E=Classroom for Interactive and Connected Learning
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OpenDesk Toolkit Training Guide provides the framework, technology and content to enable all teachers to develop the mindsets and habits of performing inside the e-classroom of interactivity and ...

OpenDesk Toolkit Training Guide provides the framework, technology and content to enable all teachers to develop the mindsets and habits of performing inside the e-classroom of interactivity and connectivity.

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E=Classroom for Interactive and Connected Learning E=Classroom for Interactive and Connected Learning Document Transcript

  • 1 OPENDESK TOOLKITOPENDESKIT TRAINING GUIDEE-Classroom for Interactive and Connected Learning Open Digital Education Solution ToolKit John J. Macasio john@onecitizen.net Version 1.1
  • 2 OPENDESK TOOLKITINTRODUCTION OPENDESKIT Training Guide is used in the E-CLASSROOM FOR TEACHERS CAPABILITY BUILDINGWORKSHOP that empowers the teachers to lead and to teach the appropriate use of 21st century digitaltools in the classroom to actualize interactive and connected learning. It introduces the basic competencies in using open standard software and Internet serviceswithin the context of teaching effectively the learning competencies of basic education in writing,reading, communication, visual arts, mathematics, sciences, languages, culture, and technology. Thedigital solutions are meant to initiate technology literacy, information literacy, visual literacy, anddigital safety for all. OPENDESKIT stands for Open Digital Education Solution ToolKit The acquisition of practical knowledge and free-ready-to-use digital tools are necessary for allpracticing teachers to openly lead interactive learning technologies based learning events inside theclassroom. It provides the means to understand and to fulfill the requirements of setting up the digitalinstructional environment for anybody, at anywhere and anytime without re-inventing the wheel. The ability to teach through the use of technology in learning depends on the formation ofconcrete understanding and practical experiences on the part of all classroom teachers while using thedigital tools. The OPENDESKIT Training Guide introduces the usage principles, desktop programs andweb sites that are meant to find knowledge, influence information, create content, share results, buildinteractivity, realize transactions, and affirm social values. The open digital education solution toolkit makes available the collection of open standardsoftware and public web sites that build and sustain the confidence of all teachers to easily explore,evaluate and align the use of computer, Internet services, and digital multimedia content in theclassroom. It provides the straightforward approach of defining the requirements, methodology,software, websites, and the template on how to improve learning context and performance byenhancing the teaching delivery with ICT. OPENDESKIT Training Guide for all Teachers introduces to the educators the selection of bestpractice references and open standard software that are re-usable to define, to design, and toevaluate the existing practices and new plans for the integrative use of ICT in teaching and learning. It proposes the globally shared performance specifications that identify the knowledge andskills needed by the teachers to align the use of information and communications technology inteaching and learning. It demonstrates the free to use, fully functional and standard-based desktopsoftware, Internet services and digital content that the teachers can evaluate for curricularintegration. OPENDESKIT Training Guide is used during and after the E-CLASSROOM FOR TEACHERSCAPABILITY BUILDING WORKSHOP, which also serves the training component of the software foreducation aggregation project - Open Digital Education Solution ToolKit which finds, evaluates,compiles and promotes open source and freeware programs for education. The software and websitesusage is categorized based on the publicly shared 21st century digital skills for the digital citizens, andtheir application to the teaching process. The selected programs are designed to run in MicrosoftWindows, Linux, and Mac OS computer platforms.
  • 3 OPENDESK TOOLKITCOPYRIGHTS AND DISCLAIMER NOTICE The open content project is managed by an ICT services management practitioner and teacherwho believe on the principles of not-reinventing the wheel, practical alignment of open and free to usetechnology and content to meet the educational outcomes intended for all learners. The projectwebsite is located at www.aralanetdesk.com The training design and materials evolved from the lesson learned acquired from directengagement with teachers and educational leaders who are tasked to implement the use of ICT in basiceducation in both government and private institution of education. The project challenges the educators to discover, test, plan, design, realize and evaluate theprevailing and emerging digital learning products from different technology sources, and to be guidedby the globally accepted open standards and best practices. It includes the acquisition and sharing ofcost effective, no-locked-in and easy to use tools and standards for teaching and learning. The OPENDESKIT Training Guide is an open content project. The training designer andtrainers DOES NOT REPRESENT the solutions and brand names mentioned in this open content project.The usage policies of cited resources allow public linking, citing, sharing and promotion of theirservices and content. The cited documents, products and services are presented to freely promote discovery andinformed decision on the use of information and communications technology to realize the goals ofeducation for all. This guide IS NOT for commercial endorsement of products and work cited todemonstrate the concepts and practices. Educational Users must exercise DUE DILIGENCE in appraising the applicable use of theconcepts, framework, methodology, template and software in their school setting. The education user must OBSERVE COPYRIGHT NOTICES, and the terms and conditions definedby the developers and companies claiming ownership of the cited materials. All trademarks andcopyright notices belong solely to their respective owners who are recognized in the guide. The OPENDESKIT Training Guide is licensed under the terms and conditions provided aCreative Commons Attribution-Non-commercial-Share Alike 3.0 Philippine License. The basic education teachers are FREE TO USE and FREE TO SHARE this open document as longas proper attribution and respect of the copyrights limitations and acceptable use policy of thecited materials are observed.
  • 4 OPENDESK TOOLKITTABLE OF CONTENTINTRODUCTION ......................................................................................................... 2COPYRIGHTS AND DISCLAIMER NOTICE .............................................................................. 3TABLE OF CONTENT .................................................................................................... 4E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP ........... Error! Bookmark not defined. Training Needs: ..................................................................................................... 5 Training Goals: ...................................................................................................... 5 Training Design:..................................................................................................... 6MODULE 1: PRINCIPLES AND PRACTICE OF EFFECTIVE TEACHING WITH ICT ................................... 7 Effective Teaching Principles ..................................................................................... 7 The Effective Teacher: ......................................................................................... 7 The Teacher Knowledge ........................................................................................ 8 ICT Use Principles in Learning .................................................................................... 9 Goals Grid of Effective Teaching with ICT ................................................................... 9 ACTIVITY: Teaching with ICT Goals Grid ...................................................................... 9 Process & Product - Effective Teaching Model with ICT ..................................................... 10 G.I.P.O.V. Worksheet of Teaching Process Definition..................................................... 11 ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process .............................................. 12MODULE 2: PLAN, DESIGN, EXECUTE & EVALUATE ICT BASED LEARNING ..................................... 13 Instructional Planning and Design: Components and Stages ................................................. 13 ICT Based Teaching: Lesson Planning .......................................................................... 14 Lesson Plan Template of ICT Enhanced Teaching .......................................................... 14 Attributes of Learning Objective ............................................................................. 18 Verbs of Learning Competency ............................................................................... 19 Measuring Performance Outcomes ........................................................................... 20 ICT Based Teaching: Technology Configuration .............................................................. 21 Technology Configuration Reference Matrix ................................................................ 21 Computer Setup for Instructional Use ....................................................................... 22MODULE 3: DISCOVER, REVIEW AND USE OPEN STANDARD SOFTWARE ......................................... 23 Digital Learning Materials Readiness Assessment Matrix ..................................................... 23 A. Instructional Design ............................................................................................ 24 B. Learning Content ............................................................................................... 24 C. Use of Multimedia .............................................................................................. 25 D. Learner Interface .............................................................................................. 25 Open Standard Software Kit ..................................................................................... 26 A. Study Helper Software......................................................................................... 26 COUNT, ADD, SUBTRACT, MULTIPLY AND DIVIDE .............................................................. 26 CALCULATION AND VALUE CONVERSION ........................................................................ 27 USING COMPUTER MOUSE ......................................................................................... 29 USING COMPUTER KEYBOARD .................................................................................... 30 READING NUMBER, LETTER, AND WORD ........................................................................ 31 B. Activity Builder Software...................................................................................... 32 WRITING, PUBLICATION, AND WEBPAGE ........................................................................ 32 DRAWING AND IMAGE CREATION ................................................................................. 33 VIDEO, SOUNDS AND MULTIMEDIA PRODUCTION ............................................................... 34 QUIZ AND ACTIVITY MAKER ....................................................................................... 35 DIGITAL SECURITY AND SAFETY .................................................................................. 36MODULE 4: DISCOVER, REVIEW AND USE PUBLIC INTERNET SERVICES ......................................... 38 SEARCH THE INTERNET............................................................................................ 38 PUBLISH AND FIND FILES IN THE INTERNET .................................................................... 38 KNOWLEDGE HELPER IN THE INTERNET ......................................................................... 39MODULE 5: INTERNET SAFETY – PLAN THE PROACTIVE WAYS ................................................... 40 Issues on Internet Safety and Security.......................................................................... 40 Twelve proactive ways towards Internet safety. ............................................................. 41 On-line Guidance on Internet Safety and Security ............................................................ 42 Internet Browser Security Features ............................................................................. 43 Computer Safety Availability Matrix ......................................................................... 44
  • 5 OPENDESK TOOLKITE-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOPTraining Needs: The everyday challenge of a classroom teacher is to fulfill the end-to-end process of bringing about the learning objectives or outcomes of the curriculum. The teaching process has to be managed effectively in the light of the constraints provided by the learner condition, content quality and availability, activity tools usability, and national performance-criterion. The teachers accomplishment is viewed in terms of his or her ability to plan, design execute, evaluate and improve the teaching process in order to make all students accomplish, during and after the class, the expected outcomes of the curriculum. The teacher has to provide the relevant environment to make all learners deliver the products that demonstrate attainment of the performance expectations at the school and national levels. In this context that the school based training E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP is developed in order to demonstrate the blended use of digital tools to improve the effective delivery of the teaching process that traditionally get good resource input from non-digital and static learning materials.Training Goals: It prepares the teachers to define the effective structured learning model that integrates the use of information and communications technology in the classroom. It gives focus on bringing the digital tools that offers quality and relevant instructional inputs and procedures to address the issues of least mastered or difficult to teach topics. It applies the use of open standard software and Internet services in planning, designing, execution and evaluation of learning. . It describes the motivation and best practice templates to realize effective teaching by showing the enhancement of instructional methodology and content through information and communications technology. It examines the proactive ways to make safe the digital experiences of the teachers and learners in using the computer software and Internet services. At the end of the training the teachers are expected to deliver the following output: 1. Agreement on the goals and principles about effective use of ICT in teaching and learning in the classroom. 2. Design of the ICT use configuration to guide the acquisition and setting up of the technology hardware, software, network and bandwidth for teaching and learning in the classroom. 3. School based resource mapping matrix of the educational software and Internet web sites to suit the learning objectives of the targeted learning subject and topics in the classroom. 4. ICT enhanced lesson plan to contain the align use of the computer software and Internet services as study helper and activity builder. 5. Basic computer operation skills on how install, run, and explore the use of computer software; and to browse, search, run and explore the use of Internet services for teaching and learning. 6. Plan the proactive ways of Internet safety in the use of software and web services in the classroom.
