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Empowerment

Technologies
for the Arts & Design Track

Teacher’s Guide

This learning resource was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders
to email their feedback, comments and recommendations to the
Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Empowerment Technologies for the Arts & Design Track
Teacher’s Guide
First Edition 2016

Republic Act 8293. Section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this learning resource are owned by their respective
copyright holders. DepEd is represented by the Filipinas Copyright Licensing
Society (FILCOLS), Inc. in seeking permission to use these materials from their
respective copyright owners. All means have been exhausted in seeking permission
to use these materials. The publisher and authors do not represent nor claim
ownership over them.

Only institutions and companies which have entered an agreement with

FILCOLS and only within the agreed framework may copy from this Reader. Those
who have not entered in an agreement with FILCOLS must, if they wish to copy,
contact the publishers and authors directly.

Authors and publishers may email or contact FILCOLS at filcols@gmail.com or

(02) 435-5258, respectively.
Published by the Department of Education
Secretary: Leonor M. Briones, PhD
Undersecretary: Dina S. Ocampo, PhD

Development Team of the Teacher’s Guide for

Empowerment Technologies for the Arts & Design Track
Joel C. Yuvienco Consuelo Angela Limson-Santos

Cover Art Illustrator: JM Quincy D. Gonzales

DepEd Management Team
Bureau of Curriculum Development
Bureau of Learning Resources

Printed in the Philippines by ____________

Department of Education-Bureau of Learning Resources (DepEd-BLR)
Office Address: Ground Floor Bonifacio Building, DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: blr.lrqad@deped.gov.ph / blr.lrpd@deped.gov.ph

Empowerment Technologies Curriculum Guide …………… iv

Unit 1
Week 1-2 Lesson 1: What is Information and Communications Technology? 3
Lesson 2: Online Safety, Security, Ethics, and Etiquette 5
Lesson 3: Contextualized Online Search and Research Skills 6
Weeks 3-4 Lesson 4: Developing ICT content for specific purposes 8
Weeks 5-6 Lesson 5: Manipulating text, graphics, and images to create ICT 10
content intended for an online environment

Unit 2
Weeks 7-8 Lesson 6: The principles and techniques of design using online 15
creation tools, platforms, and applications to develop
ICT content for specific professional tracks
Weeks 9-10 Lesson 7: Integrating ICT content through collaboration with 18
classmate and teacher as both peer and partner

Unit 3
Week 11 Lesson 8: Multimedia and ICT 30
Week 12 Lesson 9: ICTs as platform for change 33
Weeks 13-16 Lesson 10: How to work with peers and external publics/partners 39
for the development of an ICT project that advocates or
mobilizes for a specific Social Change or Cause

Unit 4
Weeks 17-18 Lesson 11: How to manage an online ICT Project for Social 46
Change
Week 19 Lesson 12: How to maintain and sustain the operation of an ICT 49
Project for Social Change
Week 20 Lesson 13: Reflecting on the nature of ICT and the manner by 51
which the learning process has changed your
worldview

iii

Curriculum Guide1

1
as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Grade: 11/12 No. of Hours/Semester: 80 hours/semester
Subject Title: Empowerment Technologies (for the Strand) 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.

CONTENT PERFORMANCE LEARNING

CONTENT CODE
STANDARD STANDARD COMPETENCIES

QUARTER 1 The learners The learners shall be able to: The learners:
WEEKS 1-2 demonstrate an
understanding of:
Information and
Communication Technology ICT in the context of at the end of the 2-week 1. compare and contrast CS_ICT11/12-
covering the topics of: global communication period independently the nuances of varied ICTPT-Ia-b-1
1. The current state of ICT for specific professional compose an insightful online platforms, sites,
technologies (i.e., Web track reflection paper on the nature and content to best
2.0, 3.0, convergent of ICT in the context of their achieve specific class
technologies, social, lives, society, and objectives or address
mobile, and assistive professional tracks (Arts, situational challenges
media) Tech-Voc, Sports, Academic)
2. Online systems,
functions, and platforms

Online safety, security, 2. apply online safety, CS_ICT11/12-

ethics, and etiquette security, ethics, and ICTPT-Ia-b-2
etiquette standards and
practice in the use of
ICTs as it would relate
to their specific
professional tracks

Contextualized online search 3. use the Internet as a CS_ICT11/12-

and research skills tool for credible ICTPT-Ia-b-3
research and
information gathering
to best achieve specific
class objectives or
address situational
challenges

WEEKS 3-4 The learners The learners shall be able to: The learners:
demonstrate an
Applied productivity tools understanding of: 4. uses common CS_ICT11/12-
with advanced application at the end of the 2-week productivity tools ICTPT-Ic-d-4
techniques the use of advanced period independently apply effectively by
tools and techniques advanced productivity tools to maximizing advanced
These advanced tools and found in common create or develop ICT content application techniques.
techniques currently include, productivity and for use in specific professional
but are not limited to: software applications in tracks
1. Mail merge and label developing ICT content 5. creates an original or CS_ICT11/12-
generation for specific professional These may be in the form of, derivative ICT content ICTPT-Ic-d-5
2. Custom animations and tracks but not limited to: to effectively
timing 1. Calculating spread sheet communicate or present
3. Hyperlinking in of athletic statistics data or information
presentations (Sports) related to specific
4. Integrating images and 2. Layout of catalogue of professional tracks.
external material in creative works (Arts)
word processors 3. Materials/ingredients
5. Embedded files and projections for batches of
data baked goods (Tech- Voc)

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
6. Advanced and complex 4. Letterhead/ business card
formulas and design (Business/
computations Academic)

WEEKS 5-6 how to manipulate text, at the end of the 2-week 6. evaluate existing CS_ICT11/12-
graphics, and images to period independently apply websites and online ICTPT-Ie-f-6
Imaging and Design For the create ICT content the techniques of image resources based on the
Online Environment covering intended for an online manipulation and graphic principles of layout,
the topics of environment design to create original or graphic, and visual
derivative ICT content from message design.
1. Basic principles of existing images, text and
graphics and layout graphic elements for use in
2. Principles of visual specific professional tracks. 7. use image manipulation CS_ICT11/12-
message design using techniques on existing ICTPT-Ie-f-7
infographics These may be in the form of, images to change or
3. Online file formats for but not limited to: enhance their current
images and text 1. Team/ athlete/ league state to communicate a
4. Principles and basic recruitment posters message for a specific
techniques of image (Sports) purpose
manipulation 2. Logo or crest for a
5. Basic image community, school
manipulation using organization or barkada 8. create an original or CS_ICT11/12-
offline or open-source (Arts) derivative ICT content ICTPT-Ie-f-8
software 3. Labeling and manual of to effectively
6. Combining text, operation for tools and communicate a visual
graphics, and images equipment (Tech-Voc) message in an online
7. Uploading, sharing, and 4. Presentation of cafeteria environment related to
image hosting platforms patronage data specific professional
(Business/ Academic) tracks

vii

Usable platforms/
applications currently include
but are not limited to:
1. Google Sketch Up
(freeware)
2. GIMP (open source/
freeware)

WEEKS 7-8 the principles and at the end of the 2-week 9. evaluate existing online CS_ICT11/12-
techniques of design period independently apply creation tools, platforms ICTPT-Ig-h-9
Online platforms as tools for using online creation the principles and techniques and applications in
ICT content development tools, platforms, and of design using online developing ICT content
covering the topics of: applications to develop creation tools, platforms, and for specific professional
ICT content for specific applications to create original tracks
1. The nature and professional tracks or derivative ICT content for
purposes of online use in specific professional
platforms and tracks 10. apply web design CS_ICT11/12-
applications principles and elements ICTPT-Ig-h-10
2. Basic web design These may be in the form of, using online creation
principles and elements but not limited to: tools, platforms, and
3. Web page design using 1. Survey instruments using applications to
templates and online Google forms (Business/ communicate a
WYSIWYG platforms Academic) message for a specific
2. Athletic match-ups and purpose in specific
These online platforms league standings using professional tracks
currently include, but are not Mindmeister (Sports)
limited to: 3. Catalogues/Swatches/ 11. create an original or CS_ICT11/12-
1. Presentation/ options for products and derivative ICT content ICTPT-Ig-h-11
visualization (Prezi, services using Prezi using online creation

viii

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
Zoho, Slideshare, (Tech-Voc) tools, platforms, and
mindmeister) 4. Online photo album of applications to
2. Cloud computing artistic works or effectively communicate
(Google Drive, photographs using messages related to
Evernote, Dropbox) Picasa (Arts) specific professional
3. Social Media (Twitter, 5. Online music production tracks
Facebook, Tumblr) using Sibelius (Music)
4. Web Page Creation
(Wix, Weebly)
5. File Management
(zamzar, word2pdf)
6. Mapping (Google Maps,
Wikimapia)

