The document outlines an Empowerment Technologies curriculum for senior high school students in the applied track. It covers 18 topics over two semesters, focusing on using information and communication technologies as tools for learning in various professional fields. Students will learn about online platforms, productivity tools, graphic design, web design, collaboration, multimedia, and using ICTs for social change. They will apply their skills by developing collaborative online projects advocating for issues related to their professional track.
LaGuardia New Media Technology Periodic Program ReviewJames Richardson
Every five to seven years academic degree programs in the CUNY system have to undergo a process called a Periodic Program Review (PPR). The PPR is an in depth look at the academic major under review from a programmatic, institutional, and industry wide perspective. The ultimate goal of the PPR is to begin an honest review of the program effectiveness which will then be used to help to guide the evolution of the major for the next five to seven years. As the sole full time New Media faculty member, the research and drafting of the report for the LaGuardia New Media Technology program became my responsibility.
Focus_groups_data analysis; Intellectual Output realized within the project IMPADA - Improving the Effectiveness of Adult Education for Disadvantaged Groups. Erasmus Plus KA2 PROJECT. http://www.impada.eu/
Common Digital Competence Framework for TeachersINTEF
Common Digital Competence Framework for Teachers - January 2017 - National Institute of Educational Technologies and Teacher Training - Ministry of Education - Spain
LaGuardia New Media Technology Periodic Program ReviewJames Richardson
Every five to seven years academic degree programs in the CUNY system have to undergo a process called a Periodic Program Review (PPR). The PPR is an in depth look at the academic major under review from a programmatic, institutional, and industry wide perspective. The ultimate goal of the PPR is to begin an honest review of the program effectiveness which will then be used to help to guide the evolution of the major for the next five to seven years. As the sole full time New Media faculty member, the research and drafting of the report for the LaGuardia New Media Technology program became my responsibility.
Focus_groups_data analysis; Intellectual Output realized within the project IMPADA - Improving the Effectiveness of Adult Education for Disadvantaged Groups. Erasmus Plus KA2 PROJECT. http://www.impada.eu/
Common Digital Competence Framework for TeachersINTEF
Common Digital Competence Framework for Teachers - January 2017 - National Institute of Educational Technologies and Teacher Training - Ministry of Education - Spain
"NH Focus on ePortfolio Day" will take place October 4th at Plymouth State University. We hope you will join us, as educators from across the state gather for a day of in-depth discussions and presentations on ePortfolios. These discussions will include current ePortfolio uses, as well as future trends for NH's schools. Live stream at http://plymouth.edu/online/events/nhfocus_2010.html
Тhe study of foreign languages plays an important role in the modern world. This article explores the use of Internet resources during English lessons, as well as working with information and communication technologies (ICT) and the use of multimedia teaching methods. Therefore, it is so important to improve the method of using computer information technologies in teaching English. Ziyayeva Kamola Ziyaiddinovna. (2020). Use of internet resourсes during lessons. International Journal on Orange Technologies, 2(11), 57-60. https://doi.org/10.31149/ijot.v2i11.935 Pdf Url: https://journals.researchparks.org/index.php/IJOT/article/view/935/880 Paper Url: https://journals.researchparks.org/index.php/IJOT/article/view/935
Тhe study of foreign languages plays an important role in the modern world. This article explores the use of Internet resources during English lessons, as well as working with information and communication technologies (ICT) and the use of multimedia teaching methods. Therefore, it is so important to improve the method of using computer information technologies in teaching English Ziyayeva Kamola Ziyaiddinovna. (2020). Use of internet resourсes during lessons. International Journal on Orange Technologies, 2(11), 47-50. https://doi.org/10.31149/ijot.v2i11.892 Pdf Url: https://journals.researchparks.org/index.php/IJOT/article/view/892/845 Paper Url: https://journals.researchparks.org/index.php/IJOT/article/view/892
