or create things with digital media? Finish
this statement: My media life is like ___________________________
because ________________________________________________
_______________________________________________________.
Illustrate your simile in the box 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?”10
10 https://www.commonsensemedia.org/educators/lesson/digital-life-101-6-8 (needs an account registration)
Also available here (without registration): https://goo.gl/WuFj4g
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Now, consider the following statement.
“Instead of promoting social
behavior, social media
promotes disengagement,
self-absorption, loneliness
and sadness.”
Do you agree?11
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:
11 Image credit: Instead of promoting social behaviour, social media promotes disengagement, self-absorption,
loneliness and sadness. Creative Commons Attribution License https://www.flickr.com/photos/jasonahowie/
7910370882 Photo by openicons - Creative Commons Attribution-ShareAlike License http://pixabay.com/en/
sad-unhappy-sorry-cheerless-smiley-98457/
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“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?12
TRIVIA/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.
12
This online activity worksheet, https://goo.gl/Ce65UA, "Internet Safety, Ethics & Netiquette” could be an
alternative activity.
Learn to keep safe by staying informed and developing good online habits. For more references:
https://www.google.com/safetycenter/everyone/start/, https://www.commonsensemedia.org/,
http://www.iste.org/standards/iste-standards/standards-for-students
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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.
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.13
1. 82% of teens say that they own which of the following?
a) cell phone
b) smartphone
c) iPod Touch or similar device
d) iPad or similar device
13
Adapted from Commons Sense Media, http://commonsense.org.
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2. What percent of teens describe themselves as “addicted” to their cell
phones?
a) 11%
b) 27%
c) 41%
d) 63%
3. 68% of teens say they do which of the following at least once a day?
a) text
b) visit a social network
c) instant message (IM)
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
b) several times a day
c) once a week or less
d) never
6. What percent 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 percent 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%
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9. What percent 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 percent of teens agreed they wish they could “unplug” for a
while?
a) 13%
b) 27%
c) 29%
d) 43%
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Lesson 3
Weeks 1-2
Contextualized Online Search and Research Skills
GOAL
At the end of the lesson, you will be a better user of search engines. In
particular, you can be more deeply aware of search techniques that will give
results that are useful for your academic and chosen career.
CHALLENGE QUESTIONS
Are you a smarter user of search engines?
Do you always rely on the first search results online?
Have you “Googled”14 yourself lately? Are you happy with the results?
How do you find answers to questions from the simple to the complex?
Google might naturally come to mind. Did you know that you could also
use Wolfram as an alternative search engine?
Indeed, Google might be our “friend” but using search engines for the sake of
plain information could actually lead you misinformed. In order to stay
meaningfully informed, you should 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 much more efficiently than your usual shot-in-the-dark
searches. A little Google technique can open up a world of trusted facts,
homework boosters, and cool tricks to impress your friends (or your parents).
14
Search online using Google.com
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Image source: http://www.brainyquote.com/
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
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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 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.
15
https://support.google.com/websearch/answer/510?hl=en
https://support.google.com/youtube/answer/174084?hl=en
17
https://scholar.google.com/
18
https://www.google.com/safetycenter/families/explore/content-credibility/
16
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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 addon20, 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 archives21, or just tell Google to do a barrel
roll.22 You won't be disappointed.” 23
If you want some more keyword tricks, check out the search techniques
below.
TRIVIA/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
19
https://support.google.com/websearch/answer/1325808?hl=en
https://addons.mozilla.org/en-US/firefox/addon/google-similar-images/
21
http://www.google.com/doodles#archive
22
https://www.google.com/#q=do+a+barrel+roll
23
Adapted from https://www.commonsensemedia.org/blog/the-kids-guide-to-google-search
20
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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
21
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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.
What Matters in a Query?25
Every word matters.
1
Try searching for [who], [the who], and [a who]
Order matters.
2
Try searching for [blue sky] and [sky blue]
Capitalization does not matter.
3
Try searching for [barack obama] and [Barack Obama]
Punctuation does not matter.
4
*
24
Try searching for [red, delicious% apple&] and [red delicious
apple]
There are exceptions!
$ C# C++ Google+
but not
Can you think of any?
¶ £€©®÷§%() or @
How to get a screenshot:https://goo.gl/ErxORI
25 Source: Google Search Education
22
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Lesson 4
Weeks 3-4
Developing ICT content for specific purposes
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.
Three basic functions of digital tools are generally combined to support
decisions in business or management, and in communication contexts. These
3 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.
23
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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.
Following is a screenshot of LibreOffice, a Free and Open Source Productivity
Suite, which matches and perhaps could 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:
Tools/Techniques
1. Mail merge and
label generation
26
Use Case
Mass email or
printed letters26
Related Reference
● https://wiki.documentfou
ndation.org/images/3/3c/
Advantages of Mail Merging “The advantages of using mail merge are:
● Only one document needs to be composed for communicating to an extensive list of interested people,
clients or customers.
● Each document can be personalized i.e. it appears to be have been written specifically to each
recipient. It contains details only relevant to the receiver.
● Many document formats can be developed to use with one database.
● Errors in transcribing details from one document to another are eliminated. This advantage, of course,
depends upon the accuracy of data entry into individual records in the first place! ”
24
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Tools/Techniques
Use Case
Related Reference
WG4211UsingMailMerge.pdf
● https://goo.gl/OUy1ct
2. Custom animations
and timing
Enhances viewer
experience27
● https://help.libreoffice.org
/Impress/Animating_Obj
ects_in_Presentation_Sli
des
● https://goo.gl/H8hlQy
3. Hyperlinking in
presentations
Optimizes use of
related content and
references. Applies
to Word/Write
documents too.
● https://help.libreoffice.org
/Writer/Inserting_a_Calc
_Chart_into_a_Text_Doc
ument
● https://goo.gl/XX5dM0
4. Integrating images
and external
material in word
processors
Enriches textual
content. Also useful
in presentation
slides and
sometimes in
spreadsheets
● https://help.libreoffice.org
/Writer/Inserting_Graphic
s_From_Draw_or_Impre
ss
● https://goo.gl/K4nV83
Seamlessly
5. Embedded files and
integrates related
data
files
● https://help.libreoffice.org
/Impress/Insert_Slides_
Objects
● https://goo.gl/G9lNIe
6. Advanced and
complex formulas;
and computations
● https://help.libreoffice.org
/Calc/Functions_by_Cate
gory
● https://goo.gl/XRtFDy
Simplifies and
automates common
tasks
The following are key glossary of terms and links to related tools and
techniques for advanced users of productivity applications.
27
Whenever used appropriately, “slide animations are similar to transitions, but they are applied to individual
elements on a single slide—a title, chart, image, or individual bullet point. Animations can make a
presentation more lively and memorable. Just as with transitions, heavy use of animations can be fun, but
distracting and even annoying for an audience expecting a professional presentation.”
25
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TRIVIA/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
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.
26
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Lesson 5
Weeks 5-6
Manipulating text, graphics, and images to create ICT content
intended for an online environment
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 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.
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.