  • 6 OPENDESK TOOLKIT Training Design: The E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP is designed to happen in the schools classroom with any number of computers connected to the Internet. It is learning ICT by using ICT. It is a contextual training workshop that guide the teacher on the basics of “what to know”, “what to do” and “what to be” in planning, creating, and delivering the learning events that use open standard software and Internet services in knowledge acquisition, creation, sharing and evaluation. The participating teachers must have knowledge on their subject matter, have teaching ability, have enthusiasm to use technology, and have patience to read and follow instructions in English. The ICT enablement of teaching and learning is to improve good pedagogical practices, to enhance the curricular content references, and to enrich the non-digital instructional resources. The E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP requires three (3) days full-time engagement of the teachers. It makes use of lecture presentation, template walk-through, hands-on activity, and writeshops in the delivery of the following modules and topics: DAY 1 DAY 2 DAY 3 MODULE 1 MODULE 2 MODULE 3 MODULE 4 MODULE 5 Principles and Plan, Design, Discover, Review Discover, Review Plan Proactive Practices of Execute & Evaluate and Use Digital and Use Public Ways of InternetEffective Teaching ICT Based Learning Education Internet Services Safety with ICT ApplicationsTopic 1: Topic 5: Topic 9: Topic 13: Topic 17:Learning, End-to-End Stages of Digital Learning Internet Content Twelve ProactiveTeaching, and Instructional Resources Quality Ways on InternetEffective Teaching Planning and Design Readiness Readiness Safety Assessment AssessmentTopic 2: Topic 6: Topic 10: Topic 14: Topic 18:ICT Use Principles Attributes of Install and Use Study Browse and Use Internet Browserin Teaching and Learning Objectives Helper Software Study Helper Safety FeaturesLearning Web SitesTopic 3: Topic 7: Topic 11: Topic 15: Topic 19:ICT Use Instructional Method Install and Use Browse and Use Open Software forConfiguration and ICT Use Activity Builder Activity Builder Digital SafetyModel for Teaching Software Web Sitesand LearningTopic 4: Topic 8: Topic 12: Topic 16: Topic 20:ICT Competency ICT Enhanced Lesson School-based School-based Guidance onModels for Plan for the Basic Resource Mapping of Mapping of Web Internet Safety,Teachers Education Learning Software for Content and Ethical and Competency Teaching and Application for Acceptable Use, Learning Teaching and Privacy and Learning Confidentiality, Health Issues and Cybercrimes.
  • 7 OPENDESK TOOLKITMODULE 1: PRINCIPLES AND PRACTICE OF EFFECTIVE TEACHING WITH ICTEffective Teaching Principles “For the computer to bring about a revolution in ….education, its introduction must be accompanied by improvements in our understanding of learning and teaching.” -Herbert Simon, Nobel Laureate Information and communications technology (ICT) enables the teachers to effectively acquire,create, evaluate, and share knowledge. It provides the digital tools to deliver the quality experiencethat affects the motivation, engagement, confidence, performance and products of all learnerstowards achieving the competency goals. The introduction of open software and Internet services aremeant to bring the enabling conditions for effective teaching. Teacher effectiveness is critical to student achievement. Teaching effectiveness is an interactionbetween subject matter knowledge and teaching ability. “When a teacher does this (process), itresults in this sort of student achievement (product).” “When a teacher causes this to happen(process), it results in student learning (product).” The Effective Teacher: 1. Make the learner focus and pursue clear learning goals. The teacher brings the outcome based orientation in order to align the instructional method, content resource, and assessment instruments to the achievement expectations defined for the students. 2. Present clear and simple content. The information has to build on what the students already know. The teacher carefully selects learning material that is spirally designed, suitable to the learner conditions, and aligned to the lesson objectives. 3. Engage the learner in learning by doing. Activity based learning is given time in building contextual knowledge. The learning experience provides engaging and variety of activity to sustain exploration and application. It provides the means for the learner to express freely and to realize higher order thinking skills. 4. Teach with enthusiasm. The teacher shows excitement and passion in doing what will make the learner successful. The teacher celebrates with the learners any achievement, and motivates the learner to move forward based on lesson learned. Information and communications technology provides the context to improve knowledge on thesubject-matter and to execute the teaching process that engages the student achieve the competencyoutcomes. The teacher’s challenge is for the teachers to discover, align and use the open software andInternet services in doing the teaching tasks. A teaching modeling mindset has to be articulated andobserved in driving the use of open software and Internet services to deliver the outcome, to presentthe content, to bring engagement, and to trigger excitement in teaching and learning.