iv Pagyamanin Binubuo ito ng mga gawaing para sa malayang pagsasanay upang mapagtibay ang iyong pang-unawa at mga kasanayan sa paksa. Maaari mong iwasto ang mga sagot mo sa pagsasanay gámit ang susi sa pagwawasto sa hulíng bahagi ng modyul. Isaisip Naglalaman ito ng mga katanungan o pupunan ang patlang ng pangungusap o talata upang maproseso kung ano’ng natutuhan mo mula sa aralin. Isagawa Ito ay naglalaman ng gawaing makatutulong sa iyo upang maisalin ang bagong kaalaman o kasanayan sa tunay na sitwasyon o realidad ng búhay. Tayáhin Ito ay gawain na naglalayong matása o masukat ang antas ng pagkatuto sa pagkamit ng natutuhang kompetensi. Karagdagang Gawain Sa bahaging ito, may ibibigay sa iyong panibagong gawain upang pagyamanin ang iyong kaalaman o kasanayan sa natutuhang aralin. Susi sa Pagwawasto Naglalaman ito ng mga tamang sagot sa lahat ng mga gawain sa modyul. Sa katapusan ng modyul na ito, makikita mo rin ang: Ang sumusunod ay mahahalagang paalala sa paggamit ng modyul na ito: 1. Gamitin ang modyul nang may pag-iingat. Huwag lalagyan ng anumang marka o sulat ang anumang bahagi ng modyul. Gumamit ng hiwalay na papel sa pagsagot sa mga pagsasanay. 2. Huwag kalimutang sagutin ang Subukin bago lumipat sa iba pang gawaing napapaloob sa modyul. 3. Basahing mabuti ang mga panuto bago gawin ang bawat pagsasanay. 4. Obserbahan ang katapatan at integridad sa pagsasagawa ng mga gawain at sa pagwawasto ng mga kasagutan. 5. Tapusin ang kasalukuyang gawain bago pumunta sa iba pang pagsasanay. 6. Pakibalik ang modyul na ito sa iyong guro o tagapagdaloy kung tapos nang sagutin lahat ng pagsasanay. Kung sakaling mahirapan ka sa pagsagot sa mga gawain sa modyul na ito, huwag mag-aalinlangang konsultahin ang inyong guro o tagapagdaloy. Maaari ka rin humingi ng tulong sa iyong mga magulang, sa nakatatanda mong kapatid o Sanggunian Ito ang talaan ng lahat ng pinagkuhanan sa paglikha o paglinang ng modyul na ito.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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1. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 1 of 12
Grade: 11/12
Subject Title: Empowerment Technologies (for the Strand) No. of Hours/ Semester: 80 hours/semester
Prerequisite:
Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating content and experiences for learning in the
professional tracks.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
QUARTER 1
WEEKS 1–2
Information and
Communication Technology
covering the topics of:
1. The current state of ICT
technologies (i.e., Web
2.0, 3.0, convergent
technologies, social,
mobile, and assistive
media)
2. Online systems, functions,
and platforms
The learners demonstrate an
understanding of:
ICT in the context of global
communication for specific
professional track
The learners shall be able to:
at the end of the 2-week period
independently compose an
insightful reflection paper on the
nature of ICT in the context of
their lives, society, and
professional tracks (Arts, Tech-
Voc, Sports, Academic)
The learners:
1. compare and contrast
the nuances of varied
online platforms, sites,
and content to best
achieve specific class
objectives or address
situational challenges
CS_ICT11/12-ICTPT-Ia-b-1
Online safety, security, ethics,
and etiquette
2. apply online safety,
security, ethics, and
etiquette standards and
practice in the use of
ICTs as it would relate
to their specific
professional tracks
CS_ICT11/12-ICTPT-Ia-b-2
Contextualized online search
and research skills
3. use the Internet as a
tool for credible
research and
information gathering to
best achieve specific
class objectives or
address situational
CS_ICT11/12-ICTPT-Ia-b-3
2. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 2 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
challenges
WEEKS 3–4
Applied productivity tools with
advanced application
techniques
These advanced tools and
techniques currently include,
but are not limited to:
1. Mail merge and label
generation
2. Custom animations and
timing
3. Hyperlinking in
presentations
4. Integrating images and
external material in word
processors
5. Embedded files and data
6. Advanced and complex
formulas and
computations
The learners demonstrate an
understanding of:
the use of advanced tools and
techniques found in common
productivity and software
applications in developing ICT
content for specific professional
tracks
The learners shall be able to:
at the end of the 2-week period
independently apply advanced
productivity tools to create or
develop ICT content for use in
specific professional tracks
These may be in the form of,
but not limited to:
1. Calculating spread sheet of
athletic statistics (Sports)
2. Layout of catalogue of
creative works (Arts)
3. Materials/ ingredients
projections for batches of
baked goods (Tech- Voc)
4. Letterhead/ business card
design (Business/
Academic)
The learners:
4. uses common
productivity tools
effectively by
maximizing advanced
application techniques.