27
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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:
Topic
Related Reference
Basic principles of graphics
and layout
http://www.makeuseof.com/tag/learnprinciples-design-preinstalled-templates/
Principles of visual message
design using infographics
http://www.designmantic.com/blog/infograp
hics/15-golden-principles-of-visualhierarchy/
Online file formats for images
and text
http://www.makeuseof.com/tag/know-whento-use-which-file-format-png-vs-jpg-doc-vspdf-mp3-vs-flac/
Principles and basic
techniques of image
manipulation
https://designschool.canva.com/blog/image
-enhancement/
Basic image manipulation
using offline or open source
software
https://www.gimp.org/tutorials/GIMP_Quicki
es/
Combining text, graphics, and
images
https://www.gimp.org/tutorials/Floating_Log
o/
Uploading, sharing, and
image hosting platforms
http://lifehacker.com/5808625/five-bestweb-sites-for-image-hosting-and-photosharing/
28 Image source: Wikimedia.org
29 pixlr.com
28
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29
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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:
Publicity Materials
Use Case
Related Reference
1. Poster
Announcements or flyers
1. http://www.gimp.org/tuto
rials/GIMP_Quickies/ 30
2. https://docs.gimp.org/en
/gimp-templatedialog.html
2. Logo
For design of stationery,
e.g. business card
http://www.wikihow.com/M
ake-Business-Cards-withGIMP
3. Labels
To help organize office
supplies or collection of
materials or for return
address in envelopes
http://registry.gimp.org/nod
e/132
4. Infographic
Visualizing combination
of data and narratives
http://www.grtuts.com/djou
rney/the-orangutaninfographic-project
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
30
GIMP user manual is available here, https://docs.gimp.org/en/index.html. You may also follow
https://twitter.com/gimp_official on Twitter for updates.
30
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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.”
ACTIVITY
2. Your teacher will give you activities that will allow you to evaluate
existing websites and online resources based on the principles of
layout, graphic, and visual message design.
3. You will be given an opportunity to practice image manipulation
techniques on existing images to change or enhance their current
state to communicate a message for a specific purpose.
4. To extend your skill, you will be guided by your teacher/instructor to
create an original or derivative ICT content to effectively
communicate a visual message in an online environment related to
your specific professional track.
31
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UNIT 2
ICT and related tools reach a higher level of engagement
when used in a more social online context.
32
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Lesson 6
Weeks 7-8
The principles and techniques of design using online creation
tools, platforms, and applications to develop ICT content for
specific professional tracks
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 a number of 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;
33
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3. Web page design using templates and online WYSIWYG (What you
see is what you get) platforms.
Topics
Related Reference
Related Reference
1. The nature and
purposes of
online platforms
and applications
Social Software
and Community
Learning: Leveling
the Playing Field
https://www.academia.e
du/647793/Social_Softw
are_and_Community_L
earning_Leveling_the_P
laying_Field
2. Basic web design
principles and
elements
Design Elements
& Principles
http://www.edb.utexas.e
du/minliu/multimedia/PD
Ffolder/DESIGN~1.PDF
3. Web page design
using templates
and online
WYSIWYG
platforms
50 of The Easiest
Website Builder
Collection in 2016
http://1stwebdesigner.c
om/easiest-websitebuilder/
In the earlier years, or 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 page shows a screenshot of a Website31.
31 Image source: https://en.wikiversity.org/wiki/Web_design
34
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35
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Nowadays it is so much easier that a high school student with enough
creativity could assemble textual and visual parts that are already interactive
and fun to 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 better 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.
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-missionstatements/
36
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Lesson 7
Weeks 9-10
Integrating ICT content through collaboration with classmate
and teacher as both peer and partner
GOAL
At the end of the 2-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 QUESTION32
What is one gift you’d like to share to the world33?
From a reading of the links/resources below, think about how far sharing your
gift can go.
● https://gathercontent.com/blog/how-to-collaborate-the-creative-thepractical
● http://www.edutopia.org/blog/classroom-collaboration-tools-ericbrunsell
● http://lifehacker.com/the-best-collaboration-tools-for-small-groups-andteams-1477548590
If you have a reliable access to the Internet, challenge yourself by enrolling in
this Free Online Course34, How to Help Your Local Community,
https://www.udemy. com/how-you-can-help-your-local-community-5-amazingexamples/. Also take a 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-teamour-community.html
32 Additional references: http://ww2.kqed.org/mindshift/2014/08/18/how-a-bigger-purpose-can-motivate-
students-to-learn/
33 Reference: P. 74. Me to We Journal. Craig & Marc Kielburger.
34 Your teacher may need to enrol in this course first - Virtual Role Models Focusing on Community Integration,
https://www.udemy.com/virtualrolemodels/learn/#/
37
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38
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Below are topical competencies that you will be able to build with guidance
from your Teacher through Collaborative development of ICT and relevant
content:
Topics
Related Reference
Related Reference
Team structure and
dynamics for ICT
content
Reflection,
Understanding,
Expression, Sharing
Flow (Image) 35
http://mechanicaldesign.
asmedigitalcollection.as
me.org/data/Journals/J
MDEDB/27950/071001
_1_2.jpeg
Online collaborative
tools and processes
The 20 best tools for
online collaboration
http://www.creativebloq.
com/design/onlinecollaboration-tools912855
Project management
for ICT content
7 Tips for Effective
Project Collaboration
(Using Evernote36)
https://blog.evernote.co
m/blog/2015/05/12/7tips-for-effective-projectcollaboration/
Curating existing
content for use on
the web
Content Curation Primer
http://www.bethkanter.o
rg/content-curation-101/
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
35
Role of communication in shared understanding among teams using wiki
36
https://evernote.com/upgrade/?var=1&tier=basic&offer=www_pricing
39
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TIPS: 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
Following is a screenshot of a sample collaborative tool: the Creative Cloud37.
37 Source: https://helpx.adobe.com/creative-cloud/
40
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41
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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:
● The issue that matters to me is ____________ [CAUSE or
ADVOCACY]
● I could use my talent ____________________ [GIFT]
● 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
guide40 but pay closer attention to the Categories labeled “Content” and
“Interest”.
Category
4
Links
All links point
(to
to high-quality,
content) up to-date
credible sites.
38
3
2
Almost all links
point to highquality, up todate credible
sites.
Most links
point to highquality, up todate credible
sites.
1
Less than ¾ of
the links point
to high-quality,
up to-date
credible sites.
Adapted from Me to We Journal, Craig & Marc Kielburger, p. 74
39 http://www.galileo.org/tips/rubrics/website_rubric.pdf,
40
https://www2.uwstout.edu/content/profdev/rubrics/webpagerubric.html
Source: http://www.u.arizona.edu/~ackers/rubric.jpg
42
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Category
4
3
2
1
Content The site has a
well-stated
clear purpose
and theme that
is carried out
throughout the
site.
The site has a
clearly stated
purpose and
theme, but
may have one
or two
elements that
do not seem to
be related to it.
The purpose
and theme of
the site is
somewhat
muddy or
vague.