  • 8 OPENDESK TOOLKITThe Teacher Knowledge The effective engagement of the teacher to execute the teaching process depends on theavailable information and capabilities in the person of the teacher. Lee Shulman, in his article“Knowledge and Teaching: Foundations of the New Reform, published by Harvard EducationalReview in 1987, identified the core knowledge to be possessed by an effective teacher. 1. Knowledge of subject matter content 2. Knowledge of general pedagogical principles and strategies 3. Knowledge of learners, their characteristics, and how they learn 4. Knowledge of educational context 5. Knowledge of education goals, purposes and values. Looking at the categories of teacher knowledge, here are some ideas on how the knowledgeare to be demonstrated by the teacher in the context of ICT use. Knowledge of subject matter content is demonstrated by the ability of the teacher to presentclear and accurate information and logical ideas of the topic being taught. It includes thecompetence to identify, analyze and differentiate appropriate content materials for the subject-matter to be studied by the learner. And the capability to provide logical and precise answers andreference materials to address the questions and problems poised on the subject-matter at anysituation. Knowledge of general pedagogical principles and methods is demonstrated by the ability of theteacher to design instruction in order to deliver the learning requirements of achieving prescribedthe learning competency of the curriculum. It includes the competencies to specify the tacticalprocedures and the manner to acquire and use the re-usable digital resources in delivering theteaching methodology. It also calls for the capability to realize an assessment framework tomeasure the effective value of the instructional strategy with the use of interactive learningtechnologies. Knowledge of learners, their characteristics, and how they learn is demonstrated by the abilityof the teachers to define benchmarking model, and to formulate the pre-assessment instrument tobaseline the learner condition to build on towards the achievement of the targeted learningcompetencies. It is also shown in the manner by which the teacher structured the learning modelto match learner’s ability to achieve the learning competency. Knowledge of education context is demonstrated by the ability of the teacher to understandand work around the constraints of the learning environment. It includes the competence toproperly appreciate the people, policy, process, technology and culture components of educationalcontext. Knowledge of education goals, purposes and values is demonstrated by the ability of theteachers to articulate the basic education curriculum learning competency in the design of theinstructional plan and learning evaluation. It includes the competencies to develop the technologyenabled learning events that realize quality education for all, and the positive values of thecommunity. The availability of the core knowledge is a pre-requisite for the proper appreciation of theteachers in using information and communications technology to realize acquisition andpresentation of content, to support the delivery of the instructional procedure, and to fill-the gapsof education by providing the digital context to bring about instruction and learning
  • 9 OPENDESK TOOLKITICT Use Principles in Learning“The goal of technology integration is not just for teachers to show off new toys but to put technology into the hands of students, and have them participate in higher level thinking, collaboration, and project based learning.” -Matthew Needleman Los Angeles Unified School District The value of using information and communications technology in teaching depends on the underlying principles to justify the integrative use in learning. It provides the rationalization in modeling instruction in the context of using computer software and Internet services. Learning with ICT is to bring variety of instructional events and contextual experiences to realize discovering, exploring comparing, collaborating, networking, doing, making, building, arranging, figuring out, reflecting, sharing, publishing, evaluating, feed backing, changing, etc.... of learning for all. Learning with ICT brings information for all to realize knowledge acquisition, knowledge creation, and knowledge sharing in order to achieve the performance goals of the basic education curriculum for all learners. Learning that is delivered through the use of computer applications, Internet services, other technology platforms. and multimedia learning content must bring the extension, enhancement and fill-in the gaps of education inside or outside the school premises. The computer software, Internet services and multimedia learning content need to be appropriately aligned to the instructional and learning outcomes, sound teaching methods, learners conditions, and safety requirements.Goals Grid of Effective Teaching with ICT The goals grid is a brainstorming tool to identify the desired end and action to be pursued. Thegoals are identified by posting and responding to the following: 1. What do you want that you dont have? (Achieve) 2. What do you want that you already have? (Preserve) 3. What dont you have that you dont want? (Avoid) 4. What do you have now that you don’t want? (Eliminate)ACTIVITY: Teaching with ICT Goals GridWith your experience and knowledge in performing the teaching tasks, identify the goals you seek torealize in using ICT for teaching and learning. ACHIEVE PRESERVE AVOID ELIMINATE
  • 10 OPENDESK TOOLKITProcess & Product - Effective Teaching Model with ICT “KNOWLEDGE is of two kinds… we know the subject ourselves, or we know where we can find the information on it.” -Samuel Johnson What is learning? It is a process that results changes in the human understanding, humanbehaviour and in the human capabilities to function or perform – (competency). What is teaching? It is the process of creating and facilitating the events that affects learnersin their way to achieve learning. (performance) The structured modeling of the learning and teaching process must clearly elaborate the goals,the input, the procedures, products, and the means to validate-verify in order to deliver and measurethe performance expectations for all learners. Effective teaching model is not just implementing theuse of textbook in order to learn. It is not just bringing the learner in front of the teacher toremember what are told to be known. It is defining and executing the learning events that build theability of the learner to acquire, to create, and to share knowledge. It is providing variety of activeexperiences to make the learner deliver the product that actualized the learning competency goals. LEARNING EVENTS Presentation Demonstration Discussion Hands-On Projects Practice Drill Exploration Experiment Author Evaluation The challenge of effective teaching with ICT is how to bring the learning events that putemphasis on interactivity or learning by doing. It is how to use the digital tools to improve, enhanceand optimize the instructional methodology that is normally supported by non-digital learningresources. The ICT integration in teaching has to focus on making computer software and Internetservices as efficient and effective conditions to deliver the performance outcome expected by thecurriculum.
  • 11 OPENDESK TOOLKIT The proper embedding of ICT use to deliver content and activity depends on the logicaldefinition and relationship between the learning goal, resource input, choice of instructional strategyor methodology, the targeted product, and the means to validate and verify. It is in this context thatthe teacher has to appraise the value of the acquired software and Internet services to becomevaluable source of input and activity platform to deliver the learning results for all learners.G.I.P.O.V. Worksheet of Teaching Process DefinitionGrade/Year Level: Subject: Lesson Topic: Pre-Requisite Knowledge GOAL INPUT PROCESS OUTCOMEVALIDATION AND VERIFICATION The GOAL describes the state, the condition, and the changes that the learner must realize inview of the learning ends envisioned by the basic education curriculum. It sets the kind of knowledge,skills and behavior to be understood and demonstrated by the learner during the teaching process. The INPUT presents both the digital and non-digital resources that must be acquired in order toinitiate the preferred teaching process and learning conditions to make the learner achieve thecompetency objectives of the basic education curriculum. The PROCESS involves the defined strategy or methodology in delivering the expected learner’sproducts that fulfill the learning goal. It defines the learning procedure to engage the students inachieving the learning outcomes. The PRODUCTS represent the performance artifacts released by the learner, and that fulfill theexpected results envisioned by the designed input and process in achieving the curriculum competencygoals. The VALIDATION and VERIFICATION represent the means to certify successful provision ofrequirements and achievement of the results. It includes the way to check the claimed outcomesrealized by the learner.
  • 12 OPENDESK TOOLKIT ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process Pre-requisite Knowledge:Grade/Year Level: Subject: Lesson Topic: GOAL INPUT PROCESS OUTCOME Learning Outcome Software and Internet Instructional Method Learning Product -based on PLC Resources- to read Word Processor TEACHER-LED Reports- to write Desktop Publishing Lecture Assessment Results- to count Calculation Spreadsheet Direct Instruction Project Artifacts- to compute Slide Presenter Demonstration Worksheets- to identify Multimedia Authoring Practice Drill Sound Record- to differentiate Video Editor Video Production- to define Audio Editor LEARNER-CENTERED Multimedia Presentation- to illustrate Image and Drawing Editor Cooperative Learning Published Documents- to draw Web Page Maker Discussion Forum Worksheet Maker Case Studies Test Maker Discovery Learning Math Study Helper Journal and Diary Science Study Helper Brainstorming English Study Helper Debates e-Mail Weblog Wiki File Sharing Knowledge Base Virtual Laboratory Internet Digital LibraryVALIDATION AND VERIFICATION MEANS:Performance Rubric RatingFormative Evaluation ResultsSummative Evaluation Results
  • 13 OPENDESK TOOLKITMODULE 2: PLAN, DESIGN, EXECUTE & EVALUATE ICT BASED LEARNING The effective use in teaching of information and communications technology depends on theplanned design of the instructional content and procedures. The application of the open software andInternet services to the teaching process must be consistently aligned to the defined outcomes,methodology, content, and metrics. The assembled digital instructional materials must be reviewed tomatch the requirements of both formative and summative evaluation. The following are the key itemsto be concretized in the various stages of instructional planning and design. It is based on the Principlesof Instructional Design by Gagne, Briggs and Wagner.Instructional Planning and Design: Components and Stages • The INSTRUCTIONAL GOAL speaks of the expected state of accomplishment to be realized by the learners based on the targeted competency defined in the basic education curriculum. • The INSTRUCTIONAL ANALYSIS defines the knowledge and skills to be acquired and performed by the learners in order to accomplish the instructional goal. It lists down topics to be mastered. • The ENTRY BEHAVIOUR identifies the pre-requisite level of understanding, ability and attitude of the learner. It provides the profile of what the students already know, and what to build on. • The PERFORMANCE OBJECTIVES define the criterion references to properly measure the learner’s achievement of the instructional goals. It provides the means to validate and verify results. • The INSTRUCTIONAL METHODS speak of the strategy to deliver the performance objectives. It involves the selected instructional activities to engage the learner. • The INSRUCTIONAL MATERIALS are digital learning materials which are reviewed to support the content and process requirements of the instructional method. • The FORMATIVE EVALUATION is the means to measure the learning accomplishment of the learner after the execution of the planned instruction. It done through the conduct of written tests and activity output assessment using a performance rubric. • The SUMMATIVE EVALUATION is to measure the total learning accomplishment of the learner through the conduct of the National Achievement Test based on DepEd PLC. Plan the Summative Performance Rubric Evaluation & Basic Test Items (8) Software and Internet Sites Develop the Performance Formative Criterion References Assemble and Evaluation (7) Least Mastered Review Topics Develop Instructional Performance Materials Objectives (6) Lesson Plan Conduct Identify (4) Select Instructional Entry Instructional Analysis Behaviour Method (2) (3) ICT-Enhanced (5) Instructional Delivery Configuration to Define Instructional Match Instructional Goals Method. Basic Education Learning Competency Standard (1) Learner Profiles and Education Context