WEEKS 9-10 the key learnings from at the end of the 2-week 12. evaluate the quality, CS_ICT11/12-
the previous weeks, period and quarter value, and ICTPT-Ii-j-12
Collaborative development of which they will collaboratively develop an appropriateness of
ICT content covering the synthesize into an online portal or website to peer’s existing or
topics of: integrated ICT content showcase and share existing previously developed
through collaboration and previously developed ICT content in relation
1. Team structure and with classmate and content to the theme or
dynamics for ICT teacher as both peer intended audience/
content and partner These may be in the form of, viewer of an ICT project
2. Online collaborative but not limited to:
tools and processes 1. Online newsletter 13. share and showcase CS_ICT11/12-
3. Project management for 2. Blog existing or previously ICTPT-Ii-j-13
ICT content 3. Issuu online “magazine” developed material in
4. Curating existing the form of a
content for use on the collaboratively designed
web newsletter or blog site

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
intended for a specific
Online collaborative tools audience or viewer
that may be used currently
include, but are not limited
to:
1. Google Docs/ MS Office
365
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,
Zoho, 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 The learners The learners: The learners:

WEEK 11 demonstrate an
understanding of: at the end of the week 14. explore the principles of CS_ICT11/12-
Multimedia and ICTs independently assess one’s interactivity and rich ICTPT-IIk-14
covering the topics of: how rich media content experience along a range of content in the context
and interactivity affects online rich content on the of Web 2.0 and the
1. Rich content in the and changes the user basis of the usability of the participation of the user
online environment and experience in the interface in the online experience
the user experience delivery and
2. multimedia and consumption of ICT
interactivity content
3. Web 2.0, Web 3.0, and
user participation in the
web

Types of rich and multimedia

content currently include but
are not limited to:
1. Video and audio,
embedded and on-
demand
2. Online games, tests,
and courseware
3. Web-, game-, pod-, and
vod-casting

WEEK 12 ICT as a tool, medium, at the end of the week 15. share anecdotes of how CS_ICT11/12-
and force in bringing independently articulate how he/she has used ICTs ICTPT-IIl-15
ICTs as platform for change about action and ICT tools and platforms have to be part of a social
covering the topics of: mobilize change in a changed the way people movement, change, or
population, society, or communicate, and how social cause to illustrate
1. ICT as medium for culture. change has been brought aspects of digital
advocacy and about by the use of ICTs citizenship
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

xii

WEEKS 13-16 how to work with peers at the end of the 4-week 16. identify a local or CS_ICT11/12-
and external publics/ period collaboratively regional cause or issue ICTPT-IIm-p16
Developing an ICT Project partners for the participate actively in the for Social Change
for Social Change covering development of an ICT creation and development of related to specific
the topics of: project that advocates an ICT Project for Social professional tracks that
or mobilizes for a Change relating to an issue in can be addressed or
1. Planning and specific Social Change specific professional tracks tackled using an ICT
conceptualizing an ICT or cause Project for Social
Project for Social Topics may cover, but are not Change
Change limited to:
2. Research for ICT 1. Promotion of wellness 17. analyze how target or CS_ICT11/12-
Projects, Audience in the home (Sports) intended users and ICTPT-IIm-p17
profiling, (demographics 2. Street food safety and audiences are expected
and psychographics) cleanliness drive to respond to the
3. Designing and (Tech- Voc) proposed ICT Project
copywriting for ICT 3. Cultural heritage for Social Change on
Projects promotion through the basis of content,
4. Developing and new designs “Pinoy value, and user
constructing the ICT pride” (Arts) experience
project 4. Savings and financial
Samples of these advocacies literacy drives and 18. integrate rich CS_ICT11/12-
or projects include but are advocacies (Business/ multimedia content in ICTPT-IIm-p18
not limited to: Academic) design and
1. Antidrug campaigns development to best
2. Youth election volunteer enhance the user
mobilization experience and deliver
3. Animal welfare and content of an ICT
rights Project for Social
4. Environmental Change
conservation and action

xiii

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
Contemporary ICT
issues such as cyber 19. develop a working CS_ICT11/12-
bullying, copyright prototype of an ICT ICTPT-IIm-p19
infringement, green Project for Social
technology, and Change
Internet addiction

Weeks 17-18 how to manage an at the end of the 2-week 20. demonstrate how online CS_ICT11/12-
online ICT Project for period independently and ICT Projects for Social ICTPT-IIq-r20
Publishing an ICT Project Social Change collaboratively co-manage an Change are uploaded,
covering the topics of: online ICT Project for Social managed, and
Change through available promoted for maximum
1. Uploading and website tools, resources, and audience impact
management platforms
2. Promotion, traction and
traffic monitoring
3. Evaluation through user
feedback/ interaction
21. generate a technical CS_ICT11/12-
report interpreting data ICTPT-IIq-r21
analytics, e.g. Google,
Facebook, or similar
traffic data on the
general aspects of
search visibility, reach,
and virality

xiv

WEEK 19 how to maintain and at the end of the week 22. generate a report on CS_ICT11/12-
sustain the operation of independently evaluate the the performance of ICTPT-IIs-22
Sustaining an ICT Project for an ICT Project for performance of an advocacy their ICT Project for
Social Change covering the Social Change via an ICT Project for Social Social Change on the
topics of: Change through available basis of data gathered
monitoring tools and from available
1. Updating content and
evaluating techniques such as monitoring tools and
maintaining traffic to an
user interviews, feedback evaluating techniques
ICT Project for Social
forms, and Analytics data
Change
2. Monitoring social impact
of advocacies
communicated via an
ICT Project for Social
Change

WEEK 20 how to reflect on the at the end of the week 23. create a reflexive piece CS_ICT11/12-
nature of ICT and the independently reflect on the or output using an ICT ICTPT-IIt-23
Reflecting on the ICT manner by which the ICT learning process and how tool, platform, or
learning process covering the learning process has his/her world view has evolved application of choice on
topics of: changed his/her over the past semester the learning experience
worldview. undergone during the
Outputs during this week may
ICT, the self, and society semester
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

Sample: CS_ICT11/12-ICTPT-IIt-23

LEGEND SAMPLE

Learning Area and Strand/

First Entry Applied Track Subject_ICT
Subject or Specialization CS_ICT11/12

Grade Level Grade 11/12

Domain/Content/ Empowerment Technologies

Uppercase Letter/s ICTPT
Component/ Topic (for the Strand)

-
Roman Numeral
Quarter Second Quarter II
*Zero if no specific quarter

Lowercase Letter/s
*Put a hyphen (-) in between letters to Week Week 20 t
indicate more than a specific week

-
create a reflexive piece or output using an
ICT tool, platform, or application of choice
Arabic Number Competency 23
on the learning experience undergone
during the semester

xvi

Teacher’s Guide

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Unit 1
A connected world needs more than a network of computers and
gadgets. It needs a technology enabled, confidently mindful, and
compassionate digitally aware community of lifelong learners.

CONTENT STANDARD
The learners demonstrate an understanding of Information
Communication Technology (ICT) in the context of global
communication for the arts and design track.

PERFORMANCE STANDARD
At the end of the two-week period, the learners should be able to
independently compose an insightful reflection paper on the nature
of ICT in the context of their lives, society, and the arts and design
track.

Lesson 1 What is Information and Communications Technology?

CONTENT
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

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

OBJECTIVES
At the end of the class period, the teacher should be able to:
1. give an overview of the subject Empowerment Technologies by
running through the curriculum guide;
2. discuss and run through the activities in the Student Reader; and
3. introduce an exercise such as researching about ICT or any digital
tools and asking the students to share their findings to the class.