The site lacks
a purpose or
theme.
Layout
The Web site
has an
exceptionally
attractive and
usable layout.
It is easy to
locate all
important
elements.
White space,
graphic
elements
and/or
alignment are
used
effectively to
organize
material.
The Web
pages have an
attractive and
usable layout.
It is easy to
locate all
important
elements.
The Web
pages have a
usable layout,
but may
appear busy or
boring. It is
easy to locate
most of the
important
elements.
The Web
pages are
cluttered
looking or
confusing. It is
often difficult to
locate
important
elements
Navigation
Links for
navigation are
clearly labeled,
consistently
placed, allow
the readers to
easily move
from a page to
related pages
(forward and
back), and
take the reader
where s/he
expects to go.
Links for
navigation are
clearly labeled,
allow the
reader to
easily move
from a page to
related pages
(forward and
back), and
internal links
take the reader
where s/he
expects to go.
Links for
navigation take
the reader
where s/he
expects to go,
but some
needed links
seem to be
missing. A
user
sometimes
gets lost.
Some links do
not take the
reader to the
sites
described. A
user typically
gets lost.
43
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Category
Interest
4
3
A user does
not become
lost.
A user rarely
becomes lost.
The author has
made an
exceptional
attempt to
make the
content of this
Web site
interesting to
the people for
whom it is
intended.
The author has
tried to make
the content of
this Web site
interesting to
the people for
whom it is
intended.
2
1
The author has
put lots of
information in
the Web site
but there is
little evidence
that the person
tried to present
the information
in an
interesting
way.
The author has
provided only
the minimum
amount of
information
and has not
transformed
the information
to make it
more
interesting to
the audience
(e.g. has only
provided a list
of links to the
content of
others).
On the next page is a screenshot41 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 Web site content interesting to
the people for whom it is intended.
41
Screenshot from http://j.mp/GoldxL
44
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45
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TIPS: WHAT IS AN ADVOCACY?
● Advocacy is active promotion of a cause or principle.
● Advocacy involves actions that lead to a selected goal.
● Advocacy is one of many possible strategies, or ways to approach a
problem.
● Advocacy can be used as part of a community initiative, nested in with
other components.
● Advocacy is not 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
down 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
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.
46
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UNIT 3
Social change can be a deeply personal experience when
social tools and techniques are done within a real, rich,
and relevant context.
47
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Lesson 8
Week 11
Multimedia and ICT
GOAL
At the end of the week you will independently assess your experience along a
range of online rich content on the basis of the usability of the interface.
CHALLENGE QUESTION
As a user of a digital tool, in your opinion, what is simple yet functional
usability42?
Identify the cell, in the Usability Table, that matches your opinion.
SIMPLICITY
SIMPLE
COMPLEX
EASY
I
II
DIFFICULT
IV
III
FUNCTIONALITY
Look at the images on the following two pages43 to help you think about the
phrase “simple yet functional”.
BEFORE vs AFTER
42 This can be used as reference tool: http://image.slidesharecdn.com/cit-140611222413-phpapp01/95/project43
matrix-and-measuring-sw-16-638.jpg?cb=1402525507
Image source: http://infinitewebdesigns.com
48
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BEFORE
49
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AFTER
50
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The Evolution to Web 3.044
Web 1.0
Web 2.0
Web 3.0
“the most read only web”
“the wildly read-write web”
“the portable personal web”
45 million global users
(1996)
focused on companies
1 billion+ global users (2016)
focused on the individual
focused on communities
lifestream
home pages
blogs
owning content
sharing content
consolidating dynamic
content
the semantic web
Britannica Online
Wikipedia
HTML, portals
XML, RSS
widgets, drag & drop
mashups
use behavior (“me-onomy”)
web forms
web applications
iGoogle, NetVibes
directories (taxonomy)
tagging (“folksonomy”)
user engagement
Netscape
Google
advertainment
page views
cost per click
advertising
word of mouth
ACTIVITY45
Given the definition in the screenshot below, describe what you would
combine to make your digital content interactive.
44 Strickland, M. (n.d.). The Evolution of Web 3.0. Retrieved from http://www.slideshare.net/mstrickland/the-
evolution-of-web-30/3-buzz_buzzWhat_is_Web_30
45 Competency: 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.
51
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The following image46 shows online features that enhance a video
content. Which feature/s would engage you? Why?
TIPS: HOW TO ENGAGE PARTICIPANTS ONLINE
Imagine clients as your audience/stakeholder.47 (see next page)
46
47
Image source: https://www.linkedin.com/company/brainient
Image Source: http://www.slideshare.net/jcstone3/imp-2010-jcs-session-final-102310
52
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53
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Lesson 9
Week 12
ICTs as platform for change, covering the topics of:
● ICT as medium for advocacy and developmental communication
● The social power of social media
● Digital citizenship and the Filipino people48
GOAL
At the end of the week, you will 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.
CHALLENGE QUESTIONS
How does it feel having your work liked by people? Is there any
difference whether or not you know those who liked your work?
Use the visual prompt in the following page to respond to the challenge.
TRIVIA
Did you know that writer, artist and designer, theorist and community
builder, Howard Rheingold is one of the driving minds behind our netenabled, open, collaborative life? Learn more about Howard Rheingold via
this link: https://www. ted.com/speakers/howard_rheingold
48 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
54
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Source: http://neilpatel.com/
ACTIVITY
Share anecdotes of how you have used ICTs to be part of a social
movement, change, or cause to illustrate aspects of digital citizenship.
You may use any ICT/digital tool to share your insight. For your output,
you could write a journal or blog entry or even an online photo narrative.
55
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Lesson 10
Weeks 13-16
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
GOAL
At the end of the 4-week period, you will collaboratively participate actively in
the creation and development of an ICT Project for Social Change relating to
an issue relevant to your professional track.
CHALLENGE QUESTIONS
Have you done community service? Can you combine service and
formal learning?
Read through the following references and discover how ICT can enable
collaboration that cuts across geographic and institutional borders to forge
solutions and new business models.
1. http://america.aljazeera.com/articles/2016/2/8/tech-start-ups-promiseto-empower-workers-through-automation.html
2. http://skillsforchange.com/
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1. Tech start ups promise to empower workers through automation
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2. Skills for Change: Online volunteering platform “For Busy People”
Here is a sample infographic of impact
that is enabled by “Skills for Change”.
58
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Take a look at the image49 below. Between identifying a problem to crafting a
solution, you will notice that the tools that provide the solution do not operate
in a vacuum. They evolve within the boundaries of system’s context through
to the constraints and resources.