  • 14 OPENDESK TOOLKITICT Based Teaching: Lesson Planning The lesson template is designed to logically structure and document the outcomes, content,requirements, and procedures in using open software and Internet services in performing the teachingtasks. Some critical items to define during the formulation of a lesson plan that bring software andInternet as input to the teaching and learning process: 1. Specify the performance objectives in terms of what the students must be able to understand and be able to do, in conformity to the prescribed learning competencies of the basic education curriculum. (Specific and measurable) 2. List down the specific knowledge items to be understood or activity to be performed in order to deliver the learning objectives. Mark the knowledge items or performance area considered among the least mastered competency according to the results of the National Achievements Test. 3. Name the software title or Internet sites, and classify the reviewed e-leaning object according to learning activity or instructional tasks it will bring about in order to realize the stated learning outcomes of the topic. (e.g. Cell Functions – Simulation) 4. Identify the possible placement of the educational software, multimedia objects and web applications in the teachers lesson plan. (motivation, review, concept presentation, activities, assignment, or assessment), and describe the classroom layout to implement the lesson plan with ICT use.Lesson Plan Template of ICT Enhanced Teaching This lesson plan template is based on Preparing to Use Technology: A Practical Guide toCurriculum Integration – Blanche OBannon, Kathleen Puckett, Kathleen G. Puckett, 2007SUBJECT AREA: GRADE/YEAR LEVEL:LESSON TITLE: TIME ALLOTTED:LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.)In this lesson, the students shall learn the following category of knowledge items. The student isexpected to realize the following learning activities. The learning process requires the followingcondition or ICT resources to achieve learning the lesson. The student shall deliver the followinglearning products. The student performance will be evaluated based on the following performancemetrics.CLASSROOM LAYOUT AND GROUPING OF STUDENTS:Where will the learning take place?How will the room be organized with the computers?(Make a visual representation or diagram of the facility or classroom layout.)How will the students be grouped: • class group • individuals • pairs • small groups, etc
  • 15 OPENDESK TOOLKITLEARNING OBJECTIVES:Identification of the specific learning outcomes that are expected to happen based on the PhilippineLearning Competency of Basic Education.The learner is expected to: • Define…. • Describe… • DifferentiateThe learner given the ICT learning condition is able to: • Calculate • Compose • IllustrateMATERIALS, RESOURCES AND TECHNOLOGY: 1. Non-Digital Materials for this Lesson a. Printed Text Book b. Manual Manipulative c. Chalk Board d. Illustration Board e. Printed Workbook f. Material Item 6 2. Technology Components for this Lesson a. Computer b. Software c. Network d. Printer e. Scanner f. Multimedia DeviceMATERIALS, RESOURCES AND TECHNOLOGY: 3. Computer Software for this Lesson a. Windows Operating System b. Edubuntu Operating System c. Math Educational Software d. Science Educational Software e. Creativity and Productivity Software f. Software Title 4. Web Site for this Lesson a. www.google.com b. www.prongo.com c. www.ipl.org d. www.wikipedia.org e. www.sitename.com
  • 16 OPENDESK TOOLKITSTUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE:Do the students have the adequate knowledge to complete the lesson successfully?What pre-requisite knowledge or skills from previous lessons that the students must have in order tocomplete the current lesson content?What initial technology knowledge and skills that the students must have to properly use thecomputer, software and Internet to learn the lesson?INSTRUCTIONAL PROCEDURES: 1. Motivation: Define the importance of the lesson to motivate the student. And how to relate lesson to previous lesson or real-life situation. Identify how the ICT based materials will be use to bring motivations of the lesson. 2. Presentation: Identify the knowledge items or concepts to be understood, and the manner the content will be presented to the students through the use of ICT tools. 3. Activities: Identify the sequential activities of the performance item to be executed in this lesson. It describes the methodology and ICT tools to be used in developing the activity products. a. Step 1 b. Step 2 c. Step 3 d. Step 4 4. Closure: Identify how the lesson shall be summarized and how to introduce future lesson.
  • 17 OPENDESK TOOLKITSUPPLEMENTAL ACTIVITIES: 1. Additional activities to expand the lesson 2. Remediation activities for the student needing more instruction and practices 3. AssignmentsASSESSMENT AND EVALUATION:How will you measure the student’s success? Formally or informally? Formal evaluation of studentwork requires that a grade is taken while informal might be monitoring of work, or class discussion. 1. Describe the assessment process: -Written Test –Quiz, Unit Test, Periodical Examination -Activity Output Evaluation –Activity Worksheet -Computer based Testing -On-line Test 2. Define the criteria for achievement, and performance levels: -Basic questions that all students must be able to answer -Difficult question that some student may be able to answer -Performance Rubrics and Rating Reference 3. Describe the plan on how to provide feedback to the student: -Individual consultation -Printed Report -e-mailSTUDENT PRODUCTS:What artifact(s) or products will result from the lesson? 1. Report 2. Worksheet 3. Newsletter 4. Diary 5. Diagram 6. Slideshow 7. Video and Sound Production 8. Drawing 9. Created Object 10. Test Results 11. Discussion Forum 12. WebsiteName of Teacher: Reviewed and Approved: Version: Date:
  • 18 OPENDESK TOOLKITAttributes of Learning Objective In an outcome based teaching process that makes use of ICT, the clear specification of thelearning objectives enables the teachers and learners to pursue the proper results, metrics, andcondition of learning. The learning objective has to contain the following attributes:LEARNING OBJECTIVES DEFINE: PERFORMANCE CONDITION CRITERIONDescribes what the learner is Describes the circumstances Describes the level ofexpected to do or able to under which the performance of competence to be measured ondemonstrate the learner is expected to the learner happenEXAMPLE:“A student will be able to calculate “Given a multimedia periodic table, “Given a multimedia periodic tablethe atomic mass of a molecule.” a student will be able to calculate a student will be able to calculate the atomic mass of a molecule.” the atomic weight of a molecule to 2 significant digits within .01 atomic units.” ACTIVITY: LEARNING OBJECTIVES DEFINITION Select a used lesson plan, and re-state the learning objectives of identified learning topic interms of performance, condition, and criterion. The condition must identify the ICT based tools tobring performance requirement.LEARNING TOPIC: TARGET LEARNER: DURATION:Learning Objective 1: PERFORMANCE CONDITION CRITERIONLearning Objective 2:Learning Objective 3
  • 19 OPENDESK TOOLKITVerbs of Learning CompetencyKNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATIONObservation and Use old ideas to Use information, Seeing patterns, Use old ideas to Compare andrecall of create new ones, use methods, organization of create new ones, discriminateinformation, generalize from concepts, theories parts, recognition generalize from between ideas,knowledge of given facts, relate in new situations, of hidden given facts, and assess value ofdates, events, knowledge from solve problems meanings, and relate knowledge theories,places, knowledge several areas, and using required identification of from presentations,of major ideas, predict, draw skills or knowledge components make choicesmastery of conclusions based on reasonedsubject matter argument, verify value of evidence, recognize subjectivity List Summarize Apply Analyze Combine Assess Define Describe Demonstrate Separate Integrate Decide Tell Interpret Calculate Order Modify Rank Describe Contrast Complete Explain Rearrange Grade Identify Predict Illustrate, Connect, Substitute Test Show Associate Show Classify Plan Measure, Label, Distinguish Solve Arrange Create Recommend Collect Estimate Examine Divide Design Convince Examine Differentiate, Modify Compare Invent Select Tabulate Discuss Relate Select Compose Judge Quote Extend Change Explain, Formulate Explain, Name Classify Infer Prepare Discriminate Who, Experiment Generalize Support when Discover Rewrite Conclude Where Compare, Summarize
  • 20 OPENDESK TOOLKIT Measuring Performance Outcomes Performance Rubric Performance rubrics describe and measure the level of performance in relation to the defined level of maturity. It defines the salient criteria to evaluate, and the performance descriptors to indicate the state of achieving the goals. The rubrics help learners set goals and assume responsibility for their learning—they know what comprises an optimal performance and can strive to achieve it.Criterion or LEVEL OF PERFORMANCE (Scale)PerformanceDimension 4 3 2 1 Performance DescriptorsCriterion 1 YES, AND MORE YES YES, BUT NOCriterion 2 Exceeds Expectation Meet Expectation Progressing Not there yetCriterion 3 No Errors Few Errors Some errors Frequent ErrorsCriterion 4 Broad Adequate Limited Very limited Knowledge Test The written test measures the level of understanding, recall, and application of the students on the presented knowledge. The questions are designed to measure level of knowledge mastery. Knowledge Area Basic Easy Questions Basic Difficult Questions (All student must answer correctly) (Some students are able to answer correctly) Concepts Multiple Choice Multiple Choice Definitions Open Ended Question Open Ended Question Procedures Supply Missing Item Supply Missing Item Computational Rules Solve a Problem Solve a Problem Events True or False True or False People
  • 21 OPENDESK TOOLKITICT Based Teaching: Technology ConfigurationThe enabling interrogative: What digital citizenship skills and open digital environment that allstudents, teachers, and administrators need to learn effectively in a life-time, and to live productivelyin the emerging digital society?The response requires understanding on the component of technology based environment. Theteacher must recognize and differentiate the categories of configuration items that define the ICTbased learning environment. The school must be able to document the inventory of technologymaterials and standards to be incorporated in the use of ICT in teaching and learning.Technology Configuration Reference Matrix 1 2 3 4 5 6 OPERATING APPLICATION DATA & FILE SECURITY COMPUTER NETWORK SYSTEM SOFTWARE TYPES PROGRAMS DEVICES BANDWIDTHThe program The program The digital The program The touchable The availabilityinstalled and run installed and run information installed and run parts of and amount ofby the computer by the computer created, by the computer technology to connectivity touser in order to user in the captured, saved, user in the perform data the intranet andcontrol the computer to changed, computer to capture, storage Internet highwayavailability and perform the printed, and protect the and processing.activity of the functions shared by the integrity of the It includes thedevices attached related to computer system from physical parts toto the computer learning, application for unwanted display, to print,and application authoring, the computer intruders and and to send theinstalled in the searching, user. program informationcomputer. It calculating, designed to generated byprovides the presenting, endanger the computerinteraction communicating, performance processing.interfaces in etc.., level, and theorder for the privacy andcomputer user confidentialityto enter data of data andand execute the transactions.functionsrequired togenerateinformation. Examples of Associated Technology Products- Microsoft - Word Processing xxx.doc - Firewall Desktop Computer Wireless NetworkWindows Software xxx‘odt Laptop Computer Wired NetworkOperating System - Calculation xxx.xls - Anti-virus Microprocessor Mobile Network- Ubuntu Linux Spreadsheet xxx.ppt Computer MemoryOperating System Software xxx.avi - Anti-Malware Video Card xxxMBPS upload- Edubuntu Linux - Slide xxx.mpeg Motherboard and downloadOperating System Presentation xxx.flv - Anti-Spyware Hard Disk- PCLinuxOS Software xxx.png Display Monitor xxxKBPS uploadOperating System - Drawing xxx.jpg - File Cleaner Printer and download- Fedora Linux Software xxx.swf Network CardOperating System - Image Editing xxx.pdf - File Encryption Modem- Macintosh Software xxx.css Network Hub -Video Editing xxx.html - Data Backup Network Router Software xxx.xml LCD Projector - Internet Browser - Content Filter - Educational Software
  • 22 OPENDESK TOOLKITComputer Setup for Instructional UseOne Computer for Each Student The set up can be used to allow self-directed learning of students using the computer softwareand Internet services to learn and to solve mathematical problems, to do writing activity, to explorescience researches, to listen and converse in English, to participate in on-line discussion or web basedseminars, or publish learning products. It can also be used to administer computer based quiz orpractice test. In this scenario, the classroom with computers can be classified as Virtual MathematicsLaboratory, Virtual Speech Laboratory, Virtual Science Lab, or Virtual Creative Writing Lab.Some Computer for Each Group of Students The set up can be used to allow group project, cooperative and collaborative learning. Thecomputer is used to document brainstorming session, focus group discussion, and group product review.The computer is also used to perform collaborative authoring of a publication, video and soundproduction, or a project idea.Some Computer for Each Class of Students The set up can be used to perform lecture presentation, activity demonstration, or videobroadcast. The selected student is called to perform the computer based activity in front of theirclassmates. It is in the manner a student is called to recite an answer or to perform chalkboardactivity in front of their classmates. In this scenario, the use of the computer needs to be supportedwith good digital projector and sound box, or an interactive smart board to enhance the presentationexperience of the learners.