CS_ICT11/12-ICTPT-Ic-d-4
5. creates an original or
derivative ICT content to
effectively communicate
or present data or
information related to
specific professional
tracks.
CS_ICT11/12-ICTPT-Ic-d-5
WEEKS 5–6
Imaging and Design For the
Online Environment covering
the topics of
1. Basic principles of
graphics and layout
how to manipulate text, graphics,
and images to create ICT content
intended for an online environment
at the end of the 2-week period
independently apply the
techniques of image
manipulation and graphic design
to create original or derivative
ICT content from existing
images, text and graphic
6. evaluate existing websites
and online resources based
on the principles of layout,
graphic, and visual message
design.
CS_ICT11/12-ICTPT-Ie-f-6
3. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 3 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
2. Principles of visual
message design using
infographics
3. Online file formats for
images and text
4. Principles and basic
techniques of image
manipulation
5. Basic image manipulation
using offline or open-
source software
6. Combining text, graphics,
and images
7. Uploading, sharing, and
image hosting platforms
Usable platforms/ applications
currently include but are not
limited to:
1. Google Sketch Up
(freeware)
2. GIMP (open source/
freeware)
elements for use in specific
professional tracks.
These may be in the form of,
but not limited to:
1. Team/ athlete/ league
recruitment posters
(Sports)
2. Logo or crest for a
community, school
organization or barkada
(Arts)
3. Labeling and manual of
operation for tools and
equipment (Tech-Voc)
4. Presentation of cafeteria
patronage data (Business/
Academic)
7. use image manipulation
techniques on existing
images to change or
enhance their current state
to communicate a message
for a specific purpose
CS_ICT11/12-ICTPT-Ie-f-7
8. create an original or
derivative ICT content to
effectively communicate a
visual message in an online
environment related to
specific professional tracks
CS_ICT11/12-ICTPT-Ie-f-8
WEEKS 7–8
Online platforms as tools for
ICT content development
covering the topics of:
1. The nature and purposes
of online platforms and
applications
2. Basic web design
principles and elements
3. Web page design using
templates and online
WYSIWYG platforms
the principles and techniques of
design using online creation tools,
platforms, and applications to
develop ICT content for specific
professional tracks
at the end of the 2-week period
independently apply the
principles and techniques of
design using online creation
tools, platforms, and
applications to create original or
derivative ICT content for use in
specific professional tracks
These may be in the form of,
but not limited to:
1. Survey instruments using
Google forms (Business/
9. evaluate existing online
creation tools, platforms
and applications in
developing ICT content for
specific professional tracks
CS_ICT11/12-ICTPT-Ig-h-9
10. apply web design principles
and elements using online
creation tools, platforms,
and applications to
communicate a message
for a specific purpose in
specific professional tracks
CS_ICT11/12-ICTPT-Ig-h-10
4. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 4 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
These online platforms
currently include, but are not
limited to:
1. Presentation/ visualization
(Prezi, Soho, Slideshare,
mindmeister)
2. Cloud computing (Google
Drive, Evernote,Dropbox)
3. Social Media (Twitter,
Facebook, Tumblr)
4. Web Page Creation (Wix,
Weebly)
5. File Management
(zamzar, word2pdf)
6. Mapping (Google Maps,
Wikimapia)
Academic)