ACTIVITY
After you have showcased, with your teacher’s guidance, start
collaborating with your group mate in developing a common ICT project
for social change covering the following steps50:
1. Planning and conceptualizing an ICT Project for Social Change
2. Research for ICT Projects, Audience profiling, (demographics and
psychographics)
3. Designing and copywriting, i.e. writing textual content for ICT
Projects
49
Image Source: https://en.wikiversity.org/wiki/Designing_a_Problem_Space_for_a_Collaborative_
Work_Environment
50
Sample reference: http://3e0m11c5c0u2u14u320ogrk2.wpengine.netdna-cdn.com/files/2015/09/2015-2016UK-We-Volunteer-Now-how-to-guide-FINAL.pdf
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4. Developing and constructing the ICT project around an advocacy
such as any of the following:
a. Anti-drug campaigns
b. Youth election volunteer mobilization
c. Animal welfare and rights
d. Environmental conservation and action
e. Contemporary ICT issues like cyber-bullying, copyright
infringement, green technology, and Internet addiction
Please note that there are many more causes. Some causes are more
specific or relevant to your locality.
You will need to create a group website (separate from the one from the
prior lesson) as platform to document your project online. Here’s a link to
a Google Site Template that could be useful for the purpose:
https://sites.google.com/ site/projectwikitemplate_en/
TIPS: SOME ARTICLES FOR
INSPIRATION
Please follow the links below which point to articles that could serve as
models for advocacy:
● http://www.appropedia.org/Service_learning
● http://inhabitat.com/19-year-old-student-develops-ocean-cleanuparray-that-could-remove-7250000-tons-of-plastic-from-the-worldsoceans/
● http://www.smh.com.au/environment/boyan-slats-high-school-projectraises-millions-to-clean-up-worlds-oceans-20160201-gmj8dq.html
● http://www.philstar.com/business/2015/10/18/1511826/ali-edc-petrontop-sustainability-csr-firms
60
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ACTIVITY51
1. Identify a local or regional cause or issue for Social Change related to
your specific professional tracks that can be addressed or tackled
using an ICT Project for Social Change.
2. For your pre-work, make sure you do a search on the example
advocacies discussed earlier.
3. Analyze how target users and audiences are expected to respond to
the proposed ICT Project for Social Change on the basis of content,
value, and user experience.
4. Part of your collaborative work entails creating a survey on how
participants respond to a call to action in social networks, like
Facebook.
5. Integrate rich multimedia content in design and development to best
enhance the user experience and deliver content of an ICT Project for
Social Change
6. Ask yourself: What kind of content would encourage or motivate you
to participate in a call to action?
7. 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.
51 Note: Topics may cover, but are not limited to: 1. Promotion of wellness in the home (Sports) 2. Street food
safety and cleanliness drive (TechVoc) 3. Cultural heritage promotion through new designs “Pinoy pride”
(Arts) 4. Savings and financial literacy drives and advocacies (Business/ Academic)
61
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UNIT 4
Transformation produces a deeper impact when
continuous evaluation is designed within a growth mindset
for the bigger community.
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Lesson 11
Weeks 17-18
How to manage an online ICT Project for Social Change
GOAL
At the end of the 2-week period, you will independently and collaboratively comanage an online ICT Project for Social Change through available tools,
resources, and platforms.
CHALLENGE QUESTIONS
After beginning to work for a period setting up and planning the activities
on the earlier lesson, have you discovered what type of a worker you are?
Do you work best alone?
Or do you operate best in a group setting?
http://www.businessinsider.com/kate-wards-the-secret-to-working-withalmost-anyone-2012-5
ACTIVITY
With guidance from your teacher, continue with the following:
Publishing an ICT Project covering the following tasks.
1. Uploading and website management
2. Promotion, traction and traffic monitoring
3. Evaluation through user feedback/ interaction
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Image source: https://en.wikiversity.org/wiki/Social_Media/Marketing
TIPS: MONITORING WEBSITE ENGAGEMENT PERFORMANCE
If you use Facebook Pages, you may find the following as a useful resource

Social Media Marketing: https://en.wikiversity.org/wiki/Social_Media/
Marketing# Facebook

To answer the question “Where can I see how many views my Page
is getting?” read this article52: https://www.facebook.com/help/
257762887594688
52 Here's a UNICEF-referenced case study/how-to guide using Facebook: https://nonprofits.fb.com/story/unicef/
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
If you are using Google Doc or Google Sites, here are steps to
generate useful data and report on online activity on the site:
http://www.thunder active.com/blog/ using-google-sites-campaignreporting/
ACTIVITY
With guidance from your teacher and using the tips in this lesson, do the
following:
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.
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Lesson 12
Week 19
How to maintain and sustain the operation of an ICT Project
for Social Change
GOAL
At the end of the week, you will 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.
CHALLENGE QUESTIONS
How do you measure impact? Is it better done in qualitative or
quantitative terms?
The following is a photo53 of what appears like a furniture set that was
assembled with a theme in mind. Could you identify with the advocacy?
53
Image source: http://www.appropedia.org/
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TIPS: LEARN MORE
Run a search about the Pareto Principle. Discover how the principle applies in
almost every aspect of life.
Image Source: http://empoweringed.weebly.com/about-us.html Credit:
Trisketched
Learn about impact via the website appropedia.org: http://www.appropedia.
org/ Welcome_to_Appropedia
ACTIVITY
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.
67
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TIPS: USE THE FOLLOWING AS REFERENCE
Kielburger, Craig and Mark Kielburger (2015). Me to We: Together We
Change the World. http://trackyourimpact.com/
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Lesson 13
Week 20
Reflecting on the nature of ICT and the manner by which the
learning process has changed your worldview
GOAL
By the end of this final week, you will independently reflect on the ICT
learning process and how your worldview has evolved over the past
semester.
CHALLENGE QUESTION
Look at the image of a night sky below54. What has changed since you
started working on this module?
Have you started co-creating impact around you? In what area or areas? You
may refer to the list on http://appropedia.org via this link: http://www.
appropedia.org/ Appropedia:CategoryTree. (see the following page)
54 Image credit: https://commons.wikimedia.org/wiki/User:Matugraphy
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70
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ACTIVITY
1. Create an account on http://appropedia.org and write an article to help
collaboratively build Appropedia.
To create an account, go to this site:
http://www.appropedia.org/index.php?
title=Special:UserLogin&returnto=Appropedia%27s+offline+
content+bundle&type=signup
To ensure confirmation of creation of the Appropedia account, make
sure you possess a personal email address that you can access and
use regularly.
2. Write a reflexive piece or output using an ICT tool, platform, or
application of choice on the learning experiences undergone during
the semester. You have the option to use any of the following forms:





Video blog
Presentation or image gallery
Website
Illustrated document
Podcast or webcast
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Empowerment Technologies:
Additional
Resources
(Updated: June 14, 2016)55
This supplements the Student Reader, which can be accessed via this
shortlink: https://goo.gl/dfNPfa
55
For questions or comments, please send a message to: info.emptech@gmail.com
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Additional Resources for Unit 1
A connected world needs more than a network of computers and
gadgets. It needs technology enabled, confidently mindful and
compassionate digitally aware community of lifelong learners.
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/
Excerpt: “(This website link provides) short video tutorials from KQED56
(for learning about) the basics for how to use free online tools for teaching
and learning. The following tools can be incorporated into the classroom to
convey information visually, make persuasive arguments and allow for a
variety of collaborative opportunities.