  • 23 OPENDESK TOOLKIT MODULE 3: DISCOVER, REVIEW AND USE OPEN STANDARD SOFTWARE Digital Learning Materials Readiness Assessment Matrix Digital learning resources covers all learning materials that are produced through the use of computer applications and digital processes, such as electronically published documents, web-based learning, computer-based learning, virtual classrooms, multimedia presentation, and digital collaboration. The instructional content are delivered through the Internet, intranet/extranet (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, CD-ROM, and other digital form. The usability assessment matrix provides the measuring tool to identify and rate the pedagogical, content, and technical characteristics of the digital learning resources which will be used to deliver outcomes, information, and activity of teaching and learning.SOFTWARE AND INTERNET REQUIREMENTSTitle of the Software or Internet Application:Author and Site Links Delivery Format: Instructional Use:Computer Devices: Operating System and Application: Network and Internet BandwidthTarget Grade or Year Level: Subject Area: Covered TopicPre-requisite Knowledge and Skills:Achievable Learning Competency: (Based on approved BEC, PLC) 1. Performance Criterion 1 2. Performance Criterion 2 3. Performance Criterion 3 4. Performance Criterion 4
  • 24 OPENDESK TOOLKITSOFTWARE AND INTERNET CONTENT READINESS ASSESSMENTThe following are assessment items to indicate the readiness of the software and Internet services forteaching and learning.Mark 4 – if you fully agree, 3 - if you partially agree, 2 - if you don’t agree, and 1 – if you cannotdetermine. READINESS CHARACTERISTICS 4 3 2 1A. Instructional Design (30%)1. The learning objectives and goals of the computer software or Internetapplication are defined and clearly stated.2. The presentation of the content supports the specified learning objectives andgoals.3. The organization of the content, including all related activities, accuratelyreflects the learning objectives and goals specified.4. The learning objectives and goals of the software or Internet application matchthe specific standards of learning competencies.5. The instructional content of the software or Internet material addresses variousneeds of the students. (introduction, supplement and review)6. The instructional content can be used in varied settings (in or out of school)7. The e-learning application supports the desired instructional strategy.8. The software or Internet material provides a clear measure ofachieving/meeting learning objectives and goals.9. The software and Internet application encourages and supports reflection, deepthinking, knowledge integration and making connections. 4 3 2 1 READINESS CHARACTERISTICSB. Learning Content (40%)10. Its scope is appropriate for the intended learning objectives and intendedlearners.1. There is proper sequencing of topics.2. Its presentation (of the lesson) is clearly conveyed.3. It facilitates the user’s exploration of the area of knowledge both within andbeyond the learning experience.4. It appropriately identifies the intended learner/s ( Grade 1, Grade 2…1st, 2nd,3rd, 4th , etc.5. It provides adequate information to meet the intended learning objectives.6. It is accurate and error free.7. It covers the learning scope prescribed in the curriculum.9. It reflects authentic and situational context (e.g. cultural values, etc.)10. It reflects best practice and contemporary understanding of the discipline andthe knowledge domain.
  • 25 OPENDESK TOOLKIT READINESS CHARACTERISTICS 4 3 2 1C. Use of Multimedia (10%)1. The multimedia presentations used are clear, no misconceptions, normisinterpretations by the learners.2. Multiple representations are used to help learners construct inter-relatedknowledge.3. Media elements are of high visual and aural quality.4. Multimedia materials are not biased to any learning style. READINESS CHARACTERISTICS 4 3 2 1D. Learner Interface (20%)1. The design (of the software and Internet application) is visually appealing andattractive.2. The design is consistent relative to the responses and reactions of learners.3. There is clear instruction on the proper use of the material.4. The (design) program responds appropriately to learners’ actions.5. There are multiple forms of navigations.6. Icons used (for navigation) reflect its actual use.7. These icons are readily clickable and lead to desired content/material.8. Learners decide what they need to learn, what order and how deeply they wantto concentrate on specific topics.Are you recommending the use of this software or Internet based learning YES NOmaterialCOMMENTS:
  • 26 OPENDESK TOOLKITOPEN DIGITAL EDUCATION SOFTWARE KIT The kit introduces the open standard software to discover, design and deliver ICT enabledlearning and teaching for all. OpenDESK enables all teachers to freely install, test, review, and useeducational applications that support the competency goals of the basic education for all. It provides the digital tools and thinking framework to build the school based model on how toshape the computer based learning environment as condition to enhance or to-fill the gaps of teachingand learning. The open standard software is education-ready application that is free to use and free to copy.The selected open standard software works with Windows, Linux, and Macintosh desktop operatingsystems. The computer software stacks provide the study helper and activity builder that are necessaryto acquire knowledge and to build skills in writing, reading, mathematics, sciences, and arts. Theteachers are free to match the particular educational software to the specific learning outcomes,instructional method, learning content, and learning activity outlined in their lesson plans.OpenDESK Project does not sell, resell or license any of the software presented in the openDESKcoaching sessions. The software are free to download, to copy, to share, to install, and to use subjectto the terms and conditions provided in the freeware and open source licenses.A. Study Helper SoftwareCOUNT, ADD, SUBTRACT, MULTIPLY AND DIVIDECompetency Area: • MathematicsObjectives: • To recognize the computer programs that make students develop mastery in solving problem related to counting, addition, subtraction, multiplication and division • To run, install and navigate the use of the study helper program in mathematics in any computer. • To play computer games that make the student solve challenging mathematical problems. • To generate and use computer generated flash card to solve counting, adding, subtracting, multiplying and dividing problems. • To create and print computer generated math practice worksheet in order for the student to do paper-pencil practice and drill.Activities: • Math practice drill using mathematics computer game • Math practice drill using computer generated flash cards • Math practice drill using computer generated problem worksheetsSoftware: Title Level Download Site 1. 2PLUS2 Primary www.funnymathforkids.com 2. ADDITION GAME Primary www.shaplus.com 3. MULTIPLICATION GAME Primary www.shaplus.com 4. BIG DADDYS MATH DRILL Primary www.dicarlolaw.com/shareware.html
  • 27 OPENDESK TOOLKIT 5. REKENTEST MATH OPERATION Primary www.4x4software.nl/english 6. KIDS ABACUS Primary www.caltrox.com 7. TUXMATH Primary www.tux4kids.alioth.debian.org 8. TUX MATH SCRABBLE Intermediate www.new.asymptopia.org 9. IKODEKO MATH WORKSHEET All Level www.ikodeko.com 10. PAUKER FLASH CARD Intermediate www.pauker.sourceforge.netEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Perform learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3CALCULATION AND VALUE CONVERSIONCompetency Area: • MathematicsObjectives: • To use math calculators to check the answers given in a paper-pencil computation test. • To use value conversion program to check the answers given in a paper-pencil test on convertion of mathematical units and numerical systems. • To use drawing and simulation program to illustrate geometry principles and to solve basic pre-algebra problem. • To practice solving fraction problem. • To enter data into a calculation spreadsheet, and to use the embedded mathematic functions to generate computational results.Activities: • Use calculators to solve paper-pencil math problem • Practice drill on solving fraction problem and convert units of measurement • Draw geometric shapes and solve geometrical measurement problem • Prepare a calculation spreadsheet to enter numeric data and apply mathematical formula.
