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Curriculum Desor

The document outlines the curriculum for the first two weeks of a course on Information and Communication Technology (ICT), focusing on the current state of ICT technologies and online systems. Learners are expected to reflect on ICT's role in their lives and apply online safety and design principles to create ICT content relevant to their professional tracks. The curriculum includes evaluating online platforms and developing content using various online tools and applications.

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Mckhy Styx Mallari
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43 views4 pages

Curriculum Desor

The document outlines the curriculum for the first two weeks of a course on Information and Communication Technology (ICT), focusing on the current state of ICT technologies and online systems. Learners are expected to reflect on ICT's role in their lives and apply online safety and design principles to create ICT content relevant to their professional tracks. The curriculum includes evaluating online platforms and developing content using various online tools and applications.

Uploaded by

Mckhy Styx Mallari
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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QUARTER 1

WEEKS 1–2

Information and

Communication Technology

covering the topics of:

1. The current state of ICT

technologies (i.e., Web

2.0, 3.0, convergent

technologies, social,

mobile, and assistive

media)

2. Online systems, functions,

and platforms

The learners demonstrate an

understanding of:

ICT in the context of global

communication for specific

professional track

The learners shall be able to:

at the end of the 2-week period

independently compose an

insightful reflection paper on the

nature of ICT in the context of

their lives, society, and

professional tracks (Arts, TechVoc, Sports, Academic)

The learners:

1. compare and contrast

the nuances of varied

online platforms, sites,


and content to best

achieve specific class

objectives or address

situational challenges

CS_ICT11/12-ICTPT-Ia-b-1

Online safety, security, ethics,

and etiquette

2. apply online safety,

security, ethics, and

etiquette standards and

practice in the use of

ICTs as it would relate

to their specific

professional tracks

CS_ICT11/12-ICTPT-Ia-b-2

Contextualized online sear

Online platforms as tools for

ICT content development

covering the topics of:

1. The nature and purposes

of online platforms and

applications

2. Basic web design

principles and elements

3. Web page design using

templates and online

WYSIWYG platforms

the principles and techniques of

design using online creation tools,


platforms, and applications to

develop ICT content for specific

professional tracks

at the end of the 2-week period

independently apply the

principles and techniques of

design using online creation

tools, platforms, and

applications to create original or

derivative ICT content for use in

specific professional tracks

These may be in the form of,

but not limited to:

1. Survey instruments using

Google forms (Business/

9. evaluate existing online

creation tools, platforms

and applications in

developing ICT content for

specific professional tracks

CS_ICT11/12-ICTPT-Ig-h-9

10. apply web design principles

and elements using online

creation tools, platforms,

and applications to

communicate a message

for a specific purpose in

specific professional tracks

CS_ICT11/12-ICTPT-Ig-h-10
K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May
2016 Page 4 of 12

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

These online platforms

currently include, but are not

limited to:

1. Presentation/ visualization

(Prezi, Soho, Slideshare,

mindmeister)

2. Cloud computing (Google

Drive, Evernote,Dropbox)

3. Social Media (Twitter,

Facebook, Tumblr)

4. Web Page C

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