SoundCloud and Mobile Sound Recording
In (a related) video we’re
going to look at easy ways
to use your smartphone
device’s built in capabilities
to record audio and then
share it on SoundCloud.
SoundCloud is a socially
connected online service
for sharing and discovering
music and sound. Although
you’ll find plenty of big name mainstream music on SoundCloud, it was
designed with the independent producer in mind and offers a great
platform for spoken word content, such as podcasts.”
More here: 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
56
KQED, virtual channel 9, is a PBS (Public Broadcasting Service) member television station located in San
Francisco, California, United States.
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Excerpt: “The technological gains of the last several decades lie at the
core of staggering new surges of wealth and well-being within the richest
countries of the world. Electronic commerce and related applications of
information and communication technologies (ICTs) have become
tremendous engines for economic growth and productivity and are
changing the shape of the world in which we live. Yet the developed world
is reaping the vast majority of these gains.
It is our view that the appropriate use of information and communication
technologies can also improve the lives of the 80% of the world's
population that lives in the developing world.
The great divide between rich and poor countries, long observed with
regard to economic wealth and social conditions, is equally prevalent and
worrisome in the realm of information and communication technologies.
While the growth of the Internet and the continuing "digitalization of
society" are much-heralded events in more developed countries, many
leaders in developing nations are left wondering how they can participate
in the rapid changes going on around them. How can ICTs help their
businesses, governments and communities become more productive?
How do they get ready for the Networked World?”
More here: http://cyber.law.harvard.edu/readinessguide/intro.html
Note: For essays that will be required as part of course activities, a word
counting online tool can be accessed via this link, https://wordcounter.net/
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/
Republic Act No. 10175 is AN ACT DEFINING CYBERCRIME,
PROVIDING
FOR
THE
PREVENTION,
INVESTIGATION,
SUPPRESSION AND THE IMPOSITION OF PENALTIES THEREFOR
AND FOR OTHER PURPOSES, http://www.gov.ph/2012/ 09/12/republicact-no-10175/. It is a useful reference for determining what is legal or
illegal activity in the online context. The law has been in force since 2012
and the Supreme Court in a decision in 2014, SC ruled that imposition of
cyber libel on the “original author of the post” (on Facebook) is
constitutional, but clarified the same is unconstitutional insofar as it
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penalizes those who simply receive the post and react to it.
http://www.philstar.com/head
lines/2014/02/19/1292003/internet-libelcyber-crime-law-constitutional
● Pinterest. (2016). Pinterest. Retrieved 30 March 2016, from
https://www.pinterest.com/search/pins/?0=online%7Ctyped&1=safety%7C
typed&2=etiquette%7Ctyped&3=privacy%7Ctyped&q=online%20safety%2
0etiquette%20privacy&rs=typed
From a personal and community perspective, this shorter link on
Pinterest.com could serve as a visual and textual guide,
https://goo.gl/zDDVIB
● Online Safety Security Ethics Etiquette. (2016). prezi.com. Retrieved 30
March 2016, from https://prezi.com/lujxgo4qdw6w/online-safety-securityethics-etiquette/
Another visual reference presented online as a student group work can be
accessed via Prezi.com. The short link is available here:
https://goo.gl/dsMn9M
● 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
The above link points to a document titled “My Media Life is like … “ a part
of the Digital Life 101 which includes GOT MEDIA SMARTS? (A survey
based in the USA).
ANSWERS: The questionnaire is in the Empowerment Technologies
Student Reader. Survey answers are summarized below:
1. 82% of teens say that they own which of the following?
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 14year olds, compared with 87% of 15- to 17-year-olds.
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2. What percent 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. 68% of teens say they do which of the following 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 percent 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 percent 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 faceto-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.
76
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8. What percent 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 percent 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 percent 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
SafeSearch can help you block inappropriate or explicit images from your
Google Search results. The SafeSearch filter isn’t 100% accurate, but it
helps you avoid most adult content.
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● 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
Resource includes a video. “Restricted Mode is an opt-in setting available
on the computer and mobile site that helps screen out potentially
objectionable content that you may prefer not to see or don't want others
in your family to stumble across while enjoying YouTube. You can think of
this as a parental control setting for YouTube.
Computers found in libraries, universities and other public institutions may
have Restricted Mode enabled by the system administrator. If you are
using a public computer and can not disable Restricted Mode, contact
your system administrator.”
● Google Scholar. (2016). Scholar.google.com.ph. Retrieved 31 March
2016, from https://scholar.google.com.ph/
“Google Scholar provides a simple way to broadly search for scholarly
literature. From one place, you can search across many disciplines and
sources: articles, theses, books, abstracts and court opinions, from
academic publishers, professional societies, online repositories,
universities and other web sites.”
● 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/contentcredibility/
Excerpt: “Just because you see it online doesn’t mean it’s true. Teach
your family to view all content critically so they can identify fact from fake
online. Learn how to distinguish reliable sources from unreliable ones, and
how to verify information you find online.”
● Reverse image search - Search Help. (2016). Support.google.com.
Retrieved 31 March 2016, from
https://support.google.com/websearch/answer/1325808?hl=en
Use the screenshot in the following page as reference and follow the
suggested steps:
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Excerpt:
Reverse image search
You can use a picture as your search to find related images from
around the web.
How reverse image search works
When you search using an image, your search results may include:
● Similar images
● Sites that include the image
● Other sizes of the image you searched for
Search using an image works best when the image is likely to show up
in other places on the web. So you'll get more results for famous
landmarks than you will for personal images like your latest family
photo.
Reverse image search using your computer
You can search using an image on these computer browsers:
Chrome 5+
Safari 5+
Firefox 4+
Upload an image
Visit images.google.com or click the camera icon in the search
box on any Images results page
.
Click Upload an image.
Click Choose file.
Select the image from your computer.
Drag & drop an image into the search box
If you're on Chrome or Firefox 4+, you can drag an image from your
computer into the search box.
Visit images.google.com.
On your computer, click the image you want to search for.
While holding down the mouse, drag the image into the search
box.
Search using an image URL
On any website, right-click an image and select Copy image URL.
Visit images.google.com or click the camera icon in the search
box on any Images results page
Click Paste image URL.
.
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Paste the URL you copied into the box.
Click Search by image.
Reverse image search using your phone or tablet
You can search Google to find images that are similar to ones you see
in search results. This is available on the Chrome app (Android and
iPhone or iPad).
Use the Chrome app to do a search.
Touch the image you want to search with to open a larger
version of the image.
Press and hold the image. In the box that appears, touch
Search Google for this image.
How Google uses the image you search with
When you search using an image, any images or URLs that you
upload will be stored by Google. Google only uses these images and
URLs (or links) to make our products and services better.
● Google Image Search (2012). Google Image Search.Addons.mozilla.org.
Retrieved 31 March 2016, from https://addons.mozilla.org/enUS/firefox/addon/google-similar-images/
About this Add-on
A handy (digital) tool - You can just right click an image and have Google
search the image for you. Google will bring up stuff like where on web is
this image being used, visually similar images etc. You can prefer to open
the search tab in background or foreground. Local images and images
with data URL scheme are also supported.