1. Introduce Empowerment Technologies by discussing the Curriculum

Guide to the students.
2. Engage the class in a sharing of their ICT experience, what tools do
they use, what do they like about these tools, etc.
3. Instruct the students to open the link for “Networked World
Readiness” assessment http://cyber.law.harvard.edu/readiness
guide/intro.html or provide its printed version.
4. Ask the students to answer the survey regarding the readiness
assessment of their community. Lead the students to share and
discuss their answers.
5. Instruct the students to compare and contrast the implications of
varied online platforms, sites, and content to achieve specific needs,
objectives, or address challenges in the classroom or in their
community. On a piece of paper or whenever a suitable digital tool is
available, the students will write down their insight in 300 words.
6. Introduce the term “hashtag” by engaging them in an activity. Show
the class a picture of a religious icon, the verses of a poem, lyrics of
a popular song, or images of book covers from the Internet or a cut-
out from a magazine. Ask the students to write hashtags on index
cards or on a piece of paper. Collect the hashtags and write them on
the board. To approximate the “likes” in an online social media, ask a
raise of hands for every hashtag and count the number of the likes.
Rank the most number of votes and highlight the top three with the
highest number of likes.

Guide Questions
1. What is the importance of hashtags?
2. How does it feel when you receive likes for your hashtags?

Materials Needed
 Digital Tools (http://www.pbslearningmedia.org/collection/digital-
tools/2/)
 Networked World Readiness
(http://cyber.law.harvard.edu/readinessguide/intro.html)
 Sample screenshots of digital tools for specific track

CONTENT
Online safety, security, ethics, and etiquette

LEARNING COMPETENCIES
Apply online safety, security, ethics, and etiquette standards and practice in
the use of ICTs as it would relate to the arts and design track.

OBJECTIVES
At the end of the class period, the teacher should be able to:
1. discuss what constitutes appropriate and inappropriate online
behavior;
2. make the students discern possible deceptive information and wrongly
evaluated data; and
3. make the students understand the importance of making judgment
calls on possible implications and consequences of making certain
information public.

ACTIVITY No. 2

1. Direct the students to go to Lesson 2 found in the Empowerment

Technologies Student Reader and answer the challenge question
“how does your digital media life look like?” Make them complete the
sentence: “My media life is like a _____________________ because
_____________________.”

Guide Questions
1. What kind of impact do digital media have on you?
2. What are your favorite and least favorite things to do with digital
media? Do you connect with others or create things with digital
media?

2. Ask the students to answer the next activity which is a 10-point quiz,
found in the Student Reader. After, tell the students to find a partner,
trade the results of their answers, and discuss which answers
surprised them the most and which ones were closest to or farthest
from their own experiences.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
3. To further discuss ethics and etiquette, tell the
NOTE TO TEACHER students to pick three arts related controversial
stories from the Internet. Of the selected stories,
The teacher should be identify the reasons why these became
oriented on how to controversial. Add your insights regarding
handle discussions if whether such stories should be regulated. The
sensitive and students should be ready to share their findings
and insights.
contentious issues
such as child Guide Questions
pornography,
violence, and culture- 1. In what way are they possibly offensive or a
violation of the integrity of a human dignity?
sensitive issues crop 2. Do such stories really matter at all?
up.

Lesson 3 Contextualized Online Search and Research Skills

CONTENT
Contextualized online search and research skills

LEARNING COMPETENCIES
Use the Internet as a tool for credible research and information gathering to
best achieve specific class objectives or address situational challenges.

OBJECTIVES
At the end of the class period, the teacher should be able to:
1. motivate students to demonstrate resourcefulness and creativity in
generating search terms using a search engine; and
2. facilitate the practice of discernment in judging the credibility, value,
and usefulness of researched materials.

Ask the students to search how colors are mixed. What search terms
can they use? Be guided by the material found in the Student Reader
entitled “What matters in a query?” Simulate in the class how search
engines work by doing the following activities:

1. Assign ten to fifteen percent of the students to “research” or

“search” online for the topic: “how colors are mixed.”
2. Give the remaining students index cards with an article title
pertaining to the topic. Each article has a series of search key
words or tags.
3. Do not reveal the articles from the “search” group. The different
articles have different combinations of different and varied key
words and tags.
4. Task the “search” group to call out or “make” a search by calling
out a key word.
5. Ask the students with articles that hit the key words to stand up or
post their “articles” on board—these are the search results. By
calling out different key words and combinations of words the
result will be different.

Guide Questions
1. Which search terms resulted in new or unexpected outcomes?
2. Which of the search items lead to the information you seek?

NOTE TO TEACHER

After the activity, the teacher should process the learning so that
students understand the effect of good search habits as well as how
relevance is affected by the choice or order of search terms.

ASSESSMENT
At the end of the two-week period, the students should submit an
independently composed insightful reflection paper on the nature of ICT in the
context of their lives, society, and the arts and design track. They should cite
examples to show or explain how digital tools or websites such as those
about the art and science of colors, elements of design, art history, and art
trends may impact society and the arts and design track.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Inform the students to write their insightful reflection on a piece of paper; if
facilities permit, on a suitable digital tool of their choice.

Weeks 3-4

CONTENT STANDARD
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 the arts and design track.

PERFORMANCE STANDARD
At the end of the two-week period, the learners should be able to
independently apply advanced productivity tools to create or develop
ICT content for use in the arts and design track. These may be in the
form of, but are not limited to laying out catalogue of creative works.

Lesson 4 Developing ICT Content for Specific Purposes

CONTENT
Applied productivity tools with advanced application techniques including:

1. Mail merge and label generation

2. Custom animations and timing
3. Hyperlinking in presentations
4. Integrating images and external material in word processors
5. Embedded files and data
6. Advanced and complex formulas and computations

LEARNING COMPETENCIES
1. Use common productivity tools effectively by maximizing advanced
application techniques.
2. Create an original or derivative ICT content to effectively communicate
or present data or information related to the arts and design track.

1. demonstrate how to create content to appropriately meet specific

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

ACTIVITY No. 4

Instruct the students to collate images available from their school, home,
and other immediate environments to feature the art works or artistic
performances of the local talents in their community. Using advanced
techniques in Prezi, Powerpoint, or other presentation tools, make a
layout for a catalogue of art works.

Guide Questions
1. What artworks are available in your immediate surroundings?
What other works can you consider to be works of art?
2. In what way would you present your catalogue?

Assessment
 Content - 25%
 Skill - 25%
 Aesthetics - 25%
 Overall impact - 25 %

CONTENT STANDARD
The learners demonstrate an understanding of how to manipulate
text, graphics, and images to create ICT content intended for an
online environment.

PERFORMANCE STANDARD
At the end of the two-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 elements for use in the arts and design track.

These may be in the form of, but are not limited to a logo or crest for
a community, school organization, or a group of friends.

Manipulating Text, Graphics, and Images to Create ICT

Lesson 5
Content Intended for an Online Environment

CONTENT
1. Basic principles of graphics and layout
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
8. Usable platforms/ applications currently include but are not limited to:

a. Google Sketch Up (freeware)

b. GIMP (open source/ freeware)

LEARNING COMPETENCIES
1. Evaluate existing websites and online resources based on the
principles of layout, graphic, and visual message design.
2. Use image manipulation techniques on existing images to change or
enhance their current state to communicate a message for a specific
purpose.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
3. Create an original or derivative ICT content to effectively communicate
a visual message in an online environment related to the arts and design
track.

OBJECTIVES
At the end of the class period, the teacher should be able to:
1. facilitate students’ learning so they can apply image manipulation
techniques to create an effective visual message in the arts and design
track; and
2. identify concepts and principles which can explain why an image is
effective or not in evoking strong reactions.

ACTIVITY No. 5

Choose three examples (preferably online platform) of a well-designed

page and bring them to class. Likewise, bring three examples of a bad
layout. Be ready to explain your choices.

Show a visual message (a combination of text and image) such as a

poster, an infographic, or a presentation. After the students have
analyzed the visual image, ask the students to improve it by
manipulating the image and text.

Guide Questions
1. Which examples would you consider as having a good layout?
Explain your answer.
2. Which examples do not have a good layout? Why do you say so?
What improvements can be made to the layout?
3. Who do you think should be the target audience of such
materials? Justify how the objects, images, or text used in the
layout cater or do not cater to the target audience.