  • 28 OPENDESK TOOLKITSoftware: Title Level Download Site 1. UNIT CONVERTER Primary www.tvalx.com 2. BRILLIANT OWL CONVETER Primary www.software.brilliantowl.com 3. ROMAN ARABIC NUMERAL CONVERT Primary www.tvalx.com 4. CALCUL Primary www.luziusschneider.com 5. FRACTION Primary www.greyolltwit.com/fractions2.html 6. PERCENT Primary www.breaktru.com/percent.html 7. TRIANGLE SOLVER Intermediate www.evanolds.com/mathprogs.html 8. PLANE EQUATION Intermediate www.evanolds.com/mathprogs.html 9. GEOMETRY MASTER Intermediate www.caltrox.com10.MATH GRAPH PLOTTING Intermediate www.padowan.dk/graph11.GEOGEBRA Intermediate www.geogebra.org12.RUNITER SMART CALCULATOR Intermediate www.calculator.runiter.com13.ILOC CALCULATOR Intermediate www.iloc.com/products/index.html14.PROJECT CALCULATOR Intermediate www.pietrosoft.tk15.NUMERIC SPREADSHEET Intermediate www.projects.gnome.org/gnumeric/16.DR GEO Intermediate https://gforge.inria.fr/frs/download.php/ 12131/drgeo-oneclick-8.09.zipEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Perform learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3
  • 29 OPENDESK TOOLKITUSING COMPUTER MOUSECompetency Area: • Technology UseObjectives: • To recognize the activities performed with a computer mouse • To move the mouse cursor and perform pointing, button click, clicking and holding, dragging and dropping • To use the mouse in activating commands and functions presented by the computer interfacing program. • To use the mouse in drawing lines, creating shapes, and scribbling text • To use the mouse to insert letter and images at any part of the screen page.Activities: • Point and select object in the screen page or desktop • Move and place objects in the screen page or desktop of the computer display • Highlight and change or move objects in the screen page or desktop of the computer display • Point, hold, drag, and release the cursor to create lines and shapes. • Scroll up and scroll down the screen page of the computer displaySoftware Title Level Download Site 1. MOUSE TRAINER All Level www.rekenwonder.com 2. CATCH THE RED NOSE MOUSE Primary www.geocities.com/kalvinau2003 3. CONNECT THE DOTS All Level www.brightermindsmedia.com 4. SEAN MAGIC SLATE Primary www.familygames.com 5. PYSYCACHE Primary www.pysycache.org 6. DRESS UP Primary www.brightermindsmedia.com 7. DESENE ANIMATE Primary www.desene-animate.ro 8. PICTURE PAIR Primary www.greyolltwit.com/freeware.html 9. KEA COLORING BOOK Primary www.keasoftware.com10.DOODLE PAD All Level www.greyolltwit.com/doodlepad2.html11.WHITEBOARD All Level www.wellcraftedsoftware.com12.PICTURE PUZZLE All Level www.geocities.com/kalvinau200313.ICTURE PUZZLE 2 All Level www.janjdesign.com/PicPuzzle
  • 30 OPENDESK TOOLKITEvaluation Rubric: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Perform learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3USING COMPUTER KEYBOARDCompetency Area: • Technology and LanguageObjectives: • To recognize the activities performed with a computer keyboard • To recognize the parts of the keyboard and their use in talking with the computer. • To recognize the English alphabet, numbers, writing functions and mathematical functions in the keyboard layout • To recognize the add-on keys to activate a letter, number, math operators, and writing characters. • To place the fingers to the right position of activating the selected keyboard key. • To develop the typing skills to write letters, numbers, words, and paragraph in the screen page of the computer. • To move, activate, edit, insert, and change the objects in the computer screen page through the use of assigned function and special keys. • To use the keyboard in doing writing with the computer • To use the keyboard in doing calculation with the computer.Activities: • Type number and letters in the screen page of the computer display. • Enter a computer command to execute a function in the menu, tool bar, and text box appearing at the screen page of the computer display. • Type special writing characters to write a composition in the screen page of the computer display. • Activate function and special keys to move, erase, return and insert objects in the screen page of the computer display. • Practice proper finger placement and speed typingSoftware Title Level Download Site 1. KEYBOARD EXPLORER All Level www.rekenwonder.com/keyboard.htm 2. KIDS TYPING Primary www.brightermindsmedia.com 3. KIRANS TYPING Primary www.greyolltwit.com/doodlepad2.html 4. BRUCE UNUSUAL TYPING WIZARD Primary www.typing.qcalculus.com
  • 31 OPENDESK TOOLKITEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Perform learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3READING NUMBER, LETTER, AND WORDCompetency Area: • LanguageObjectives: • To recognize, to install, and to run the computer program that offer reading activities • To navigate the program interface through the use of the computer keyboard and mouse. • To do the computer based exercises that build reading ability, the vocabulary, and the recognition of number, letters, and words. • To perform the recognition activity of relating images and symbols being represented by letters, numbers, words, and operators. • To read digitally published written document in text and PDF formats • To use digital dictionary to learn definitions, synonyms, translations, and soundsActivities: • Play number, letter, words, and objects recognition game • Build crossword puzzle and word scrabble game • Read about countries, short stories, etc... • Find the word meaning in the digital dictionary. • View reading document saved in PDF.Software Title Level Download Site 1. CHILDSPLAY Primary www.schoolsplay.org 2. SEBRAN Primary www.wartoft.nu/software/sebran 3. LEARN ABOUT COUNTRIES Primary www.wartoft.nu/software/seterra 4. GCOMPRIS Primary www.gcompris.net/-en- 5. JILLETTER Primary www.jiletters.sourceforge.net 6. BABYLON DICTIONARY Primary www.babylon.com 7. WHIRLWORD Intermediate www.familygames.com/freelane.html 8. SPELLATHON Intermediate www.ourceforge.net/projects/spellathon 9. WORD DUMMY Intermediate www.caltrox.com
  • 32 OPENDESK TOOLKIT10.ATLAS OF WORD HISTORY Intermediate www.atlasofworldhistory.com11.FOXIT PDF READER Intermediate www.foxitsoftware.com12.THESAGE DICTIONARY Intermediate www.sequencepublishing.comEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Perform learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3B. Activity Builder SoftwareWRITING, PUBLICATION, AND WEBPAGECompetency Area: • Language and Communication LiteracyObjectives: • To generate computer generated handwriting worksheet to make the students do pencil-paper handwriting practice handwriting. • To identify and plan the delivery of the writing and publishing activities in the computer that the students can performed in producing the learning product of a subject. • To recognize the functional features of a word processing program to create a written document. • To recognize the functional feature of a desktop publishing program to create different kinds of publication like newsletter, brochures, banners; the functional feature of a web page authoring program to write a publication for the Internet. • To perform technical action on using the mouse, keyboard, screen navigation, commands and functions execution, and desktop interface interaction and file activities on saving, printing, sending, and mail merging, deleting and exporting. • To perform writing action in composing a sentence, paragraph, and document page. • To execute document formatting; insertion of text, images, tables, and creating links to file folders, documents, and websites. To execute document editing, language editing and outlining and table of content.Activities: • Handwriting worksheet generation for paper-pencil activity • Write simple sentences in the screen page of computer display • Compose and edit a pagraph in the screen page of a computer display • Compose and edit a letter, a simple story, a simple essay, a simple activity report using a word processing program, and make a daily diary book. • Compose a simple story with graphical images using a word processing program. • Compose, edit and publish a desktop publication and a web page for the Internet. • Export to PDF a written composition and send to email a written composition.