● Google Doodles. (2016). Google.com. Retrieved 31 March 2016, from
http://www.google.com/doodles#archive
“Doodles are the fun, surprising, and sometimes spontaneous changes
that are made to the Google logo to celebrate holidays, anniversaries, and
the lives of famous artists, pioneers, and scientists.”
● Google. (2016). Google.com.ph. Retrieved 31 March 2016, from
https://www.google.com.ph/?gfe_rd=cr&ei=AqH8VtanD8aT9QXBmYjIDQ#
q=do+a+barrel+roll
Following is a screenshot of a [do a barrel roll] search result on a
computer desktop.
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● Degnan, Taryn. (2014). The Kids' Guide to Google Search.
Commonsensemedia.org. Retrieved 31 March 2016, from
https://www.commonsensemedia.org/blog/the-kids-guide-to-google-search
The Kids' Guide to Google Search: The world's most popular search
engine offers clever features, shortcuts, and fun stuff to help your kid
search faster and smarter.
● Search operators - Search Help. (2016). Support.google.com.
Retrieved 31 March 2016, from
https://support.google.com/websearch/answer/2466433?hl=en
Search operators
You can use search operators and other punctuation to get more specific
search results. Except for the examples below, Google Search usually
ignores punctuation.
● How to get a screenshot - Google Search. (2016). Google.com.ph.
Retrieved 31 March 2016, from https://goo.gl/ErxORI
The above resource is a search result using the phrase {how to get a
screenshot}. Try changing the search phrase to {how to take a
screenshot} (Note: without the parentheses) and compare the search
results.
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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/WG4211UsingMailMerge.pdf
This chapter describes the entire process. The steps include: 1) How to
create and register a data source. 2) How to create and print form letters,
mailing labels, and envelopes. 3) Optionally, how to save the output in an
editable file instead of printing it directly
● 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_Sli
des
You can apply preset animation effects to objects on your slide.
● 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_Do
cument
You can insert a copy of a chart that is not updated when you modify the
chart data in the spreadsheet.
● Libre Office. (n.d.). Inserting Graphics From LibreOffice Draw or Impress.
Help.Libreoffice.org. Retrieved 31 March 2016, from https://help.
libreoffice.org/Writer/Inserting_Graphics_From_Draw_or_Impress
1. Open the document where you want to insert the object.
2. Open the Draw or Impress document containing the object that you
want to copy.
3. Hold down Ctrl and click and hold the object for a moment.
4. Drag to the document where you want to insert the object.
● Libre Office. (n.d.). Insert Slides/Objects. Help.Libreoffice.org. Retrieved
31 March 2016, from
https://help.libreoffice.org/Impress/Insert_Slides_Objects
Allow you to insert the entire file or specific elements in the file.
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● Libre Office. (n.d.). Functions by Category. Help.Libreoffice.org. Retrieved
31 March 2016, from
https://help.libreoffice.org/Calc/Functions_by_Category
The above link describes the functions of LibreOffice Calc. The various
functions are divided into categories in the Function Wizard.
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 PreInstalled Templates. Makeuseof.com. Retrieved 31 March 2016, from
http://www.makeuseof.com/tag/learn-principles-design-preinstalledtemplates
Excerpt: “In a digital age, desktop publishing has made it possible for
nearly anyone to produce well-designed online and paper documents,
such as newsletters, business cards, websites, posters, letterheads,
PowerPoint and Keynote presentations, etc. While professional graphic
designers are the best resource for producing high quality designs, nearly
all of us working in professional fields could benefit from having
knowledge of basic design principles.”
● 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-ofvisual-hierarchy
Excerpt: “Visual hierarchy adds beauty and order to your design. It offers
to your eyes visual assistance, suggesting to them, what information to
linger on to, as your vision glides through it. It lays down a path for the
data to flow in, to get absorbed into the brain smoothly. It guides the
human eye from one element of the data to the next, like an invisible
pointer moving through the data, to keep the reader free of any visual
fatigue.”
● Dube, Ryan. (2013). Know When to Use Which File Format: PNG vs.
JPG, DOC vs. PDF, MP3 vs. FLAC. Makeuseof.com. Retrieved 31 March
2016, from http://www.makeuseof.com/tag/know-when-to-use-which-fileformat-png-vs-jpg-doc-vs-pdf-mp3-vs-flac
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Excerpt: “In this article, I’d like to cover the two most popular file types for
the three media types—typed documents, photo and image files, and
sound or music files. Those are the three most prevalent formats used
both online and offline to experience information.”
● Design School. (n.d.). Enhancing Images. Designschool.canva.com.
Retrieved 31 March 2016, from
https://designschool.canva.com/tutorials/enhancing-images/
● David, Pat. (n.d.). Gimp Quickies. Gimp.org. Retrieved 31 March 2016,
from https://www.gimp.org/tutorials/GIMP_Quickies/
Excerpt: “GIMP is a very powerful image manipulation software, but don’t
let that intimidate you. Even if you don’t have time to learn advanced
computer graphics, GIMP can still be a very useful and handy tool for
quick image modifications.”
● David, Pat. (n.d.). Simple Floating Logo. Gimp.org. Retrieved 31 March
2016, from https://www.gimp.org/tutorials/Floating_Logo
Excerpt: “The concepts are ones that you’ll likely come across multiple
times while working in graphics processing. Layer masks are used to
isolate a part of an image, thus allowing it to be placed over a random
background for instance.”
● Henry, Alan. (2015). Five Best Image Hosting Web Sites. Lifehacker.com.
Retrieved 31 March 2016, from http://lifehacker.com/5808625/five-bestweb-sites-for-image-hosting-and-photo-sharing
Excerpt: “Taking photos and uploading them to the web has never been
easier. The best sites to store those photos keep them backed up, make
them easy to share, showcase them in good-looking galleries, and offer
you tons of space and editing tools.”
● Gimp. (n.d.). Templates Dialog. Docs.Gimp.org. Retrieved 31 March 2016,
from https://docs.gimp.org/en/gimp-template-dialog.html
Excerpt: “Templates are templates for an image format to be created.
GIMP offers you a lot of templates and you can create your owns. When
you create a new image, you can access to the list of existing templates
but you can't manage them. The “Templates” dialog allows you to manage
all these templates.”
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● Wikihow. (n.d.). How to Make Business Cards with GIMP. Wikihow.com.
Retrieved 31 March 2016, from http://www.wikihow.com/Make-BusinessCards-with-GIMP
Excerpt: “GIMP is a free image editing program that can do a lot of
different things, including making business cards. While there aren't any
easy templates to use in GIMP, you can create professional cards with
just a few of GIMP's basic tools.”
● akkana. (2008). GIMP Labels. Registry.gimp.org. Retrieved 31 March
2016, from http://registry.gimp.org/node/132
Excerpt: “GIMP Labels has a (fairly small) list of common label templates
(from Avery and others) to help in using GIMP to print address labels,
business cards, CD labels etc.”