2. Athletic match-ups and
league standings using
Mindmeister (Sports)
3. Catalogues/Swatches/
options for products and
services using Prezi (Tech-
Voc)
4. Online photo album of
artistic works or
photographs using Picasa
(Arts)
5. Online music production
using Sibelius (Music)
11. create an original or
derivative ICT content
using online creation tools,
platforms, and applications
to effectively communicate
messages related to
specific professional tracks
CS_ICT11/12-ICTPT-Ig-h-11
WEEKS 9–10
Collaborative development of
ICT content covering the
topics of:
1. Team structure and
dynamics for ICT content
2. Online collaborative tools
and processes
3. Project management for
ICT content
4. Curating existing content
for use on the web
Online collaborative tools that
may be used currently
include, but are not limited
to:
1. Google Docs/ MS Office
365
the key learnings from the
previous weeks, which they will
synthesize into an integrated ICT
content through collaboration with
classmate and teacher as both
peer and partner
at the end of the 2-week period
and quarter collaboratively
develop an online portal or
website to showcase and share
existing and previously
developed content
These may be in the form of,
but not limited to:
1. Online newsletter
2. Blog
3. Issuu online “magazine”
12. evaluate the quality, value,
and appropriateness of
peer’s existing or
previously developed ICT
content in relation to the
theme or intended
audience/ viewer of an ICT
project
CS_ICT11/12-ICTPT-Ii-j-12
13. share and showcase
existing or previously
developed material in the
form of a collaboratively
designed newsletter or
blog site intended for a
specific audience or viewer
CS_ICT11/12-ICTPT-Ii-j-13
5. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 5 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
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
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)
QUARTER 2
WEEK 11
Multimedia and ICTs covering
the topics of:
1. Rich content in the
online environment and
the user experience
2. multimedia and
interactivity
3. Web 2.0, Web 3.0, and
user participation in the
web
Types of rich and multimedia
content currently include but
The learners demonstrate an
understanding of:
how rich media content and
interactivity affects and changes
the user experience in the delivery
and consumption of ICT content
The learners:
at the end of the week
independently assess one’s
experience along a range of
online rich content on the basis
of the usability of the interface
The learners:
14. explore the principles of
interactivity and rich
content in the context of
Web 2.0 and the
participation of the user in
the online experience
CS_ICT11/12-ICTPT-IIk-14
6. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 6 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
are not limited to:
1. Video and audio,
embedded and on-
demand
2. Online games, tests,and
courseware
3. Web-, game-, pod-, and
vod-casting
WEEK 12
ICTs as platform for change
covering the topics of:
1. ICT as medium for
advocacy and
developmental
communication
2. The social power of
social media
3. Digital citizenship and
the Filipino people
Samples of this phenomenon
include but are not limited to:
1. EDSA and Cardinal Sin’s
call to action via radio
broadcast
2. EDSA Dos and the use of
text messaging to
mobilize people
3. Million People March
against Pork barrel via
Facebook
4. Disaster relief operations
and mobilization via
Internet and text
brigades
ICT as a tool, medium, and force
in bringing about action and
mobilize change in a population,
society, or culture.
