Obedize syllabus in E-Tech

1. Republic of the Philippines
ABRA STATE INSITUTE OF SCIENCES AND TECHNOLOGY
VISION
A premiere higher education institution of Science and Technology in the Cordillera Administrative Region (CAR).
MISSION
The College shall primarily provide technological, technical education and shall inspire leadership in the field of agriculture, forestry, home technology,
agricultural education and industry through scientific research and extension.
CORE VALUES
Nobility
Entreprenuership
Wisdom
Action
Sincerity
Integrity
Service
Teamwork
-Learned and educated
-Productivity and self-reliance
-Love of God
-Performance-focused
-High commitment to duty
-Personal transformation
-Client-orientation
-Coordinated group work

2. COLLEGES OF TEACHER EDUCATION
Laboratory High School Department
Outcomes-Based Teaching and Learning Plan
Course title Empowerment Technology LEVEL Grade 12
Course Description It is a specialized module designed to provide students with the skills in information and communication technologies as a
tool for curating, contextualizing, collaborating, and creating content and experiences for learning in the professional
tracks.
Course intended Learning After completing this course, students must have demonstrated the:
Outcomes (CILO) 1) used of Information and Communications Technologies as a tool for working, collaborating, and creating contents
online.
2) ICT practices on online safety, security, ethics, and etiquette standards in the use of internet.
3) principles of interactivity and rich content in the context of Web 2.0
4) Designing a content to effectively communicate a visual message using offline or open-source software.

3. CONTENT PERFORMANCE LEARNING Intended Learning
Suggested
Assessment Tasks
CONTENT Teaching/Learning
STANDARD STANDARD COMPETENCIES Outcomes (ILO) (ATs)
Activities (TLAs)
QUARTER 1 The learners The learners shall be The learners: Teaching/Learning Quarterly
demonstrate an able to: Students should be able to: Activities Assessment
Information and understanding of: Discussion
Communication at the end of the 2- Group collaboration/ Give pre-test
Technology covering the ICT in the context of week period Brainstorming
topics of: global communication independently compose Conduct short interviews
for specific an insightful reflection 1. compare and contrast Enumerate varied online Exercises/Activities
Reflection paper Answer
1. The current state of ICT professional track paper on the nature of the nuances of varied platform, and sites.
technologies (i.e., Web ICT in the context of online platforms, sites, and activities/exercises
2.0, 3.0, convergent their lives, society, and content to best achieve Identify and distinguish ICT
Input Material/Resources
technologies, social, professional tracks specific class objectives or technologies, i.e., Web 2.0,
Teachers Module
mobile, and assistive (Arts, Tech-Voc, Sports, address situational 3.0, convergent
Learners Module
Post-Test
media) Academic) challenges technologies, social, mobile,
LCD Projector
and assistive media. Laptop
2. Online systems, Visual Aids
functions, and platforms Readings
Online safety, security, 2. apply online safety, Promote and follow these Pre-test
ethics, and etiquette security, ethics, and ICT practices on online
etiquette standards and safety, security, ethics, and
practice in the use of ICTs etiquette standards in the
as it would relate to their use of internet.
specific professional tracks Answer activities
Contextualized online 3. use the Internet as a Operate the use of online Teaching/Learning
search and research skills tool for credible research search engines, i.e., Activities
Post-test
and information gathering google, and; Discussion
to best achieve specific Group collaboration/
class objectives or address Practice online research Hands on
situational challenges skills Exercises/Activities
Applied productivity tools The learners The learners shall be The learners: Apply and use productivity Teaching/Learning Pre-test
with advanced application demonstrate an able to: 4. uses common tools, i.e. word processing Activities
techniques understanding of: at the end of the 2- productivity tools in developing content. Discussion
week period effectively by maximizing Group collaboration/

4. These advanced tools and the use of advanced independently apply advanced application Brainstorming
techniques currently tools and techniques advanced productivity techniques. Hands on Answer activities
include, but are not limited found in common tools to create or Exercises/Activities
to: productivity and develop ICT content for
1. Mail merge and label software applications use in specific
5. creates an original or Apply and use productivity
generation in developing ICT professional tracks
2. Custom animations and content for specific These may be in the derivative ICT content to tools, i.e. spreadsheet Post-test
timing professional tracks form of, but not limited effectively communicate or software in developing
3. Hyperlinking in to: present data or content and computing
presentations 1. Calculating spread information related to task.
4. Integrating images and sheet of athletic specific professional
external material in word statistics (Sports) tracks.
processors 2. Layout of catalogue
5. Embedded files and of creative works (Arts)
data 3. Materials/
6. Advanced and complex ingredients projections
formulas and computations for batches of baked
goods (Tech- Voc)
4. Letterhead/ business
card design (Business/
Academic)
Imaging and Design For how to manipulate at the end of the 2- 6. evaluate existing Differentiate online Teaching/Learning Pre-test
the Online Environment text, graphics, and week period websites and online websites and resources Activities
covering the topics of images to create ICT independently apply the resources based on the based on the principles of Discussion
1. Basic principles of content intended for techniques of image principles of layout, layout, graphic, and visual Group collaboration/
graphics and layout an online environment manipulation and graphic, and visual message design. Brainstorming
graphic design to message design. Hands on Answer activities
2. Principles of visual create original or Exercises/Activities
message design using derivative ICT content 7. use image manipulation Perform image
infographics from existing images, techniques on existing manipulation techniques
text and graphic images to change or with offline or open-source
3. Online file formats for elements for use in enhance their current software. Post-test
images and text specific professional state to communicate a
tracks. message for a specific
purpose