Assessment
 Skill in image manipulation - 35%
 Aesthetics - 35%
 Overall impact - 30 %

*others not included here are already in the student reader

 http://cyber.law.harvard.edu/readinessguide/intro.html

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Unit 2
ICT and related tools reach a higher level of engagement when
used in a more social online context.

CONTENT STANDARD
The learners demonstrate an understanding of the principles and
techniques of design using online creation tools, platforms, and
applications to develop ICT content for the arts and design track.

PERFORMANCE STANDARD
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 the
arts and design track.

These may be in the form of, but are not limited to an online photo
album of artistic works or photographs using Picasa (arts) or an
online music production using Sibelius (music).

The Principles and Techniques of Design using Online

Lesson 6 Creation Tools, Platforms, and Applications to Develop
ICT Content for Specific Professional Tracks

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

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

2. basic web design principles and elements; and
3. web page design using templates and online WYSIWYG platforms.

These online platforms currently include, but are not limited to:

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

2. cloud computing (Google Drive, Evernote, Dropbox);
3. social media (Twitter, Facebook, Tumblr);
4. web page creation (Wix, Weebly);
5. file management (zamzar, word2pdf); and
6. mapping (Google Maps, Wikimapia)

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
LEARNING COMPETENCIES
1. Evaluate existing online creation tools, platforms, and applications in
developing ICT content for the arts and design track.
2. Apply web design principles and elements using online creation tools,
platforms, and applications to communicate a message for a specific
purpose in the arts and design track.
3. Create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages
related to the arts and design track.

OBJECTIVES
At the end of the class period, the teacher should be able to:

1. assist students to explore and use online creation tools, platforms, and
applications in developing ICT content for the arts and design track;
2. assist students to apply web design principles and elements to
effectively communicate a message; and
3. facilitate student’s learning in evaluating online creation tools,
platforms, and applications in developing effective visual image in the
arts and design track.

ACTIVITY No. 6

Instruct the students to craft a mission statement. For example, the

mission statement in the field of arts and design can be regarding the
need for a local art council. Instruct the students to select a mission
statement from a reputable organization that is

“A Filipino nation unified by a deep sense of pride in their

common identity, cultural heritage and natural patrimony and
imbibed with the spirit of nationalism and strong commitment
to the protection and dissemination of Filipino legacy.”

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Based on the mission statement, task the students to come up
with a slogan, message, or call to action that will be subjected to
design media.

Guide Questions
1. What does the organization want to communicate base on the
mission statement? What does the organization want to
achieve? How is this relevant to the arts and design track?
2. After you have crafted your slogan, message, or call to action,
design how you can put it in an online tool, platform, or
application. What is the best way of communicating your
message to your target audience?

Tell the students to explore and evaluate online platforms. Remind them
to use a variety of search terms to direct them to social impact
organizations and study how they can express their mission statements.
Moreover, encourage them to try out creation tools, and applications.

After two weeks, the students should be ready to share their work.

Guide Questions
1. Which creation application can you use to incorporate ICT
content that will help you effectively communicate messages in
your professional track?
2. Which design elements and principles can you combine to
communicate with your intended audiences?

Based on the mission statement, principles of good design, principles of

effective visual messaging, and in consideration of the possible
audience/user of the prospective website to be created at the end of the
term, instruct the students to conceptualize content. Let them discuss with
their group mates which combinations they should include in their website.

Guide Questions
1. How will images affect the effectiveness of the website or other
online platforms? What designs including color combinations
could be used to help communicate your message?
2. Will including an area for a chat box be helpful in achieving the
goals of your online platform? Discuss the reasoning of your
answer.
3. What other sections will you include?

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Assessment
Grade the presentation in terms of:
 Content - 25%
 Skill - 25%
 Aesthetics - 25%
 Overall impact - 25 %

Weeks 9-10

CONTENT STANDARD
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

PERFORMANCE STANDARD
At the end of the two-week period, the learners should be able to
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 an online newsletter, blog, or online
magazine.

Integrating ICT Content Through Collaboration with

Lesson 7
Classmate and Teacher as Both Peer and Partner

CONTENT
Collaborative development of ICT content covers the following topics:

1. team structure and dynamics for ICT content;

2. online collaborative tools and processes;
3. project management for ICT content; and
4. curating existing content for use on the web.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Online collaborative tools that may be used currently include, but are not
limited to:

1. Google Docs/ MS Office 365;

2. Prezi;
3. Google Chat/ Hangouts; and
4. Skype/ Viber/ Kakao Talk/ WeChat/ Line.

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

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

2. cloud computing (Google Apps);
3. social Media (Facebook Pages, Tumblr);
4. web Page Creation (Wix, Weebly); and
5. blog sites (Blogger, Wordpress, Livejournal, Issuu).

LEARNING COMPETENCIES
1. 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.
2. 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.

OBJECTIVES
At the end of the class period, the teacher should be able to:
1. facilitate learning to allow students to curate previously created content
and create a collaboratively designed newsletter or blog site for a
specific audience;
2. assist students so they may practice doing an evaluation on the basis
of quality, value, and appropriateness of a peer’s work and decide on
how to improve on it;
3. make the students practice collective decision-making such as coming
up with criteria to choose which works previously created within the
semester they can include in the final output (newsletter or blog site);
and
4. make students collaboratively manage the production of the chosen
output.

1. Instruct the students to create a Google Site. Direct them to the link
provided in their Student Reader. (https://support.google.com/sites/
answer/4417369?hl=en&ref_topic=23216&rd=1). To assist the
students on the content of their website, ask them to answer the
prompters found in the Student Reader.
To help you start the thematic content of a website, fill in the
following blanks to serve as key points to build the reader’s interest
towards your work:
 The issue that matters to me is ______________ [CAUSE or
ADVOCACY]
 I could use my ____________________ [TALENT]
 To make a difference by ___________________ [ACTION]

Guide Questions
1. How can you use art and design to promote the values, beliefs,
customs, and practices of a local community?
2. How can you use ICT to promote the existing arts and designs
in the local community?
3. How can you encourage everybody in your team and partners to
sustain participation in managing this website?
4. What are the strengths, weaknesses, and skills of your team
members and partners? How can knowing these help optimize
the website?

2. Share and showcase existing developed content in the form of a

designed newsletter, a blog site, or a website with a given cause that
is intended for a specific audience.

The teacher can show a sample of an existing previously developed

online interface related to an advocacy in the arts, and design field
and ask the class to make a blog site or newsletter (online, if
available). As an alternative, the students can choose their own
online interface to showcase.

Since this project is a collaborative effort, evaluate each student’s

ability to work in a collaborative environment. The system of
evaluation will be through peer evaluation. Each member of the
group will evaluate his or her groupmates using the rubric shown
below. Add all the evaluation scores that a student will receive and
get the average score. The average score will serve as the student’s
grade for his or her collaborative effort.

Individual Below Average Average Above Average

Total
Performance 1-2 3 4-5

Takes  Is not  Is usually,  Is prepared

responsibility prepared, prepared, and ready to
for Oneself informed, and informed, and work; is well
5 points ready to work ready to work informed on
with the team with the team the project
 Does not use  Uses topic and cites
technology technology evidence to
tools as agreed tools as probe and
upon by the agreed upon reflect on ideas
team to by the team to with the team
communicate communicate  Consistently
and manage and manage uses
project tasks project tasks, technology
 Does not do but not tools as agreed
project tasks consistently upon by the
 Does not  Does some team to
complete tasks project tasks, communicate
on time but needs to and manage
 Does not use be reminded project tasks
feedback from  Completes  Does tasks
others to most tasks on without being
improve work time reminded
 Sometimes  Completes
uses feedback time on time
from others to  Uses feedback
improve work from others to
improve work

Helps the  Does not help  Cooperates  Helps the team

team the team to with the team solve problems
10 points solve but may not and manage
problems; may actively help conflicts
cause solve problems  Makes
problems  Sometimes discussions
 Does not ask expresses ideas effective by
probing clearly, asks clearly
questions, probing expressing
express ideas, questions, and ideas, asking

2
Source: Adapted from http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned

or elaborate in elaborates in probing

response to response to the questions,
questions in questions in making sure
discussions discussions everyone is
 Does not give  Gives feedback heard, and
useful to others, but it responding
feedback to may not always thoughtfully to
others be useful new
 Does not offer  Sometimes information
to help others if offers to help and
they need it others if they perspectives
need it  Gives useful
feedback
(specific,
feasible,
supportive) to
others so they
can improve
their work
 Offers to help
others do their
work if needed

