Grade: 11/12
Subject Title: Empowerment Technologies (for the Strand)
No. of Hours/ Semester: 80 hours/ semester
Prerequisite
(if needed):N/A
Description: Information and communication technologies as a tool for curating, contextualizing,
collaborating, and creating content and experiences for learning in the
professional tracks.
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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QUARTER 1
WEEKS 1–2
Information and
Communication Technology
covering the topics of:
1. The current state of ICT
technologies (i.e., Web
2.0, 3.0, convergent technologies, social, mobile, and assistive
media)
2. Online systems, functions,
and platforms
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The learners
demonstrate an understanding of:
ICT in the context of global
communication for specific professional track
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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)
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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
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CS_ICT11/12-ICTPT-Ia-b-1
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Online safety, security, ethics,
and etiquette
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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
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CS_ICT11/12-ICTPT-Ia-b-2
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Contextualized online search
and research skills
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3. use the Internet as a tool
for credible research and
information gathering to best achieve specific
class objectives or
address situational
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CS_ICT11/12-ICTPT-Ia-b-3
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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challenges
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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
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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
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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)
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The learners:
4. uses common
productivity tools effectively by
maximizing advanced application techniques.
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CS_ICT11/12-ICTPT-Ic-d-4
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5. creates an original or derivative ICT content to effectively communicate
or present data or information related to
specific professional
tracks.
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CS_ICT11/12-ICTPT-Ic-d-5
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WEEKS 5–6
Imaging and Design For the Online Environment covering the topics of
1.
Basic principles of graphics and layout
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how to manipulate text, graphics, and images to create ICT content
intended for an online environment
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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
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6. evaluate existing websites and online resources based on
the principles of layout, graphic, and
visual message design.
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CS_ICT11/12-ICTPT-Ie-f-6
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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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)
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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)
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7. use image manipulation techniques on existing
images to change or
enhance their current state to
communicate a message for a specific purpose
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CS_ICT11/12-ICTPT-Ie-f-7
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8. create an original or derivative ICT content to
effectively communicate a
visual message in an online
environment related to
specific professional tracks
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CS_ICT11/12-ICTPT-Ie-f-8
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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
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the principles and techniques of design using online creation tools,
platforms, and applications to
develop ICT content for specific professional tracks
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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/
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9. evaluate existing
online creation tools, platforms and applications in developing ICT content for specific professional tracks
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CS_ICT11/12-ICTPT-Ig-h-9
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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
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CS_ICT11/12-ICTPT-Ig-h-10
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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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)
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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)
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11. create an original or
derivative ICT content
using online creation tools,
platforms, and applications to
effectively communicate
messages related to specific professional tracks
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CS_ICT11/12-ICTPT-Ig-h-11
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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
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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
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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”
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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
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CS_ICT11/12-ICTPT-Ii-j-12
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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
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CS_ICT11/12-ICTPT-Ii-j-13
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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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)
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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
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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
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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
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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
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CS_ICT11/12-ICTPT-IIk-14
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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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
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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
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ICT as a tool, medium, and force in bringing about
action and mobilize change in a
population,
society, or culture.
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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
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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
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CS_ICT11/12-ICTPT-IIl-15
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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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
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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
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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)
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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
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CS_ICT11/12-ICTPT-IIm-p16
CS_ICT11/12-ICTPT-IIm-p17
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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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
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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
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CS_ICT11/12-ICTPT-IIm-p18
CS_ICT11/12-ICTPT-IIm-p19
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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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
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how to manage an online ICT Project for Social Change
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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
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20. demonstrate how online ICT
Projects for Social Change are uploaded,
managed, and promoted
for maximum audience impact
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CS_ICT11/12-ICTPT-IIq-r20
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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
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CS_ICT11/12-ICTPT-IIq-r21
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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
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how to maintain and sustain the operation
of an ICT Project for Social Change
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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
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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
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CS_ICT11/12-ICTPT-IIs-22
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WEEK 20
Reflecting on the ICT learning process covering the topics
of:
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how to reflect on the nature of ICT and the manner by which the
learning process has changed his/her world view.
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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
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23. create a
reflexive piece or
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CONTENT
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CONTENT STANDARD
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PERFORMANCE STANDARD
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LEARNING COMPETENCIES
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CODE
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ICT, the self, and society
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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
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output
using an ICT tool,
platform, or application of
choice on the learning
experience undergone during the semester
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CS_ICT11/12-ICTPT-IIt-23
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Code Book Legend
Sample: CS_ICT11/12-ICTPT-IIt-23
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LEGEND
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SAMPLE
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First Entry
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Learning Area and Strand/ Subject or
Specialization
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Applied Track Subject_ICT
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CS_ICT11/12
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Grade Level
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Grade 11/12
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Uppercase Letter/s
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Domain/Content/
Component/ Topic
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Empowerment Technologies (for the
Strand)
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ICTPT
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Roman Numeral
*Zero if no specific
quarter
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Quarter
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Second Quarter
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II
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Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate more than a
specific week
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Week
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Week 20
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t
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-
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Arabic Number
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Competency
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create a
reflexive piece or
output using an ICT
tool, platform, or application of
choice on the learning experience undergone
during the semester
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23
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