5. 4. Principles and basic These may be in the 8. create an original or Design a content to
techniques of image form of, but not limited derivative ICT content to effectively communicate a
manipulation to: effectively communicate a visual message using offline
1. Team/ athlete/ visual message in an or open-source software.
5. Basic image league recruitment online environment related
manipulation using offline posters (Sports) to specific professional
or open-source software
2. Logo or crest for a
tracks
6. Combining text,
graphics, and images community, school
7. Uploading, sharing, and organization or barkada
image hosting platforms (Arts)
Usable platforms/ 3. Labeling and manual
applications currently of operation for tools
include but are not limited and equipment (Tech-
to: Voc)
1. Google Sketch Up
(freeware) 4. Presentation of
2. GIMP (open source/ cafeteria patronage
freeware) data (Business/
Academic)
Online platforms as tools the principles and at the end of the 2- 9. evaluate existing online Analyze current online Teaching/Learning Pre-test
for ICT content techniques of design week period creation tools, platforms creation tools, and Activities
development covering the using online creation independently apply the and applications in platforms. Discussion
topics of: tools, platforms, and principles and developing ICT content for Group collaboration/
1. The nature and applications to develop techniques of design specific professional tracks Brainstorming
purposes of online ICT content for using online creation Hands on Answer activities
platforms and applications specific professional tools, platforms, and Exercises/Activities
2. Basic web design tracks applications to create
10. apply web design Create web pages using
principles and elements original or derivative
principles and elements assistive online creation
3. Web page design using ICT content for use in using online creation tools, tools, i.e., wix.com or Input Material/Resources
templates and online specific professional Post-test
platforms, and applications weebly.com platform. Teachers Module
WYSIWYG platforms tracks
to communicate a Learners Module
These may be in the message for a specific LCD Projector
These online platforms form of, but not limited purpose in specific Laptop
currently include, but are to: professional tracks Visual Aids
not limited to: 1. Survey instruments Readings
1. Presentation/ using Google forms
11. create an original or Design a content using
visualization (Prezi, Soho, (Business/ Academic)
derivative ICT content online creation tools.
Slideshare, mindmeister) 2. Athletic match-ups
using online creation tools,
and league standings

6. 2. Cloud computing using Mindmeister platforms, and applications
(Google Drive, (Sports) to effectively communicate
Evernote,Dropbox) 3. messages related to
3. Social Media (Twitter, Catalogues/Swatches/ specific professional tracks
Facebook, Tumblr) options for products
4. Web Page Creation and services using Prezi
(Wix, Weebly) (Tech-Voc)
5. File Management 4. Online photo album
(zamzar, word2pdf) of artistic works or
6. Mapping (Google Maps, photographs using
Wikimapia) Picasa (Arts)
5. Online music
production using
Sibelius (Music)
Collaborative development the key learnings from at the end of the 2- Teaching/Learning Pre-test
of ICT content covering the previous weeks, week period and 12. evaluate the quality, Explain the quality, value, Activities
Discussion
the topics of: which they will quarter collaboratively value, and appropriateness and appropriateness of
1. Team structure and synthesize into an develop an online of peer’s existing or peer’s existing or previously Group collaboration/
dynamics for ICT content integrated ICT content portal or website to previously developed ICT developed ICT content Brainstorming
2. Online collaborative through collaboration showcase and share content in relation to the project Hands on Answer activities
Exercises/Activities
tools and processes with classmate and existing and previously theme or intended
3. Project management for teacher as both peer developed content audience/ viewer of an ICT
ICT content and partner These may be in the project
4. Curating existing form of, but not limited Students make an
content for use on the web to: online portal/website
1. Online newsletter 13. share and showcase Display the output of as an output.
Online collaborative tools 2. Blog existing or previously existing or previously
that may be used currently 3. Issuu online developed material in the developed material.
include, but are not limited “magazine”
form of a collaboratively
to:
designed newsletter or
1. Google Docs/ MS Office Post-test
blog site intended for a
365
specific audience or viewer
2. Prezi
3. Google Chat/ Hangouts
4. Skype/ Viber/ Kakao
Talk/ WeChat/ Line
Platforms that may be
currently used to host
newsletters and similar ICT

