LESSON 1: WHAT IS INFORMATION AND COMMUNICATIONS TECHNOLOGY?

OBJECTIVES:

1. Compare and contrast the nuances of varied online platforms, sites, and content to best achieve
specific class objectives or address situational challenges

CONTENT:

1. The current state of ICT technologies (i.e., Web 1.0, 2.0, and 3.0, convergent technologies, social,
mobile, and assistive media)

2. Online system, functions, and platforms

LESSON 2: ONLINE SAFETY, SECURITY, ETHICS, AND ETIQUETTE

OBJECTIVES:

1. Discuss what constitutes appropriate and inappropriate online behavior;

2. Make the students discern possible deceptive information and wrongly evaluated data; and

3. make the students understand the importance of making certain information public.

CONTENT:

Online safety, security, ethics, and etiquette

LESSON 3: CONTEXTUALIZED ONLINE SEARCH AND RESEARCH SKILLS

OBJECTIVES:

1. Motivate students to demonstrate resourcefulness and creativity in generating search terms using a
search engine; and

2. Facilitate the practice of discernment in judging the credibility, value, and usefulness of researched
materials

CONTENT:

Contextualized online search and research skills

LESSON 4: DEVELOPING ICT CONTENT FOR SPECIFIC PURPOSES

OBJECTIVE:

1. demonstrate how to create content to appropriately meet specific objectives; and

2. encourage students to explore and use common productive tools, and maximize advanced application
techniques to emphasize that ICTs are tools to achieve a goal.
CONTENT:

Applied productivity tools with advanced application techniques including:

1. Mail merge and label generation

2. Custom animations and timing

3. Hyperlinking in presentations

4. Integrating images and external material in word processors

5. Embedded files and data

6. Advanced and complex formulas and computations

LESSON 5: MANIPULATING TEXT, GRAPHICS, AND IMAGES TO CREATE ICT CONTENT INTENDED FOR AN
ONLINE ENVIRONMENT

OBJECTIVES:

1. facilitate student’s learning so the can apply image manipulation techniques to create an effective
visual message in the academic track; and

2. identify concepts and principles which can explain why an image is effective or not in evoking strong
reactions.

CONTENT:

1. Basic principles of graphics and layout

2. Principles of visual message design using infographics

3. Online file formats for image and text

4. Principles and basic techniques of image manipulation

5. Basic image manipulation using offline or open-source software

6. Combining text, graphics, and images

7. Uploading, sharing, and image hosting platforms.

8. Usable platforms/applications currently include but limited to:

a. Google Sketch Up (freeware)

b. GIMP (open source/freeware)

LESSON 6: THE PRINCIPLES AND TECHNIQUES OF DESIGN USING ONLINE CREATION TOOLS,
PLATFOMRS, AND APPLICATIONS TO DEVELOP ICT CONTENT FOR SPECIFIC PROFESSIONAL TRACKS
OBJECTIVE:

1. assist student to explore and use online creation tools, platforms and applications in developing ICT
content for the academic track;

2. assist students to apply web design principles and elements to effectively communicate a message;
and

3. facilitate student’s learning in evaluating online creation tools, platforms, and applications in
developing effective visual image in the academic track.

CONTENT:

Online platforms as tools for ICT content development covers the following topics:

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

2. basic web design principles and elements; and

3. web page design using templates and online WYSIWYG platforms.

These online platforms currently include, but 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 (Wix, Weebly, Google Site);

5. file management (zamzar, word2pdf); and

6. mapping (Google Maps, Wikipedia)

LESSON 7: INTEGRATING ICT CONTENT THROUGH COLLABORATION WITH CLASSMATE AND TEACHER
AS BOTH PEER AND PARTNER

OBJECTIVE:

1. facilitate learning to allow students to curate previously created content and create a collaboratively
designed newsletter or blog site for a specific audience;

2. assist students so they may practice doing and evaluation on the basis of quality, value, and
appropriateness of a peer’s work and decide on how to improve on it;

3. make the students practice collective decision-making such as coming up with criteria to choose which
works previously created within the semester they can include in the final output (newsletter or blog
site); and

4. make students collaboratively manage the production of the chosen output

CONTENT:
Collaborative development of ICT content covers the following topics:

1. team structure and dynamics for ICT content;

2. online collaborative tools and processes;

3. project management for ICT content; and

4. curating existing content for use on the web.