Respect  Is impolite or  Is usually  Is kind to

others unkind to polite and kind teammates
5 points teammates to teammates  Acknowledges
(may interrupt,  Usually and respects
ignore ideas, acknowledges other
hurt feelings) and respects perspectives;
 Does not ac- other disagrees
knowledge or perspectives diplomatically
respect other and disagrees
perspectives diplomatically

Makes and  Does not  Discusses how  Makes detailed

follows discuss how the team will agreements
agreements the team will work together, about how the
5 points work together but not in team will work
 Does not follow detail; may just together,
rules for “go through including the
collegial the motions” use of
discussions, when creating technology
decision- an agreement tools
making, and  Usually follows  Follow rules for
conflict rules for collegial
resolution collegial discussions,

 Does not discussions, decision-

discuss how decision- making, and
well making, and conflict
agreements conflict resolution
are being resolution  Honestly and
followed  Discusses how accurately
 Allows well discusses how
breakdowns in agreements well
team work to are being agreements
happen; needs followed, but are being
teacher to not in depth; followed
intervene may ignore  Takes
subtle issues appropriate
 Notices when action when
norms are not norms are not
being followed, being followed;
but asks the attempts to
teacher for resolve issues
help to resolve without asking
issues the teacher for
help

Organizes  Does project  Creates a task  Creates a

Work work without list that divides detailed task
5 points creating a task project work list that divides
list among the project work
 Does not set a team, but it reasonably
schedule and may not be in among them
track progress detail or  Sets a
toward goals followed schedule and
and deadlines closely tracks progress
 Does not  Sets a toward goals
assign roles or schedule for and deadlines
share doing tasks but  Assigns roles
leadership; one does not follow based on team
person may do it closely members’
too much, or all  Assigns roles strengths as
members may but does not needed
do random follow them or  Uses time and
tasks selects only runs meetings
 Wastes time one “leader” efficiently;
and does not who makes keeps
run meetings most decisions materials,
well; materials,  Usually uses drafts, and
drafts, and time and runs notes

notes are not meetings well, organized

organized (may but may
be misplaced occasionally
or waste time;
inaccessible) keeps
materials,
drafts, and
notes, but not
always
organized

Works as a  Does not  Makes some  Recognizes

whole team recognize or attempt to use and uses
5 points use special special talents special talents
talents of team of team of each team
members members member
 Does protect  Does most  Develops
tasks project tasks ideas and
separately and separately and creates
does not put puts them products with
them together; together at the involvement of
it is a collection end all team
of individual members;
work. tasks done
separately are
brought to the
team for
critique and
revision

3. Evaluate the quality, value, and appropriateness of classmate’s

existing developed ICT content or media. Pay attention to how the
work highlights a given theme or advocacy.

Refer to the following rubric to evaluate a classmate’s collaboratively

designed website, blog, or online newsletter.

Category 10 9-8 7-6 5-1 Total

Content  Covers  Includes Includes Content is

10 points topic in- essential essential minimal, or
depth with knowledg information there are
details e about about the several
and the topic topic, but factual
examples  Subject there are 1- errors
 Subject knowledg 2 factual
knowledge e appears errors
is to be good
excellent

Category 5 4-3 2 1 Total

Organization Content is Content Content is There was

5 points well uses logically no clear or
organized, headings or organized logical
using bulleted lists for the most organization
headings or to organize, part al structure
bulleted lists but the
to group overall
related organization
material of topics
appears
flawed

Category 10 9-8 7-6 5-1 Total

Attractiveness Makes Makes good Makes use Makes use

10 points excellent use of font, of font, of font,
use of font, color, color, color,
color, graphics, graphics, graphics,
graphics, and effects and effects, and effects,
and effects to enhance but but these
to enhance the occasionally often
the presentation these distract from
presentation detract the the
presentation presentation
content content

3
Source: Adapted from Read, Write, Think. Retrieved from https://docs.google.com/viewer?a=v&pid=sites&
srcid=Ym9pc2VzdGF0ZS5lZHV8d2lraS1wcm9qZWN0fGd4OjU3MjE1MzA3NzA4ODY0MDQ

Accuracy No Three or Four More than

10 points misspellings fewer misspellings four errors
or misspellings and/or in spelling
grammatical and/or grammatical or grammar,
errors, no mechanical errors, no five or more
HTML errors, no more than HTML error
errors in more than four HTML in the
wiki like two HTML errors in the student’s
broken errors in the student’s contribution
links, and student’s contribution to the wiki.
missing contribution to the wiki
images to the wiki

Total

4. Below is a screenshot of GOLD Foundation’s website4. Take note

that while the website provides only minimum information, the
keyword “help” may be considered as an attempt to make the
website content interesting to the target audience. As an exercise,
use the following rubric to evaluate the screenshot in terms of
content and interest.

4
Source: http://j.mp/GoldxL

CATEGORY 30-25 24-18 17-11 10-1

Content The site stated The site stated The purpose The site lacks
a clear a clear and theme of a purpose or
purpose and purpose and the site is theme.
theme that is theme, but vague.
carried out may have one
throughout the or two
site. elements that
do not seem to
be related to it.

Interest The author has The author has The author has The author has
made an tried to make put a lot of provided only
exceptional the content of information in a minimum
attempt to this website the website but amount of
make the interesting to there is little information
content of this the target evidence that and has not
website, audience. the person transformed
interesting to tried to present the information
the target the information to make it
audience. in an more
interesting interesting to
way. the audience
(e.g. has only
provided a list
of links to the
content of
others).

Assessment
 collaborative effort - 35%
 website/blog/online newsletter - 35%
 Evaluation of Gold Foundation screen shot - 30%

5
Source: Adapted from http://www.u.arizona.edu/~ackers/rubric.jpg

*others not included here are already in the student reader

 https://support.google.com/sites/answer/4417369?hl=en&ref_topic=23216
&rd=1

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Unit 3
Social change can be a deeply personal experience when social
tools and techniques are done within a real, rich, and relevant
context.

CONTENT STANDARD
The learners demonstrate an understanding of how rich media
content and interactivity affect and change the user experience in the
delivery and consumption of ICT content.

PERFORMANCE STANDARD
At the end of the week, the learners should be able to independently
assess one’s experience along a range of online rich content on the
basis of the usability of the interface.

Lesson 8 Multimedia and ICT

CONTENT
Multimedia and ICTs cover the following topics:

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

2. multimedia and interactivity; and
3. Web 2.0, Web 3.0, and user participation in the web.

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

1. video and audio, embedded and on demand;

2. online games, tests, and courseware; and
3. web-, game-, pod-, and vod-casting.

LEARNING COMPETENCIES
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

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

Ask the students to select at least ten online content rich interfaces (e.g.
learning management system, blog, and Facebook page) pertaining to
the arts and design track (e.g. visual arts, applied, performance, and
media arts). Ask them to rate each interface according to the simplicity
and functionality using the table below.

SIMPLICITY

SIMPLE COMPLEX

EASY I II
FUNCTIONALITY
DIFFICULT IV III

Among your selection, which are your top three favorites? Explain.

Materials Needed
Sample online interfaces (screenshots or drawings of sample
interfaces)

Guide Questions
1. What can make an online interface difficult to use?
2. What can help an interface user understand or navigate an
online interface?

Assessment
Tell the students to start conceptualizing the interface that they will create
towards the end of the semester. This website or portal is going to be an
interactive ICT project for social change. Ask the students to imagine how
they would like it to appear. What features do they plan to include?

List down the possible combination of features that you will include in
developing the website to increase its interactivity. Report this in class.

Reports will be graded on the basis of the following rubric.

Total
Category Scoring Criteria Score
Points

The type of presentation is appropriate for the 5

topic and audience.
Organization
Information is presented in a logical sequence. 5
(15 points)
Presentation appropriately cites requisite 5
number of references.

Introduction is attention-getting, lays out the 5

problem well, and establishes a framework for
the rest of the presentation.

Technical terms are well-defined and the 5

language is appropriate for the target audience.

Presentation contains accurate information. 10

Content
(45 points) Material included is relevant to the overall 10
message/purpose.

Appropriate amount of material is prepared, 10

and points made reflect well their relative
importance.