7. content include but are not
limited to:
1. Presentation/
visualization (Prezi, Soho,
Slideshare, Mindmeister)
2. Cloud computing
(Google Apps)
3. Social Media (Facebook
Pages, Tumblr)
4. Web Page Creation
(Wix, Weebly)
5. Blog sites (Blogger,
Wordpress, Livejournal,
Issuu)
CONTENT PERFORMANCE LEARNING
Intended Learning Suggested
Assessment Tasks
CONTENT Outcomes (ILO) Teaching/Learning
STANDARD STANDARD COMPETENCIES (ATs)
Students should be able to: Activities (TLAs)
QUARTER 2 The learners The learners: The learners: Teaching/Learning Quarterly
Multimedia and ICTs demonstrate an at the end of the week Activities Assessment
covering the topics of: understanding of: independently assess 14. explore the principles Demonstrate the principles Discussion
1. Rich content in the how rich media one’s experience along of interactivity and rich of interactivity and rich Group collaboration/ Pre-test
online environment and content and a range of online rich content in the context of content in the context of Brainstorming
the user experience interactivity affects content on the basis of Web 2.0 and the Web 2.0 Hands on
2. multimedia and and changes the user the usability of the participation of the user in Exercises/Activities
interactivity experience in the interface the online experience
3. Web 2.0, Web 3.0, and delivery and Answer activities
user participation in the consumption of ICT
web content
Types of rich and Students makes an
multimedia content online portal/website
currently include but as an output.
are not limited to:
1. Video and audio,
embedded and on-demand
2. Online games, tests,and
courseware Post-test
3. Web-, game-

8. ICTs as platform for ICT as a tool, medium, at the end of the week Teaching/Learning Pre-test
change covering the topics and force in bringing independently articulate Activities
of: about action and how ICT tools and Discussion
1. ICT as medium for mobilize change in a platforms have changed Group collaboration/
advocacy and population, society, or the way people Brainstorming
developmental culture. communicate, and how Hands on Answer activities
communication social change has been Exercises/Activities
2. The social power of brought about by the
social media use of ICTs
3. Digital citizenship and
the Filipino people 15. share anecdotes of Show anecdotes of how
how he/she has used ICTs they use ICTs as Post-test
Samples of this to be part of a social contributor to social
phenomenon include but movement, change, or change/movements.
are not limited to: cause to illustrate aspects
1. EDSA and Cardinal Sin’s of digital citizenship
call to action via radio
broadcast
2. EDSA Dos and the use
of text messaging to
mobilize people
3. Million People March
against Pork barrel via
Facebook
4. Disaster relief
operations and
mobilization via Internet
and text brigades
Developing an ICT Project how to work with at the end of the 4- 16. identify a local or Find a local or regional Teaching/Learning Pre-test
for Social Change covering peers and external week period regional cause or issue for cause or issue for Social Activities
the topics of: publics/ partners for collaboratively Social Change related to Change. Discussion
1. Planning and the development of an participate actively in specific professional tracks Group collaboration/
conceptualizing an ICT ICT project that the creation and that can be addressed or Brainstorming
Project for Social Change advocates or mobilizes development of an ICT tackled using an ICT Hands on Answer activities
2. Research for ICT for a specific Social Project for Social Project for Social Change Exercises/Activities
Projects, Audience Change or cause Change relating to an
profiling, (demographics issue in specific 17. analyze how target or Analyze responses from
and psychographics) professional tracks intended users and user to the proposed ICT
Topics may cover, but audiences are expected to Project for Social Change.
are not limited to: respond to the proposed