at the end of the week
independently articulate how
ICT tools and platforms have
changed the way people
communicate, and how social
change has been brought about
by the use of ICTs
15. share anecdotes of how
he/she has used ICTs to be
part of a social movement,
change, or cause to
illustrate aspects of digital
citizenship
CS_ICT11/12-ICTPT-IIl-15
7. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 7 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
WEEKS 13–16
Developing an ICT Project for
Social Change covering the
topics of:
1. Planning and
conceptualizing an ICT
Project for Social Change
2. Research for ICT
Projects, Audience
profiling, (demographics
and psychographics)
3. Designing and
copywriting for ICT
Projects
4. Developing and
constructing the ICT
project
Samples of these advocacies
or projects include but are not
limited to:
1. Antidrug campaigns
how to work with peers and
external publics/ partners for the
development of an ICT project
that advocates or mobilizes for a
specific Social Change or cause
at the end of the 4-week period
collaboratively participate
actively in the creation and
development of an ICT Project
for Social Change relating to an
issue in specific professional
tracks
Topics may cover, but are not
limited to:
1. Promotion of wellness in
the home (Sports)
2. Street food safety and
cleanliness drive (Tech-
Voc)
3. Cultural heritage promotion
through new designs
“Pinoy pride” (Arts)
4. Savings and financial
literacy drives and
advocacies (Business/
Academic)
16. identify a local or regional
cause or issue for Social
Change related to specific
professional tracks that can
be addressed or tackled
using an ICT Project for
Social Change
17. analyze how target or
intended users and
audiences are expected to
respond to the proposed
ICT Project for Social
Change on the basis of
content, value, and user
experience
CS_ICT11/12-ICTPT-IIm-p16
CS_ICT11/12-ICTPT-IIm-p17
8. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 8 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
2. Youth election volunteer
mobilization
3. Animal welfare and
rights
4. Environmental
conservation and action
5. Contemporary ICT issues
such as cyber bullying,
copyright infringement,
green technology, and
Internet addiction
18. integrate rich multimedia
content in design and
development to best
enhance the user
experience and deliver
content of an ICT Project
for Social Change
19. develop a working
prototype of an ICT Project
for Social Change
CS_ICT11/12-ICTPT-IIm-p18
CS_ICT11/12-ICTPT-IIm-p19
9. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 9 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Weeks 17–18
Publishing an ICT Project
covering the topics of:
1. Uploading and website
management
2. Promotion, traction and
traffic monitoring
3. Evaluation through user
feedback/ interaction
how to manage an online ICT
Project for Social Change
at the end of the 2-week period
independently and
collaboratively co-manage an
online ICT Project for Social
Change through available tools,
resources, and platforms
20. demonstrate how online
ICT Projects for Social
Change are uploaded,
managed, and promoted
for maximum audience
impact
CS_ICT11/12-ICTPT-IIq-r20
21. generate a technical report
interpreting data analytics,
e.g. Google, Facebook, or
similar traffic data on the
general aspects of search
visibility, reach, and virality
CS_ICT11/12-ICTPT-IIq-r21
WEEK 19
Sustaining an ICT Project for
Social Change covering the
topics of:
1. Updating content and
maintaining traffic to an
ICT Project for Social
Change
2. Monitoring social impact
of advocacies
communicated via an
ICT Project for Social
Change
how to maintain and sustain the
operation of an ICT Project for
Social Change
at the end of the week
independently evaluate the
performance of an advocacy via
an ICT Project for Social Change
through available monitoring
tools and evaluating techniques
such as user interviews,
feedback forms, and Analytics
data
22. generate a report on the
performance of their ICT
Project for Social Change
on the basis of data
gathered from available
monitoring tools and
evaluating techniques
CS_ICT11/12-ICTPT-IIs-22
WEEK 20
Reflecting on the ICT learning
process covering the topics
of:
how to reflect on the nature of ICT
and the manner by which the
learning process has changed
his/her world view.
at the end of the week
independently reflect on the ICT
learning process and how
his/her world view has evolved
over the past semester 23. create a reflexive piece or
10. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 10 of 12
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
ICT, the self, and society Outputs during this week may
be in the form of, but not
limited to:
1. Video blog
2. Presentation or image
gallery
3. Website
4. Illustrated document
5. Podcast or webcast
output using an ICT tool,
platform, or application of
choice on the learning
experience undergone
during the semester
CS_ICT11/12-ICTPT-IIt-23
11. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 11 of 12
Code Book Legend
Sample: CS_ICT11/12-ICTPT-IIt-23
LEGEND SAMPLE
First Entry
Learning Area and Strand/ Subject or
Specialization
Applied Track Subject_ICT
CS_ICT11/12
Grade Level Grade 11/12
Uppercase Letter/s
Domain/Content/
Component/ Topic
Empowerment Technologies (for the Strand) ICTPT
-
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate
more than a specific week
Week Week 20 t
-
Arabic Number Competency
create a reflexive piece or output using an
ICT tool, platform, or application of choice
on the learning experience undergone
during the semester
23
12. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Empowerment Technologies (for the Strand) May 2016 Page 12 of 12
Reference:
“Digital Tools.” Accessed March 29, 2016. http://www.pbslearningmedia.org/collection/digitaltools/