Online collaborative tools that may be used currently include, but are not limited to:

1. Google Docs/MS Office 365;

2. Prezi;

3. Google Chat/Hangouts; and

4. Skype/Viber/Kakao Talk/WeChat/Line.

Platforms that may be currently used to host newsletter and similar ICT content include but are not
limited to:

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

2. cloud computing (Google Apps);

3. social media (Facebook Pages, Tumblr);

4. web page creation (Wix, Weebly); and

5. blog sites (Blogger, Wordpress, Livejournal, Issuu).

LESSON 8: MULTIMEDIA AND ICT

OBJECTIVE:

At the end of the class period, the teacher should be able to encourage the students to discuss how the
new media, through its rich content and collaboration features, has changed their experiences both as
creators and user.

CONTENT:

Multimedia and ICTs cover the following topics:

1. rich content in the online environment and the user experience;

2. multimedia and interactivity; and

3. Web 2.0 Web 3.0, and user participation in the web.

Types of rich and multimedia content currently include, but are not limited to:

1. video and audio, embedded and on demand;

LESSON 9: ICTs AS PLATFORM FOR CHANGE

OBJECTIVE:

1. make students exemplify how ICTs have changed the way people communicate;

2. make students illustrate how ICTs can serve as tools to create social change; and

3. make students share personal experiences in using ICT to be part a social movement, change, or
cause.

CONTENT:

ICTs as platform for change covers the following topics:

1. ICT as medium for advocacy and developmental communication;

2. the social power of social media; and

3. digital citizenship and the Filipino people.

Sample of this phenomenon include, but are not limited to:

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

2. EDSA Dos and the use of text messaging to mobilize people;

3. Million People March against Pork barrel via Facebook; and

4. disaster relief operations and mobilization via internet and text brigades.

LESSON 10: DEVELOPING AN ICT PROJECT FOR SOCIAL CHANGE

OBJECTIVE:

1. assist students to curate local community resources, namely;

a. identify and gather art ideas and materials available in the community;

b. organize materials reflective of group’s content, theme, and purpose;

2. guide students to make decisions on the appearance and content of a website such as to:

a. develop an appropriate design based on the previous knowledge acquired in the course;

b. plan the details involved in the various phases of building a website; and

3. assist students to identify possible items in the website which may be considered as invasion of
privacy, items that could endanger minors, or items that could affect community norms and mores.

CONTENT:
Developing an ICT Project for Social Change covers the following topics:

1. planning and conceptualizing an ICT Project for Social Change;

2. research for ICT Projects, audience profiling (demographics and psychographics);

3. designing and copywriting for ICT Projects; and

4. developing and constructing the ICT project.

Samples of these advocacies or projects include, but are not limited to:

1. antidrug campaigns;

2. youth election volunteer mobilization;

3. animal welfare and rights;

4. environmental conservation and action; and

5. contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and
internet addiction.

LESSON 11: HOW TO MANAGE AN ONLINE ICT PROJECT FOR SOCIAL CHANGE

OBJECTIVE:

1. assist the students in illustrating how to upload, manage, and promote a website based on the
functionalities and features as specified by the website design;

2. facilitate the students’ learning so they are able to evaluate the data analytics and other pertinent
information related to the acceptability, efficiently of work, and other success measures of a website;
and

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

CONTENT:

1. Uploading and website management

2. Promotion, traction and traffic monitoring

3. Evaluation through user feedback/interaction

LESSON 12: HOW TO MAINTAIN AND SUSTAIN THE OPERATION OF AN ICT PROJECT FOR SOCIAL
CHANGE

OBJECTIVE:

1. facilitate for the students to generate ideas and steps to maintain and sustain the operation of the ICT
Project for Social Change;
2. assist the students in evaluating the progress and direction of their ICT Project for Social Change

CONTENT:

1. Updating content and maintaining traffic to an ICT Project for Social Change

2. Monitoring social impact of advocating communicated via an ICT Project for Social Change

LESSON 13: REFLECTING ON THE NATURE OF ICT AND THE MANNER BY WHICH THE LEARNING
PROCESS HAS CHANGED ONE’S WORLDVIEW

OBJECTIVE:

1. assist their students to reflect on the nature of ICTs; and

2. elicit the student’s personal insights on the basic principles underlying how ICTs are empowerment
tools to pursue knowledge, creative, liberating pursuits.

CONTENT:

ICT, the self, and society