9. 3. Designing and 1. Promotion of ICT Project for Social
copywriting for ICT wellness in the home Change on the basis of Post-test
Projects (Sports) content, value, and user
4. Developing and 2. Street food safety experience
constructing the ICT and cleanliness drive
project (Tech- Voc)
3. Cultural heritage
18. integrate rich
Samples of these promotion through new Synthesize multimedia
multimedia content in
advocacies or projects designs “Pinoy pride” content on ICT Project for
design and development
include but are not limited (Arts) Social Change.
to best enhance the user
to: 4. Savings and financial experience and deliver
1. Antidrug campaigns literacy drives and content of an ICT Project
advocacies (Business/ for Social Change
2. Youth election volunteer Academic)
Design a working prototype
mobilization 19. develop a working
3. Animal welfare and prototype of an ICT of an ICT Project for Social
rights Project for Social Change Change
4. Environmental
conservation and action
5. Contemporary ICT
issues such as cyber
bullying, copyright
infringement, green
technology, and Internet
addiction
Publishing an ICT Project how to manage an at the end of the 2- 20. demonstrate how Perform upload, manage Teaching/Learning Pre-test
covering the topics of: online ICT Project for week period online ICT Projects for and promote online ICT Activities
1. Uploading and website Social Change independently and Social Change are projects. Discussion
management collaboratively co- uploaded, managed, and Group collaboration/
2. Promotion, traction and manage an online ICT promoted for maximum Brainstorming
traffic monitoring Project for Social audience impact Hands on Answer activities
3. Evaluation through user Change through Exercises/Activities
feedback/ interaction available tools,
21. generate a technical
resources, and
report interpreting data
platforms
analytics, e.g. Google,
Facebook, or similar traffic
data on the general
Post-test
aspects of search visibility,
reach, and virality

10. Sustaining an ICT Project how to maintain and at the end of the week 22. generate a report on Produce a report on the Teaching/Learning Pre-test
for Social Change covering sustain the operation independently evaluate the performance of their performance of ICT Project Activities
the topics of: of an ICT Project for the performance of an ICT Project for Social for Social Change based on Discussion
1. Updating content and Social Change advocacy via an ICT Change on the basis of data gathered. Group collaboration/
maintaining traffic to an Project for Social data gathered from Brainstorming
ICT Project for Social Change through available monitoring tools Hands on Answer activities
Change available monitoring and evaluating techniques Exercises/Activities
2. Monitoring social impact tools and evaluating
of advocacies techniques such as user
communicated via an ICT interviews, feedback
Project for Social Change forms, and Analytics Post-test
data
Reflecting on the ICT how to reflect on the at the end of the week Teaching/Learning
learning process covering nature of ICT and the independently reflect Activities
the topics of: manner by which the on the ICT learning Discussion
learning process has process and how Group collaboration/
ICT, the self, and society changed his/her world his/her world view has Brainstorming
view. evolved over the past Hands on
semester 23. create a reflexive piece Develop a reflection output Exercises/Activities
Reflection Paper
or output using an ICT using ICT tools, web
Outputs during this tool, platform, or platform or multimedia
week may be in the application of choice on software on the learning Output Materials
form of, but not limited the learning experience experience undergone Portfolio
to: undergone during the during the semester.
1. Video blog semester
2. Presentation or
image gallery
3. Website
4. Illustrated document
5. Podcast or webcast
Basic Readings Empowerment Technologies. Innovative Training Works, Inc
Course Assessment Written Works 20%
Performance Task 60%
Quarterly Assessment 20%
TOTAL 100%

11. Course Policies Language of Instruction: The language of instruction is English. In the teaching and learning presentation, however,
language samples may be in another language if it is needed to exemplify an activity in this course.
Attendance: The university rule on a 54-hour attendance applies: 20% absence is considered failed or dropped, as the case
may be.There will be no make-up arrangements for oral presentations, hence, the instructor/professor lecture in the absence
of the discussant.Those who cannot come on the examination day are advised to take the test on the day prior to the
schedule.
Homework, Written Reports and Reaction Papers: Course requirement must be turned in following the scheduled due
dates. If you cannot make it class on time, give your assessment items to a classmate to submit for you. Failure to submit
assessment items and without an adequate excuse (e.g a doctor’s certificate) will result in a reduced score for that
assessment item.
Course Portfolio: The Portfolio is a form of a assessment for this class. Each of you is expected to purchase as 40 or 60 leaf
folders to use as your portfolio. All forms of in-class outputs, homework, worksheet, readings, and other items are to be
placed in the portfolio for assessment at the end of the semester. Prepare the Title Page and following it is the Table of
Contents. This will help you organize your portfolio as well as in helping your instructor/professor assess and grade items
contain within it. Bring your portfolio when asked to.
Honor, Dress and Grooming Code: You are enjoined to wear the prescribed uniform of the college with your ID worn at all
times. Also, respect to administrators, faculty and staff of the university as well as as to your classmates and other students
shall be observed. You are mandated to follow all school policies and regulations.
Deficiencies: Incomplete grades have to be attended to within a year.

12. Course Title Term of Effectivity Prepared by
Empowerment SY. 2020 – 2021 CHRISTOPHER B. PILOTIN
Technologies Instructor I
Recommending Approval: Pages (s)
Maria Cristilyn A. Martinez
12
Chairperson, LHS
Approved:
DR. MARIAN LOREN B. VALERA
Dean, CTE