There is an obvious conclusion summarizing 10

the presentation.

Speaker maintains good eye contact with the 10

audience and is appropriately animated (e.g.,
gestures, and moving around).
Presentation Speaker uses a clear and audible voice. 10
(40 points)
Delivery is poised, controlled, and smooth. 10

Good language skills and pronunciation are 10

used.

6
Source: Scoring rubric for oral presentation. Retrieved from `hplengr.engr.wisc.edu/Rubric_Presentation.doc

CONTENT STANDARD
Learners demonstrate an understanding that ICT as a tool, medium,
and force brings action and mobilizes change in a population,
society, or culture.

PERFORMANCE STANDARD
At the end of the week, learners should be able to 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.

Lesson 9 ICTs as platform for change

CONTENT
ICTs as platform for change covers the following topics:
1. ICT as medium for advocacy and developmental communication;
2. the social power of social media; and
3. digital citizenship and the Filipino people.

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; and
4. disaster relief operations and mobilization via Internet and text
brigades.

LEARNING COMPETENCIES
Share anecdotes of how the learner has used ICTs to be part of a social
movement, change, or cause to illustrate aspects of digital citizenship.

OBJECTIVES
At the end of the class period, the teacher should be able to:
1. make students exemplify how ICTs have changed the way people
communicate;

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
2. make students illustrate how ICTs can serve as tools to create social
change; and
3. make students share personal experiences in using ICT to be part of a
social movement, change, or cause.

ACTIVITY No. 9

Ask the students to recall stories of how they have used ICTs to be part
of a social movement, change, or cause to illustrate aspects of digital
citizenship. Examples of such is participating in an art festival, an indie
film showing, an art exhibit, or a showcase of comic strips, editorial
cartoons, and graphics. Instruct the students to write a journal or blog
entry, or create an online photo narrative, or a photo album if there is no
access to the internet to share their stories/experiences.

If the student has no social change or cause involvement, any social

event (birthday, a reunion, a celebration) where the student used ICTs
to contribute creatively such as creating a tarpaulin design, a birthday
card, a meme, or a video clip may be used for this class sharing.

Explain that such personal events also have social and cultural
significance to contextualize the student’s rich social experiences

Guide Questions
1. What advocacy in your professional track have you supported?
In what way did you support it? Did you use any digital tool to do
so?
2. How was the ICT experience? Was it positive or negative?
3. How did ICT change the way people communicated? Compare
and contrast how things would have been done had there been
no ICTs used and had ICTs been used.

Assessment
You may want to use the following rubric for the journal or blog.

Unsatis- Proficient Exemplary

Limited
Criteria factory Rating
80% 90% 100%
0%

Content and Postings Postings Postings Postings

Creativity show no provide provide provide
evidence of minimal moderate comprehensiv
Weight for insight, insight, insight, e insight,
this criterion: under- under- under- under-
standing, or standing, and standing, standing, and
40% of total
reflective reflective and reflective
score thought thought reflective thought about
about the about the thought the topic by
topic. topic. about the building a
topic. focused
argument
around a
specific issue,
asking a new
related
question, or
making an
oppositional
statement
supported by
personal
experience or
related
research.

Postings Postings Postings Postings

present no present a present a present a
specific specific specific focused and
viewpoint. viewpoint but viewpoint cohesive
There are lack that is viewpoint that
no supporting substantiat is
supporting examples or ed by substantiated
examples links to web- supporting by effective
or links to sites or examples supporting
websites or documents, and links to examples or
documents, but not all websites or links to

7
Source: A+ Rubric https://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html

or the links links documents, relevant,

selected enhance the but not all updated
are of poor information links websites or
quality and presented. enhance documents
do not add the that enhance
value to the information the
information presented. information
presented. presented.

Postings do Postings are Postings Postings are

not brief and are creatively and
stimulate unimaginativ generally fluently
dialogue e, and reflect well written written to
and minimal effort with some stimulate
commenta- to connect attempts dialogue and
ry. They do with the made to commentary.
not connect audience. stimulate
with the dialogue
audience. and
commenta-
ry.

Voice Postings do Postings Posting are Postings are

not reflect does not fully generally appealing
Weight for an consider the appropriate and
this criterion: awareness audience, for the appropriate
of the and the intended for the
20% of total
audience, author’s audience, intended
score
and it is voice is and an audience,
difficult to difficult to attempt is and a
identify the identify. made to consistent
author’s use a voice is
voice. consistent evident
voice. throughout.

Postings do Postings Postings Postings

not reflect reflect almost reflect a bit reflect the
the author’s no of the author’s
personality, personality, author’s unique
and word and little personality personality
choice does attempt is through through
not bring made to use word expressive
the topic to effective choices and carefully
life. word choices that selected word
to bring the attempt to choices that

topic to life. bring the bring the

topic to life. topic to life.

Text Layout, Does not Selects and Selects and Selects and
Use of insert any inserts many inserts inserts high
Graphics graphics, or low-quality graphics quality
and uses only graphics and and graphics and
Multimedia low-quality multimedia, multimedia multimedia
graphics which do not that are when
Weight for and enhance the mostly high appropriate to
this criterion: multimedia, content. quality, enhance the
which do enhance, content’s
20% of total
not and clarify visual appeal
score
enhance the content. and increase
the content. readability.

Does not Acknowledge Acknowled Acknowledge

acknowledg s only a few ges most s all image
e any multimedia image and and
image or and image multimedia multimedia
multimedia sources, and sources sources with
sources, uses with captions or
either with a incomplete captions or annotations.
caption or captions or annotations
an annotations. .
annotation.

Timeliness Does not Updates blog Updates Updates blog

and Tags update blog when blog when more often
within the reminded; required; than required;
Weight for required posts are most posts all posts are
this criterion: time frame. often missing are date- date-
a date stamped stamped, and
10% of total
stamp. with the the most
score
most recent posts
current are placed at
posting the top of the
listed at the page.
top.

Does not The post is Post is Post is

categorize not categorized categorized
and tag the categorized and and topics
topic appro- and tagged tagged. are tagged
priately. appro- appropriately.

priately.

Citations No images, Some of the Most All images,

media, or images, images, media, and
Weight for text created media, or media, or text created
this criterion: by others text created text created by others
display by others do by others display
5% of total
appropriate not display display appropriate
score
copyright appropriate appropriate copyright
permissions copyright copyright permissions,
, and do not permissions, permission and accurate
include and do not s, and citations.
accurate, include accurate,
properly accurate, properly
formatted properly formatted
citations. formatted citations.
citations.

Quality of Written Written Written Written

Writing and responses responses responses responses
Proofreading contain include some are largely are free of
numerous grammatical, free of grammatical,
Weight for grammatica spelling, or grammatica spelling, or
this criterion: l, spelling, punctuation l, spelling, punctuation
or errors that or errors. The
5% of total
punctuation distract the punctuation style of
score
errors. The reader. errors. The writing
style of style of facilitates
writing does writing communicatio
not facilitate generally n.
effective facilitates
communicat communica
ion. tion.

TOTAL

References
Franker, Karen. Nov 9, 2015. A rubric for evaluating student blogs. Retrieved
from https://www2.uwstout.edu/content/profdev/rubrics/ blogrubric.html
Written report evaluation rubric. Retrieved from tutorials.istudy.psu.edu/
writtenreports/WriteReportRubric.rtf

CONTENT STANDARD
Learners demonstrate an understanding on how to work with peers
and external publics/partners for the development of an ICT project
that advocates a specific cause.

PERFORMANCE STANDARD
At the end of the four-week period, learners should be able to
participate actively in the development of an ICT Project for Social
Change relating to an issue in their specific professional track.

Topics may cover, but are not limited to cultural heritage promotion
through new designs like "Pinoy Pride."

Lesson 10 Developing an ICT Project for Social Change

CONTENT
Developing an ICT Project for Social Change covers the following topics:
1. planning and conceptualizing an ICT Project for Social Change;
2. research for ICT Projects, audience profiling (demographics and
psychographics);
3. designing and copywriting for ICT Projects; and
4. developing and constructing the ICT project.

Samples of these advocacies or projects include, but are not limited to:
1. antidrug campaigns;
2. youth election volunteer mobilization;
3. animal welfare and rights;
4. environmental conservation and action; and
5. contemporary ICT issues such as cyber bullying, copyright
infringement, green technology, and internet addiction.