● Grtuts. (2015). The Orangutan Infographic Project. Grtuts.com. Retrieved
31 March 2016, from http://www.grtuts.com/djourney/the-orangutaninfographic-project
Note: “The infographic and poster must utilize a modern art style that is
trendy and ‘head turning’”.
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Additional Resources for Unit 2
ICT and related tools reach a higher level of engagement when
used in a more social online context.
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-fortweens-and-teens/
Excerpt: “Any community professional who has spent time online with
minors will tell you swiftly it is not all text speech and Justin Bieber out
there. According to a recent Pew Research Center report, 95% of teens
ages 12 to 17 are online.
Tweens and teens spend enormous amounts of time saturated in
electronic media—texting, chatting, streaming movies and clips, listening
to music, watching YouTube, playing games, etc.
Their lives are so integrated with media, they manage to squeeze 10
hours of exposure into seven hours of access. It is no wonder, then that
the online concerns they are willing to present are without boundaries,
going far beyond hair and music into awkwardly phrased but sincerely
meant queries about identity, outside perception, body/gender image,
depression, and coping mechanisms. Topics that an adult might reserve
for a close friend or counselor (sex, religion, death) are presented in a
deceptively casual manner to public online audiences.”
● Duncan, Alney. (2011). What Community Means To Me: 17 Teenage
Perspectives ... Retrieved April 29, 2016, from
http://www.firebellymarketing.com/ 2011/10/community-means-meteenage-perspectives.html.
Description: While community can be experienced in countless ways, the
meaning of community might be pretty universal.
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● Top Nonprofits. (2015). 50 Example Mission Statements - Top Nonprofits.
Retrieved April 29, 2016, from
https://topnonprofits.com/examples/nonprofit-mission-statements/
Excerpt: “Mission Statement (What You Do): A one-sentence statement
describing the reason an organization or program exists and used to help
guide decisions about priorities, actions, and responsibilities. Many
nonprofit mission statements succumb to an overuse of words in general,
but especially jargon. Good mission statements should be clear,
memorable, and concise. Some might also add “inspiring” to the list of
descriptors. I don’t altogether disagree, but I find that including this as an
upfront criteria often ends up with a Frankenstein that is part mission, part
vision statement (desired end-state), and almost always too long.”
● Yuvienco, Joel. (2007). Social Software and Community Learning:
Leveling the Playing Field. Academia.edu. Retrieved 31 March 2016, from
https://www.academia.edu/647793/Social_Software_and_Community_Lea
rning_Leveling_the_Playing_Field
Excerpt: “Social Software means different things to different people. A
Google search on February 5, 2007, returned 709 entries on the keywords
‘definition of social software’. In 2003,Clay Shirky defined it simply as
“software that supports group interaction”.
● Utexas. (n.d.). Design Elements & Principles. Edb.Utexas.edu. Retrieved
31 March 2016, from
http://www.edb.utexas.edu/minliu/multimedia/PDFfolder/DESIGN~1.PDF
Excerpt: “Certain web sites seize users’ sights more easily, while others
don’t. Why? Sometimes we have to remark our opinion about likes or
dislikes of web sites, and it is easy to say just ‘I like this, or I don’t like
that…’ But if we are asked to answer the question why, then it is very
difficult to find out the reason.”
● 1st Web Designer. (2016). 50 of The Easiest Website Builder Collection in
2016. Academia.edu. Retrieved 31 March 2016, from
http://1stwebdesigner.com/easiest-website-builder/
Excerpt: “Website builders are exploding in popularity precisely because
they enable users to create websites without you having to know how to
code or be a talented creative designer. In fact, Website Builders do not
require any technical knowledge at all.”
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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-tocollaborate-the-creative-the-practical
Excerpt: “To many people, Collaboration is nothing more than a buzzword.
Some hear it and think innovation and open-minded exchanges, while
others envision stale boardrooms and ‘blue sky thinking’.
I see collaboration as the natural first step of the creative process. Not all
projects call for, or can accommodate, a phase of creative exploration and
exchange. It’s a matter of the known objective vs. the yet to be defined.
Collaboration will be as successful and fruitful as you want it to be. Simple.
It requires a handful of things to get off the ground, mainly a suitable
environment and a bunch of open-minded folk. There’s a heap of tools
and resources out there that take collaboration to a new level and gift it
the value and significance it merits.
The act and meaning of collaboration has changed. How people interact
and share has redefined the creative process itself, as well as the roles of
collaborators and the milestones of a project.”
● 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
Excerpt: “Randy Nelson (Pixar University) provides a brilliant definition of
collaboration by using two principles of improv. First, accept every offer
and second, make your partner look good. When teams collaborate on a
project, they accept each others' ideas without judgment and "plus" them - they ask, what can we do with this. I found this list of "principles" and
think we can learn a lot more about collaboration from improv.”
● Henry, Alan. (2013). The Best Collaboration Tools for Small Groups and
Teams. Retrieved April 29, 2016, from http://lifehacker.com/the-bestcollaboration-tools-for-small-groups-and-teams-1477548590
Excerpt: “We talk a lot about personal productivity tools at Lifehacker, but
sometimes you're not the only person who needs to get things done for a
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project or job to be a success. Whether you're trying to organize a home
renovation, organize a little league team, plan a family vacation, or get
everyone at the office working on the same projects and priorities, there
are plenty of great tools to help.”
● Wikiversity.com. (2011). Sample Collaborative Environment Plan Wikiversity. Retrieved April 29, 2016, from
https://en.wikiversity.org/wiki/Sample_ Collaborative_Environment_Plan.
Description: The collaborative document identified in the link above
covers, among other things, Collaboration Plan for Needs Analysis
Consultation
1.1 Problem description
1.2 Initial State
1.3 Context
1.4 Constraints
1.5 Resources
1.6 Tools
https://en.wikiversity.org/wiki/Sample_Collaborative_Environment_
Plan-Tools
1.7 Goal State
● Davies, Dawn. (2015). How You Can Help Your Local Community - 5 ... Udemy. Retrieved April 29, 2016, from https://www.udemy.com/how-youcan-help-your-local-community-5-amazing-examples/
Course Description
This course is about how one individual, or one small group, can help out
in their local community and create massive, beneficial change. If you
think your community needs to become more active and engaged, then it
can start with you!
We will teach you how you can start a community project or business that
will make a difference. Also, we will show you some amazing examples of
people who have done exactly that, and benefitted their local communities
tremendously. This can be used as fantastic inspiration to help you form
ideas of ways you can help in your community.”
● RCSEC. (2015). Our Team, Our Community - RC Social
Entrepreneurship. Retrieved April 29, 2016, from
http://rcseclub.weebly.com/our-team-our-community.html
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Description: Our learning community (Robert College Social
Entrepreneurship Club) aims to create opportunities to discover and
explore our passion to make the world a better place.
● Wikiversity.com. (2011). Social Enterprise - Wikiversity. Retrieved April 29,
2016, from https://en.wikiversity.org/wiki/Social_Enterprise
Note: A starting point for discussion about community building in relation
to a concept called Social Enterprise.