  • 33 OPENDESK TOOLKITSoftware Title Level Download Site1. IKODEKO HANDWRITING WORKSHEET Primary www.ikodeko.com/worksheetmaker2. CHRISTINA WORD Primary www.computerbuddies.us/childrens.htm3. DESKTOP WRITER FOR KIDS Primary www.splinterware.com4. WORDFILE4ME Primary www.byronsoftware.org.uk5. ABI WORD Primary www.abiword.com6. IDAILYDIARY Intermediate www.idailydiary.com7. OPENOFFICE WRITER Intermediate www.openoffice.org8. SCRIBUS PUBLISHING Intermediate www.scribus.net9. NVU/KOMPOZER WEB AUTHORING Intermediate www.nvu.com10.LANGUAGE TOOL -GRAMMAR CHECK Intermediate www.languagetool.orgEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Perform learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3DRAWING AND IMAGE CREATIONCompetency Area: • Technology and Visual LiteracyObjectives: • To recognize the activities performed with a computer mouse • To perform moving the mouse, pointing, button click, clicking and holding, dragging and dropping • To use the mouse in performing the action of drawing lines and shapes. • To use the mouse in activating the commands and functions of a computer program • To use the mouse to insert letter and images at any part of the screen page.Activities: • Point and select object in the screen page or desktop • Move and place objects in the screen page or desktop of the computer display • Highlight and change or move objects in the screen page or desktop of the computer display • Scroll up and scroll down the screen page of the computer display
  • 34 OPENDESK TOOLKITSoftware: Title Level Download Site 1. COLOUR IT Primary www.digitalworkshop.com 2. KEA COLORING BOOK Primary www.keasoftware.com 3. GINKGO PAINT Primary www.greenforest.hu/ginkgo.html 4. DOODLE PAD Primary www.greyolltwit.com/doodlepad2.html 5. DRAWING FOR CHILDREN Primary www.drawing.gamemaker.nl 6. TUXPAINT Primary www.tuxpaint.org 7. PAINTSTAR Intermediate www.wang.zhenzhou.googlepages.com 8. PHOTOSCAPE Intermediate www.photoscape.org 9. GIMP Intermediate www.gimp.orgEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Produce learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3VIDEO, SOUNDS AND MULTIMEDIA PRODUCTIONCompetency Area: • Technology and Visual LiteracyObjectives: • To recognize the activities performed with a computer mouse • To perform moving the mouse, pointing, button click, clicking and holding, dragging and dropping • To use the mouse in performing the action of drawing lines and shapes. • To use the mouse in activating the commands and functions of a computer program • To use the mouse to insert letter and images at any part of the screen page.Activities: • Point and select object in the screen page or desktop • Move and place objects in the screen page or desktop of the computer display • Highlight and change or move objects in the screen page or desktop of the computer display • Scroll up and scroll down the screen page of the computer display
  • 35 OPENDESK TOOLKITSoftware: Title Level Download Site 1. ZSVIDEO EDITOR Intermediate www.zs4.net 2. AUDACITY SOUND EDITOR Intermediate www.audacity.sourceforge.net 3. WAVOSAUR Intermediate www.wavosaur.com 4. OPENOFFICE IMPRESS Intermediate www.openoffice.orgEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Produce learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3QUIZ AND ACTIVITY MAKERCompetency Area: • Technology and Visual LiteracyObjectives: • To recognize the activities performed with a computer mouse • To perform moving the mouse, pointing, button click, clicking and holding, dragging and dropping • To use the mouse in performing the action of drawing lines and shapes. • To use the mouse in activating the commands and functions of a computer program • To use the mouse to insert letter and images at any part of the screen page.Activities: • Point and select object in the screen page or desktop • Move and place objects in the screen page or desktop of the computer display • Highlight and change or move objects in the screen page or desktop of the computer display • Scroll up and scroll down the screen page of the computer displaySoftware: Title Level Download Site 1. LS QUIZ MAKER Primary www.luziusschneider.com 2. HEXMAZE MAKER Primary www.puz.com 3. CROSSWORD PUZZLE MAKER Intermediate www.cribbage.ca/entrec_download_en.htm 4. MAZECREATOR Intermediate www.mazecreator.com
  • 36 OPENDESK TOOLKITEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Name functional features of the program 0 1 2 33. Define learning activities out of the program 0 1 2 34. Generate learning product from the program 0 1 2 3DIGITAL SECURITY AND SAFETYCompetency Area: • TechnologyObjectives: • To recognize the activities performed with security and safety software • To perform the tasks of activating security features of the operating system • To use antivirus software to understand virus program, malwares and privacy intruding software. • To understand and perform fitted action to security alerts. • To understand and perform file back-up and unwanted files cleaning.Activities: • Configure and activate security features of the operating system • Install and run antivirus software • Run file backup software • Run unwanted files cleaner • Setup and use proxy server for controlled use of on-line contentSoftware Level Download Site 1. CLAMWIN ANTIVIRUS All Level www.pysycache.org 2. AVAST HOME ANTIVIRUS All Level www.brightermindsmedia.com 3. MICROSOFT SECURITY ESSENTIAL All Level www.microsoft.com/security 4. COMODO ANTIVIRUS FIREWAL All Level www.greyolltwit.com/doodlepad2.html 5. FCLEANER ALL Level www.fclearner.com 6. CCLEANER All Level www.piriform.com/ccleaner 7. IZARC ARCHIVER All Level www.izarc.org 8. 7ZIP FILE COMPRESSOR All Level www.7-zip.org/ 9. AXCRYPT FILE ENCRYPTION All Level www.axantum.com/axcrypt10.INTERNET PROXY All Level www.analogx.com
  • 37 OPENDESK TOOLKITEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Install, open and navigate the program 0 1 2 32. Identify security settings of the computer 0 1 2 33. Perform scanning and cleaning of computer files 0 1 2 34. Generate compressed and encrypted files 0 1 2 3
  • 38 OPENDESK TOOLKITMODULE 4: DISCOVER, REVIEW AND USE PUBLIC INTERNET SERVICESSEARCH THE INTERNET Website Name Services Attributes Web AddressGOOGLE Search any topics, files and www.google.com documentWEBCRAWLER Search any topics, files and www.webcrawler.com documentKIDSCLICK Search selected educational sites www.kidsclick.orgEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Enter, open and navigate the services of the site. 0 1 2 32. Identify site content and interaction of the website. 0 1 2 33. Perform searching activity and apply search filter. 0 1 2 34. Generate bookmarks of usable search information. 0 1 2 3PUBLISH AND FIND FILES IN THE INTERNET Website Name Services Attributes Web AddressSLIDESHARE Stores and publish slide www.slideshare.net presentationSCRIBD Store and publish digital www.scrid.com documentsGOOGLE DOCS Compose, store and share http://docs.google.com documentsTEACHER TUBE Store and publish learning videos www.teachertube.comWIKISPACES Write and publish on-line www.wikispaces.comEDUBLOGS Write and publish on-line www.edublogs.orgs
  • 39 OPENDESK TOOLKITEvaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Enter, open and navigate the services of the site. 0 1 2 32. Identify site content and interaction of the website. 0 1 2 33. Perform learning activities using the site content. 0 1 2 34. Generate learning product from the interactivity. 0 1 2 3KNOWLEDGE HELPER IN THE INTERNET Website Name Services Description Web AddressINTERNET PUBLIC LIBRARY Library collection of digital www.ipl.org contentIBIBLIO Library collection of digital www.ibiblio.org contentGRAMMAR BYTES Grammar Exercises www.chompchomp.com/exercises.htmGRAMMAR MONSTER Grammar Checking www.grammar-monster.comSKOOOL Science and Math www.skoool.comBIOLOGY FOR KIDS Science Helper www.biology4kids.com/AAA MATH Math Helper www.eyepleezers.com/aaamathHOLT SCIENCE & TECHNOLOGY Virtual Lab Earth Science http://go.hrw.com/science/hst/virtlab/Evaluation: TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING NONE BEGINNER ACCOMPLI EXPERT Not 50% Done SHED 95% Done Started 75% Done1. Enter, open and navigate the services of the site. 0 1 2 32. Identify site content and interaction of the website. 0 1 2 33. Perform learning activities using the site content. 0 1 2 3
  • 40 OPENDESK TOOLKITMODULE 5: INTERNET SAFETY – PLAN THE PROACTIVE WAYS Internet safety for children and students encompasses not just blocking undesirable content orshutting down Internet access to feel secure. The opportunity of children and students to use theInternet in other places, and encounter the potential risks are beyond parental and teacher controls. The negative downside of being in the Internet has to be managed by guiding the children andstudents to experience the positive effect and optimize the use of the Internet towards the goals oflearning. At the same time, to build the understanding of children and students on the acceptablebehavior and unwanted activities that exist in the digital world of the Internet. It includes theprovision of digital tools that are designed to manage security and safety of their computer program,data, and communication.Issues on Internet Safety and Security The Internet has become the enabler to realize the business and service intents of muchorganization through the on-line products related to commerce, entertainment, education, healthcare, and governance. However the good benefits derived from the on-line products are also coupledwith ill effects namely, frauds, identify thefts, spam mails, virus, hacking, cyber terror, invasion ofprivacy, plagiarism, copyright violations, pornography, misrepresentation, cyber bullying and Internetaddiction. Example Description of Internet Issue: "Cyberbullying" is when a child, preteen or teen is tormented, threatened, harassed,humiliated, embarrassed or otherwise targeted by another child, preteen or teen using the Internet,interactive and digital technologies or mobile phones. There are on-line activities that violate the integrity of the computer system and the dignity ofthe human person. Here is the start up list of issues and concerns to handle properly in the school,community centers, and home with computer and Internet.ACTIVITY: Safety and Security Issues and Meaning ISSUES AND CONCERNS WHAT THEY MEANMalware and virus attackIdentify TheftSpam MailsPhishing misrepresentationCopyrights InfringementCyberbullyingIllegal file sharingPlagiarismPornographyCyberSexHackingCyberterrorInternet AddictionHealth Problem