LEARNING COMPETENCIES
1. Identify a local or regional cause or issue for social change related to
specific professional tracks that can be addressed or tackled using an

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
ICT Project for Social Change.
2. 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.
3. Integrate rich multimedia content in design and development to best
enhance the user experience and deliver content of an ICT Project for
Social Change.
4. Develop a working prototype of an ICT Project for Social Change.

OBJECTIVES
At the end of the class period, the teacher should be able to:
1. assist students to curate local community resources, namely:
a. identify and gather art ideas and materials available in the
community;
b. organize materials reflective of the group’s content, theme, and
purpose;
2. guide students to make decisions on the appearance and content of a
website such as to:
a. develop an appropriate design based on the previous
knowledge acquired in the course;
b. plan the details involved in the various phases of building a
website; and
3. assist students to identify possible items in the website which may be
considered as invasion of privacy, items that could endanger minors,
or items that could affect community norms and mores.

ACTIVITY No. 10

Divide your students into groups and direct them to collaborate and
develop an ICT Project for Social Change. Guide them through four
steps, which should make this task doable. They are as follows:

Step 1: Planning and conceptualizing an ICT Project for Social Change

Guide Questions
1. What are some sample advocacies in the field of art?
2. What is it that you want to change in your community?
3. Is there something that many people ignore because either they
have become accustomed to taking things for granted, or
because they think that things cannot be changed?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
4. What is it that you feel strongly about the arts and design track
that you think can contribute something to create a change?

Ask your students to identify a local or regional cause or issue for social
change related to the arts that can be tackled using an ICT Project for
Social Change.

An example would be the low appreciation of art among students and

parents. A solution could be to showcase artworks created by people
from the immediate community -- barangay/municipality/city to create a
community appreciating art using ICT.

Such an ICT platform can provide the interface where local artists,
teachers, parents, and people from the community could positively
participate in an event such as ‘going online.’ Such digitalization of
information about the community empowers everyone involved in putting
up the site as creative expression, owning the expression, presenting all
of them in a coherent manner, and assuming the responsibility for the
creative expressive work are all part of the empowering process.

Aside from the possible economic gains from online art selling, such a
website or interface can contribute in creating a common ground or
forum. This will encourage mindsets to strengthen the local creative
sector instead of competing with each other. Thus, the community-based
ICT project to promote their industry becomes sustainable.

Now, ask the groups to discuss, research, and identify a local or regional
cause or problem. Remind the group that they should also think about
the value that their solution can contribute to the community.

Step 2: Research for ICT Projects, Audience Profiling, (Demographics

and Psychographics)

Guide Questions
1. What are the local art elements, and materials available in the
community? Who usually uses such materials in your
neighborhood or nearby communities? Who usually avail of such
services and products in your community and in the nearby
towns? Can you make a list of artworks and art services
available in your community?
2. Can you make an informed evaluation on the quality and
replicability of artworks?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
3. Who are the target audience, users, and collaborators of this
advocacy website?
4. How will the users of this website respond to a call to action?

Ask your students to do a survey of the visitors and users of the website
using an online survey tool. Formulate questions so they can find out what
courses of action the users/members of the site are willing to do.

Step 3: Designing and Copywriting for ICT Projects

Guide Questions

In terms of content
1. What guidelines will you put out to guide the users on what and
how they can contribute to the website?
2. What mission statement will you use? What about a tagline? Will
you use one?
3. What sections will you include?
4. Will you upload forms such as: registration forms, calendar of
events, and list of artwork?

In terms of design
1. How will you design the website? Which platform will you use?
What colors will you use? What font?
2. Will you include background music? In what format will you
upload them?
3. Will you include videos? What kind of videos? What editing
software will you use?
4. Will you include photos? In what format will you upload them? Do
you need to edit the photos?
5. What kind of content would encourage or motivate you to
participate in a call to action?

In terms of value
1. What do you think will motivate the intended audience to
participate in this website? In the case of the sample solution
aforementioned, do you think the following points will help
sustain their interest?
a. ease in communication enabled by ICT?
b. access to material and empowering support for the art and
culture-based creative outputs?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
2. If so, how do you incorporate these points in the design and
content of your website and place the community in the digital
map so to speak?

Step 4: Develop and construct your group’s ICT advocacy project,

which is based on the context of your local community.

Instruct the students to create a group website (separate from the one
in the previous lesson) as a platform to document their project online.
Here’s a link to a Google Site Template that could be useful for this
purpose: https://sites.google.com/site/projectwikitemplate_en/

The students will develop a working prototype of an ICT Project for

Social Change. The prototype could take the form of a printed
infographic or even hand-drawn on a poster-sized material.

ASSESSMENT
Essay: How can ICT be a tool in connecting all stakeholders in your
community? What are the implications of your community having a ‘virtual’
counterpart online?

Using a concept map, show the intricacies of the following elements: service
and product providers, consumers, ICT, income, tapping into local community
resources, etc.

Further explain your answers through an essay in not more than five
sentences.

*others not included here are already in the student reader

 https://sites.google.com/site/projectwikitemplate_en/

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Unit 4
Transformation produces a deeper impact when continuous
evaluation is designed within a growth mindset for the bigger
community.

CONTENT STANDARD
Learners demonstrate an understanding on how to manage an
online ICT Project for Social Change.

PERFORMANCE STANDARD
At the end of the two-week period, learners independently and
collaboratively co-manage an online ICT Project for Social Change
through available tools, resources, and platforms.

Lesson 11 How to Manage an Online ICT Project for Social Change

CONTENT
1. Uploading and website management
2. Promotion, traction and traffic monitoring
3. Evaluation through user feedback/ interaction

LEARNING COMPETENCIES
1. Demonstrate how online ICT Projects for Social Change are uploaded,
managed, and promoted for maximum audience impact.
2. 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.

OBJECTIVES
At the end of the class period, the teacher should be able to:

1. assist the students in illustrating how to upload, manage, and promote

a website based on the functionalities and features as specified by the
website design;
2. facilitate the students’ learning so they are able to evaluate the data
analytics and other pertinent information related to the acceptability,
efficiency of work, and other success measures of a website; and
3. encourage students to properly formulate recommendations to improve
the website.

I. Explain to the students that in the coming two weeks, they are to
continue with publishing their ICT Project. With your guidance the
students will demonstrate how ICT Projects for Social Change are
uploaded, managed, and promoted for maximum audience impact.
The following are the guide questions for the three tasks.

A. Uploading and website management

Guide Questions
1. Who are the moderators of the website or social networking
sites?
2. How can you arrive to a particular guideline that pertains to
moderating uploads? Per group, create guidelines regarding:
a. uploading photographs (technical specs);
b. making comments; and
c. blocking members.
3. Who will handle the security of the webpage? Is it a close
group? Will there be security problems? Will you have a
back-up system?
4. What about a verification system wherein each member
should provide an official contact number that will be posted
on the site? What else can you add?
5. What features will you include?

B. Promotion, traction, and traffic monitoring

Guide Questions
1. How can you sustain or increase the number of people who
visit the site?
2. How can the site encourage content authors to sustain their
participation?
3. Can you devise a system in managing the site?
4. How many people visited the site? Among these visitors,
how many availed the products and services offered?
5. How can you use hashtags to monitor the reach of your
posts/website? Who decides the official hashtags used?
6. How will you monitor the topics discussed on your website?
What are their concerns and apprehensions? What do they
appreciate? How can this information help you in managing
and improving your website?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
7. Who answers the questions from the viewers? Should you
make a standardized response to frequently asked
questions?

C. Evaluation through user feedback/interaction

Guide Questions
1. From user feedback, has your advocacy been translated into
actions?
2. Who will manage/interact with the users of the site? Will
there be moderators? What will be their schedule for taking
turns?
3. Will uploads (e.g. photo, and video clips) undergo approval?
Will there be an approving body? Will the uploads be edited?
Can members directly upload or post information about their
products? Should the veracity of the information be
checked? If so, who should check it?
4. Who monitors whether members follow appropriate online
behavior?
5. How will the site handle opposing views? How will the site
handle unethical behavior such as flaming, bashing, and
trolling?
6. How will the site handle unethical content?
7. Do the members follow proper rules in the conduct of their
online behavior?