● Mechanical Design. (n.d.). Team Construction.Mechanicaldesign.asme
digitalcollection.asme.org. Retrieved 31 March 2016, from
http://mechanicaldesign. asmedigitalcollection.asme.org/data/Journals/
JMDEDB/27950/071001_1_2.jpeg
● Stewart, Craig. (n.d.). The 20 best tools for online collaboration.
Creativeblog.com. Retrieved 31 March 2016, from
http://www.creativebloq.com/design/online-collaboration-tools-912855
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Excerpt: “A team of designers does not always work in the same office;
you work in distributed groups, some of you may be working from home,
and clients can be based all over the world. This is where collaboration
tools come in—they make it easier and faster for designers to get
feedback and approve artwork in a professional manner, and they come in
all sort of forms, from free Android apps to Chrome extensions.”
● Pipes, Taylor. (2015). 7 Tips for Effective Project Collaboration.
Blog.Evernote.com. Retrieved 31 March 2016, from
https://blog.evernote.com/blog/2015/05/12/7-tips-for-effective-projectcollaboration/
Excerpt: “Clear organization is essential to effective team collaboration.
Projects have many moving parts, from timelines to checklists, notes, files,
and proposals. A centralized location to projects gives everyone access to
current information and the ability to track deliverables and deadlines.”
● Kanter, Beth. (2011). Content Curation Primer. Bethkanter.org. Retrieved
31 March 2016, from http://www.bethkanter.org/content-curation-101/
Excerpt: “Content curation is the process of sorting through the vast
amounts of content on the web and presenting it in a meaningful and
organized way around a specific theme. The work involves sifting, sorting,
arranging, and publishing information. A content curator cherry picks the
best content that is important and relevant to share with their community.”
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Additional Resources for Unit 3
Social change can be a deeply personal experience when social
tools and techniques are done within a real, rich, and relevant
context.
LESSON 8: Multimedia and ICT
● Brainient. (2014). Brainient | LinkedIn. Retrieved April 29, 2016, from
https://www.linkedin.com/company/brainient
A UK-based social media company that enables its clients “to create rich,
engaging and interactive video formats which can be delivered across a
range of devices and reported on in real time. The only interactive video
solutions provider able to run campaigns across all UK broadcasters.”
● Radionomy.com. (2014). Radionomy | Produce your own radio stations for
free. Retrieved April 29, 2016, from
https://www.radionomy.com/en/static/produce.
“Radionomy is n online platform that enables anyone “to produce a radio
station that “can customizable to programming with published music from
a user’s own collection or from the platform’s library of popular music and
podcasts. It also gives to users the ability to manage their stations with
personalized shoutouts, voicetracks, interviews, and more. ”
Reference:
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 Samples of this
phenomenon include but are not limited to: 1. EDSA and Cardinal Sin’s
call to action via radio broadcast 2. EDSA Dos and the use of text
messaging to mobilize people 3. Million People March against Pork barrel
via Facebook 4. Disaster relief operations and mobilization via Internet
and text brigades
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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
Writer, artist and designer, theorist and community builder, Howard
Rheingold as one of the driving minds behind our net-enabled, open,
collaborative life.
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
Excerpt: “Service learning is a teaching method, which combines
community service with academic instruction as it focuses on critical,
reflective thinking and civic responsibility. Service-learning programs
involve students in organized community service that addresses
local/global needs, while developing their academic skills, sense of civic
responsibility, and commitment to the community. Here service learning is
focused on applied sustainability.”
● 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/19year-old-student-develops-ocean-cleanup-array-that-could-remove7250000-tons-of-plastic-from-the-worlds-oceans/
Excerpt: “19-year-old Boyan Slat has unveiled plans to create an Ocean
Cleanup Array that could remove 7,250,000 tons of plastic waste from the
world’s oceans. The device consists of an anchored network of floating
booms and processing platforms that could be dispatched to garbage
patches around the world.”
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● McCoy, Terrence. (2016). Boyan Slat's High School Project Raises
Millions to Clean Up World's Oceans. Smh.com.au. Retrieved 31 March
2016, from http://www.smh.com.au/environment/boyan-slats-high-schoolproject-raises-millions-to-clean-up-worlds-oceans-20160201-gmj8dq.html
Excerpt: “Until that point, in 2012, the leading proposal to clean up the
ocean's trash was dispatching big ships to troll for bits of plastic—and it
would take thousands of years. So the teen, Boyan Slat, said he'd come
up with a low-cost solution that could do it in a matter of years. He
proposed erecting a large and angled barrier and mooring it to the ocean
floor in the areas of densest garbage accumulation.”
● McCoy, Terrence. (2016). ALI, EDC, Petron top sustainability, CSR firms.
Philstar.com. Retrieved 31 March 2016, from http://www.philstar.com/
business/2015/10/18/1511826/ali-edc-petron-top-sustainability-csr-firms
Excerpt: “ALI’s large-scale land development projects were assessed for
impacts and underwent Department of Environment and Natural
Resources (DENR) Environmental Impact Assessment Process, the report
said.”
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Additional Resources for Unit 4
Transformation produces a deeper impact when continuous
evaluation is designed within a growth mindset for the bigger
community.
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-withalmost-anyone-2012-5
Excerpt: “Understanding your personality, those of your coworkers and
how to deal with them can make all the difference between success and
failure, according to the book "Personality Style At Work: The Secret to
Working With (Almost) Anyone" by Kate Ward.”
● Wikiversity. (n.d.). Social Media/Marketing. Businessinsider.com.
Retrieved 31 March 2016, from
https://en.wikiversity.org/wiki/Social_Media/ Marketing#Facebook
Excerpt: “The purpose for using Facebook is to reach current and future
consumers but also to reach other businesses by combining promotional
with them to create publicity.”
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/
Learn about impact via the website appropedia.org:
http://www.appropedia.org/Welcome_to_Appropedia
57
57
(2006). Appropedia. Retrieved April 29, 2016, from http://www.appropedia.org/.
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LESSON 13: Reflecting on the nature of ICT and the manner by which
the learning process has changed your worldview
Go to this link for a longer and more comprehensive list: http://www.
appropedia.org/Appropedia: CategoryTree
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Miscellaneous Resources

Portable Apps: http://portableapps.com/apps

Get more updates via this blogsite:
http://teachbestpractices.blogspot.com/
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
200 Free Kids Educational Resources: Video Lessons, Apps, Books,
Websites & More, http://www.openculture.com/free_k12_educational_resources

WHAT COMMUNITY MEANS TO ME: 17 TEENAGE PERSPECTIVES,
http://www.firebellymarketing.com/2011/10/community-means-meteenage-perspectives.html
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
Free Images from Yale University, http://artgallery.yale.edu/photographs
(via http://www.ctnow.com/arts-theater/museums/hc-open-accessartworks-yale-0217-20160215-story.html)
Other References Used
Digital Tools. (n.d.). Retrieved March 29, 2016, from
http://www.pbslearningmedia.org/collection/digital-tools/
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