  • 41 OPENDESK TOOLKITTwelve proactive ways towards Internet safety. The proactive way of promoting safety is to enable parents and teachers guide the children andstudents on how to use the Internet. Bring them to experience the positive value of using the Internet,and introduce the abuses that make the experience negative. The children and students have to be ledtowards concrete appreciation of the appropriate use of the Internet to acquire, create, and shareknowledge; and to abhor the ill consequences of misuse. The challenge to parents and teachers is to bring the learning events that make the children andstudents recognize the ambivalent value of using the Internet. Build knowledge and motivation ofchildren and students to evaluate and to decide for web content and services that promote their good. 1. Learn to use the Internet browser software (i.e. Internet Explorer, Mozilla Firefox, Mac Safari, etc) and its network and security features related to proxy, passwords, filtering, privacy, downloading, confidentiality, digital certificates, cookies, add-on programs and phishing, etc. 2. Learn to access the Internet, browse, search, review, and make lists of educational oriented content and web services to be incorporated into the lesson plan. 3. Learn to use and verify the child-safety features of the web applications related to web mail, file sharing, social networking, instant messaging, on-line forum, web searching, etc. 4. Make the instructional content and activity experiences of the children exciting and engaging by introducing interactive websites that make the student achieve the learning outcomes, and web applications that make the students find, create, and share knowledge. 5. Engage the students on the positive use of social networking sites, email, file sharing sites, on- line forum, and instant messaging in the context of learning collaboration, community building, and knowledge creation. 6. Create a webpage to contain the list of appropriate educational website, information database, and knowledge publishers. (i.e. on-line learning and games, on-line library, on-line magazine and newspaper etc...) and build a customized search engine that looks for content on selected sites listed in the search engine. 7. Set the default page, (that appear when the browser software is opened), of all classroom computer workstations to the web page list of appropriate content and customized search engine link. 8. Install a proxy server to manage the connection sharing and content access preferences to the Internet of the networked computer workstations in the classroom. The proxy server software acts as the control center to allow the single internet connection to be shared by linked computer work stations in the classroom. It provides the firewall to make the computer inside the classroom network invisible to the Internet. It has the safety features of filtering the allowed content and websites to be accessible in the classroom network. 9. Illustrate to the students how the integrity of the computer, the rights of the persons, and physical safety of an individual are compromised due to criminal acts that find embodiment in some web services and computer programs. 10. Demonstrate to the students the safe way of responding to on-line invitations, registration forms, unsolicited e-mails and cyberbullying. The students must be taught on how to be discriminating in handling request for personal information and solicitation inside the Internet. 11. Install and demonstrate to the student the use of anti virus software, firewall software, unwanted files cleaner, antispyware or malware, and file encryption software. The programs are meant to prevent unwanted intruders, file snatching, backdoor programs, and unlawful re- use of cookies. 12. Instruct the students on the ethical and acceptable use of the Internet and computer software. The students must be introduced to the standard guidance on health issues, privacy and confidentiality, file sharing, pornography issues, cultural sensitivity, copyrights, and cybercrimes.
  • 42 OPENDESK TOOLKITOn-line Guidance on Internet Safety and Security Ten Commandments of Computer Ethics1. Thou shalt not use a computer to harm other people.2. Thou shalt not interfere with other peoples computer work.3. Thou shalt not snoop around in other peoples files.4. Thou shalt not use a computer to steal.5. Thou shalt not use a computer to bear false witness.6. Thou shalt not copy or use proprietary software for which you have not paid.7. Thou shalt not use other peoples computer resources without authorization or proper compensation.8. Thou shalt not appropriate other peoples intellectual output.9. Thou shalt think about the social consequences of the program you write or the system you design.10. Thou shalt use a computer in ways that show consideration of and respect for your fellow humans.Copyright: Computer Ethics Institute Author: Dr. Ramon C. BarquinKids Rules for Online Safety (for pre-teens) 1. I will not give out personal information such as my address, telephone number, parents’ work address/telephone number, or the name and location of my school without my parents’ permission.* 2. I will tell my parents right away if I come across any information that makes me feel uncomfortable. 3. I will never agree to get together with someone I “meet” online without first checking with my parents. If my parents agree to the meeting, I will be sure that it is in a public place and bring my mother or father along. 4. I will never send a person my picture or anything else without first checking with my parents.* 5. I will not respond to any messages that are mean or in any way make me feel uncomfortable. It is not my fault if I get a message like that. If I do I will tell my parents right away so that they can contact the service provider. 6. I will talk with my parents so that we can set up rules for going online. We will decide upon the time of day that I can be online, the length of time I can be online and appropriate areas for me to visit. I will not access other areas or break these rules without their permission. 7. I will not give out my Internet password to anyone (even my best friends) other than my parents. 8. I will check with my parents before downloading or installing software or doing anything that could possibly hurt our computer or jeopardize my family’s privacy 9. I will be a good online citizen and not do anything that hurts other people or is against the law. 10. I will help my parents understand how to have fun and learn things online and teach them things about the Internet, computers and other technology.
  • 43 OPENDESK TOOLKITInternet Browser Security Features The Internet browser is the piece of software or program installed in the computer. It is used to connect the student’s computer to other computers inside the Internet in order to get information and to interact with other computer users. The popular products are Internet Explorer of Microsoft Windows, Mozilla Firefox for Windows, Linux and Macintosh, and Safari of Macintosh OS X. The Internet browser calls the program to execute the instructions to open webpage, applications, documents, images, videos, pop-program, authorized links, content history, bookmarked sites, and downloadable files from the different sites in the Internet. The Internet browser contains security options that the teachers and parents can set in order to control the following: 1. Default webpage to open when the Internet browser is activated for the first time. 2. Default prompting to ask where the downloaded file is to be saved. 3. Selection of add-ons and plug-in programs to be integrated with the browser. 4. Selection of pop-up program that are allowed or blocked to show up. 5. Sites where the images are allowed to appear in the browser. 6. Enable and disable java scripts contained in the opened website. 7. Selection of action to control the application in opening the downloaded pages, documents, images, videos, etc. 8. History recording limitation of on-line activity 9. Clearing of Internet cookies and private data 10. Prompting on questionable websites 11. Options to remember transaction password used in the accessed website 12. Connection to the Internet proxy that provides shared access and content filtering. 13. Set the website allowed for offline data store 14. Define the websites allowed to provide add-on program 15. Activation of parental control features of the operating
  • 44 OPENDESK TOOLKITACTIVITY: Computer Safety Availability MatrixSAFETY ACTION NOT AVAILABLE AVAILABLEThe firewall software of the computer is properly activatedand configuredThe antivirus software of the computer is installed andupdated in the computer.The antivirus software of the computer performs automaticscanning of files being accessed.The antispyware or anti-malware software is installed andupdated in the computer
  • 45 OPENDESK TOOLKITTRAINING EVALUATION:(Kirkpatrick Model)
  • 46 OPENDESK TOOLKITOPENDESKIT PROJECT LEAD: JOHN J. MACASIO John J. Macasio is the project lead of OPENDESKIT PROJECT – Open Digital Education Solution ToolKit. He has extensive experience in managing ICT services project in education. He is also engaged in designing and implementing training programs on ICT project management in government. He serves as project consultant in the development of e-learning initiatives in both government and private organization Mr. Macasio served as ICT Consultant of the Department of Education, Office of the Secretary, from January 2007 to June 2010. He was engaged in providing architectural framework, service strategy and technology references in the design, development and implementation of the Department of Education Computerization Program. He is an ICT Training Consultant of the National Computer Institute, National Computer Center. He develops and conducts the trainings on e-Government Project Management, ICT Services Management, and Enterprise Architecture and Information Systems Planning. He developed and implemented for USAID Last Mile Initiative the Internet for teacher project called ischools webboard which introduces the use of Internet for teaching. He led the project implementation of Intel Philippines e-learning multimedia project called skoool.ph. He also served as technical consultant to the Vibal Publishing e-Learning project to support the ICT based activities of the published textbook. He served as project consultant to the e-TESDA Project Management Office in the design and implementation of the Technical Education and Skills Development Authority (TESDA) e-learning services Mr. Macasio was the lead author of the textbook project Computer Literacy for Children in 1993, which was published by Rex Bookstore. He led the design and implementation of the University wide computerization of Far Eastern University from 1993-2004. He co-authored the ICT Project Management Essentials for the United Nations APCICT in 2008. He is the author of the OPENDESKIT Training Guide which covers core knowledge, skills and motivation to build the capability of teachers on the integrative use of innovative technologies in teaching and learning. A project he started in 2008 to support the content and training requirement of teachers in the public education. He developed the conceptual framework and aggregation of solution for the use of open source software for education, government and business. The aggregated free software projects are called OpenDESK and OpenSTEP, which all initially launched by the Commission on Information and Communications Technology – Human Capital Development Group in 2004. John Macasio studied Philosophy in De Mazenod Seminary, Notre Dame University, Cotabato City, and Sociology at the Asian Social Institute, Manila. He underwent professional training on technology in the accredited training centers of Microsoft, Oracle, ITIL and CIW. He is a certified ITIL and CIW professional.