II. Instruct the students to generate a technical report interpreting data

analytics like Google, Facebook, or similar traffic data on the general
aspects of search visibility, reach, and virality.

Guide Questions
1. Are there regular viewers and contributors of the website? How
many are they?
2. How do you monitor the traffic of the website (e.g. followers,
likes, comments, posts, shares, views, and hashtag count)?
3. How do you qualify the nature of information or exchanges in the
website? What topics do they cover?
4. What can be measures of impact?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
ASSESSMENT
The students are to write a reflection paper on the following questions:
 Are your ICT knowledge and skills enough to manage the website?
 What are the difficulties that you encountered?

Week 19

CONTENT STANDARD
Learners demonstrate an understanding on how to maintain and
sustain the operation of an ICT Project for Social Change.

PERFORMANCE STANDARD
At the end of the week, learners can 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.

How to Maintain and Sustain the Operation of an ICT

Lesson 12
Project for Social Change

CONTENT
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

LEARNING COMPETENCIES
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.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
OBJECTIVE
At the end of the class period, the teacher should be able to:
1. facilitate for the students to generate ideas and steps to maintain and
sustain the operation of the ICT Project for Social Change; and
2. assist the students in evaluating the progress and direction of their ICT
Project for Social Change.

ACTIVITY No. 12

1. Ask the students to rate the website they created.

2. Instruct them to come up with a tool to measure the impact of their
ICT Project for Social Change.
3. Using a survey tool, ask the members of the website certain
questions that will allow you to assess the impact of this ICT Project
for Social Change. Below are some sample questions:
 Did you post any poems, songs, manuscripts, video clips on
community belief systems, and the like created by people from
the immediate community?
 Did posting on the website help you increase or share your
knowledge and creative expression?
 As a content expert, do you feel encouraged to continue
contributing to the website?
 Do you think the contents of this website can be applied to
various concerns such as environment, health, and governance
in an enlightened and effective manner resulting in a mutually
agreeable and beneficial consensus for community actions?

Encourage the students to add other questions to generate

recommendations to maintain and sustain the operation of their ICT
Project for Social Change.

ASSESSMENT
Instruct the students to report on the progress, initial impact, and possible
direction of their ICT Project for Social Change. Use the scoring rubric for oral
presentation under activity no. 8 of this teacher's guide.

CONTENT STANDARD
Learners demonstrate an understanding on how to reflect on the
nature of ICT and the manner by which the learning process has
changed one’s worldview.

PERFORMANCE STANDARD
At the end of the week, the learners can independently reflect on the
ICT learning process and how his/her worldview has evolved over the
past semester.

Outputs during this week may be in the form of, but are not limited to:

1. video blog;
2. presentation or image gallery;
3. website;
4. illustrated document; and
5. podcast or webcast.

Reflecting on the Nature of ICT and the Manner by which

Lesson 13
the Learning Process has Changed One’s Worldview

CONTENT
ICT, the self, and society

LEARNING COMPETENCIES
Create a reflective piece or output using an ICT tool, platform, or application
of choice on the learning experience undergone during the semester.

OBJECTIVES
At the end of the class period, the teacher should be able to:
1. assist their students in reflecting on the nature of ICTs; and
2. elicit the student’s personal insights on the basic principles underlying
how ICTs are empowerment tools to pursue knowledge, creative, and
liberating pursuits.

Instruct the students to make a reflection paper using an ICT platform or

application of their choice to explain their journey of the learning
process in making use of ICTs as an empowerment tool.

Guide Questions
1. How did this subject change the way you view ICT? Are they
tools to be used to achieve higher goals?
2. After going through the lessons and visiting online sites, reflect
on how they are currently being used. Do you agree or disagree
with it?
3. Based on your reflection, do you have recommendations
regarding ICT uses in the country?

Assessment
Following is an example of a Rubric8 that may be used for the
reflection paper.

Superior Sufficient Minimal Unacceptable

Criteria
(54-60 points) (48-53 points) (1-47 points) (0 points)

Depth of Response Response Response Response

Reflection demonstrates demonstrates a demonstrates a demonstrates a
an in-depth general minimal lack of
(25% of reflection on, reflection on, reflection on, reflection on, or
total and and and personalization
points) personalization personalization personalization of, the theories,
of, the theories, of, the theories, of, the theories, concepts,
concepts, concepts, concepts, and/or
and/or and/or and/or strategies
strategies strategies strategies presented in
presented in presented in presented in the course
the course the course the course materials to
materials to materials to materials to date.
date. date. date. Viewpoints and
Viewpoints and Viewpoints and Viewpoints and interpretations
interpretations interpretations interpretations are missing,
are insightful are supported. are inappropriate,
and well Appropriate unsupported or and/or

8
Source: web.uri.edu/assessment/files/reflection_rubric.doc

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Superior Sufficient Minimal Unacceptable
Criteria
(54-60 points) (48-53 points) (1-47 points) (0 points)

supported. examples are supported with unsupported.

Clear, detailed provided, as flawed Examples,
examples are applicable. arguments. when
provided, as Examples, applicable, are
applicable. when not provided.
applicable, are
not provided or
are irrelevant to
the
assignment.

Required Response Response Response is Response

Compone includes all includes all missing some excludes
nts components components components essential
and meets or and meets all and/or does not components
(25% of exceeds all requirements fully meet the and/or does not
total requirements indicated in the requirements address the
points) indicated in the instructions. indicated in the requirements
instructions. Each question instructions. indicated in the
Each question or part of the Some instructions.
or part of the assignment is questions or Many parts of
assignment is addressed. All parts of the the assignment
addressed attachments assignment are are addressed
thoroughly. All and/or not addressed. minimally,
attachments additional Some inadequately,
and/or documents are attachments and/or not at
additional included, as and additional all.
documents are required. documents, if
included, as required, are
required. missing or
unsuitable for
the purpose of
the
assignment.

Structure Writing is clear, Writing is Writing is Writing is

concise, and mostly clear, unclear and/or unclear and
(25% of well organized concise, and disorganized. disorganized.
total with excellent well organized Thoughts are Thoughts
points) sentence/parag with good not expressed ramble and
raph sentence/parag in a logical make little
construction. raph manner. There sense. There
Thoughts are construction. are more than are numerous
expressed in a Thoughts are five spelling, spelling,
coherent and expressed in a grammar, or grammar, or
logical manner. coherent and syntax errors syntax errors

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Superior Sufficient Minimal Unacceptable
Criteria
(54-60 points) (48-53 points) (1-47 points) (0 points)

There are no logical manner. per page of throughout the

more than There are no writing. response.
three spelling, more than five
grammar, or spelling,
syntax errors grammar, or
per page of syntax errors
writing. per page of
writing.

Evidence Response Response Response Response

and shows strong shows shows little shows no
Practice evidence of evidence of evidence of evidence of
synthesis of synthesis of synthesis of synthesis of
(25% of ideas ideas ideas ideas
total presented and presented and presented and presented and
points) insights gained insights gained insights gained insights gained
throughout the throughout the throughout the throughout the
entire course. entire course. entire course. entire course.
The The Few No implications
implications of implications of implications of for the
these insights these insights these insights respondent's
for the for the for the overall teaching
respondent's respondent's respondent's practice are
overall teaching overall teaching overall teaching presented, as
practice are practice are practice are applicable.
thoroughly presented, as presented, as
detailed, as applicable. applicable.
applicable.

…and screenshots

https://globalearlyed.wordpress.com/global- https://www.commonsensemedia.org/
tools/teacher-tools/

http://www.iste.org/standards/iste- https://www.google.com/safetycenter/everyone/sta
standards/standards-for-students rt/

http://www.edutopia.org/blog/classroom-
https://support.google.com/youtube/answer/17408
collaboration-tools-eric-brunsell 
4?hl=en

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
http://lifehacker.com/the-best-collaboration-tools-
https://scholar.google.com/  for-small-groups-and-teams-1477548590

https://wiki.documentfoundation.org/Feature_Com
https://docs.gimp.org/en/index.html.
parison:_LibreOffice_-_Microsoft_Office

https://www.pinterest.com/pin/5140437449402658 https://en.wikiversity.org/wiki/Web_design
92/ 

https://www.ted.com/speakers/howard_rheingold
http://en.community.epals.com/epals/support/p/we
 
b-tools.aspx

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