SENIOR HIGH SCHOOL

11/12

EMPOWERMENT
TECHNOLOGY
1ST SEMESTER - FIRST QUARTER 2ND SEMESTER - THIRD QUARTER
1ST SEMESTER - SECOND QUARTER 2ND SEMESTER - FOURTH QUARTER

Multimedia and ICTs

LEARNING ACTIVITY SHEET

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 TABLE OF CONTENTS

COMPETENCIES PAGE NO.

Explore the principles of interactivity and rich content in 1

the context of Web 2.0 and the participation of the user in
the online experience.
CS_ICT11/12-ICTPT-IIk-14

Share anecdotes of how he/she has used ICTs to be 13

part of a social movement, change, or cause to
illustrate aspects of digital citizenship.
CS_ICT11/12-ICTPT-IIl-15

Identify a local or regional cause or issue for Social 23

Change related to specific professional tracks that can be
addressed or tackled using an ICT Project for Social
Change. CS_ICT11/12-ICTPT-IIm-p16

Analyze how target or intended users and audiences are

expected to respond to the proposed ICT Project for
Social Change on the basis of content, value, and user
experience. CS_ICT11/12-ICTPT-IIm-p17

Integrate rich multimedia content in design and

development to best enhance the user experience and
deliver content of an ICT Project for Social Change.
CS_ICT11/12-ICTPT-IIm-p18

Develop a working prototype of an ICT Project for Social

Change. CS_ICT11/12-ICTPT-IIm-p19

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 Republic of the Philippines
Department of Education

Name of Student:
Grade and Section:
Learning Area: Empowerment Technology
Lesson Content: Multimedia and ICTs
Date:
WEEK 6_________________________

LEARNING ACTIVITY SHEET # 7

I. Background Information for Learners:

This learning activity sheet includes discussions on the online

environment and the user experience, multimedia and interactivity. It also
explains Web 1.0, Web 2.0, and Web 3.0. It also differentiate the Facebook
platforms before and after. It also talks about online games, online test, online
courseware, online tools to produce video content, vodcasting and podcast.
You will learn to independently assess one’s experience along a range of online
rich content that is on the basis of the usability of the interface.

LESSON 8: Multimedia and ICTs

The Evolution to Web 3. (executable), Web 2.0 (writable), and Web 1.0 is the most read
only web (readable).

Web1.0
It is the “readable” phrase of the World Wide Web with flat data. In Web 1.0, there is only
limited interaction between sites and web users. Web 1.0 is simply an information portal
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 where users passively receive information without being given the opportunity to post
reviews, comments, and feedback.

Web2.0
It is the “writable” phrase of the World Wide Web with interactive data. Unlike Web 1.0,
Web 2.0 facilitates interaction between web users and sites, so it allows users to interact
more freely with each other. Web 2.0 encourages participation, collaboration, and
information sharing. Examples of Web 2.0 applications are Youtube, Wiki, Flickr,
Facebook, and so on.

Web3.0
It is the “executable” phrase of Word Wide Web with dynamic applications, interactive
services, and “machine-to-machine” interaction. Web 3.0 is a semantic web which refers
to the future. In Web 3.0, computers can interpret information like humans and
intelligently generate and distribute useful content tailored to the needs of users. One
example of Web 3.0 is Tivo, a digital video recorder. Its recording program can search
the web and read what it finds to you based on your preferences.

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 FACEBOOK PLATFORM

BEFORE

AFTER

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 RICH CONTENT IN THE ONLINE ENVIRONMENT AND THE USER EXPERIENCE

• RICH USER EXPERIENCE – is the ability of the Web to deliver full-scale GUI style
applications to the client, making it easier to interact, share, and access Web content.
Although rich user experience is based on rich contents, it focuses on the rich user
interface to enhance how the data is presented, manipulated, and used by the users.

• GUI (GRAPHICAL USER INTERFACE) – a program that allows a person to work easily
with a computer by using a mouse to point a simple pictures and other elements on the
screen.

TYPES OF RICH AND MULTIMEDIA CONTENT CURRENTLY INCLUDE BUT ARE NOT
LIMITED TO:

1. ONLINE TOOLS TO PRODUCE VIDEO CONTENT

▪ Facebook Live – Facebook’s live-streaming tool. Use it to engage viewers in

real-time.

▪ YouTube Editor – Use YouTube’s video editor to create new videos and edit
clips and publish them to YouTube with one click. All of your uploads are added

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 automatically to the video editor. Combine multiple videos, add music from a
library of approved tracks, and customized clips with special tools and effects.

▪ YouTube Live Streaming – Once your YouTube channel is enabled, you have
three options to start a live stream. Stream Now is a quick and easy way to send
content to automatically start and stop the stream for you at the right time.

▪ Adobe Spark – Spark is Adobe’s app to transform ideas into visual stories. Pick
photos, add text, and apply design filters to create professional graphics. Easily
combine video clips, photos, and icons into an engaging video.

▪ Magisto – Magisto is an app to create professional videos with easy-to-use

editing tools, captions, custom branding, and commercially licensed music.

▪ Faceboomk Slideshow – Facebook Slideshow ads are video-like ads that use
motion, sound, and text to tell your story across devices. Slideshows load quickly
so they play beautifully on any connection speed.

▪ Loopster – Loopster is an full-featured online video editor with an easy-to-use

interface. Edit your videos by rotating, cropping, splicing, zooming, and adding
sound effects to either standard or high-definition videos. Add and order video
fragments, overlay music and titles, add animated transitions, and save to any
format.

▪ Wideo – is a tool to create animated videos for a marketing campaign. Just drag
and drop elements or upload elements or upload your own images and start
animating in a few clicks.

▪ Periscope – Periscope is Twitter’s app for live streaming. Broadcast live video
and interact with people through hearts and comments. Instantly share your live
videos to Twitter and other social network.

▪ WeVideo – WeVideo is a full-featured online platform for editing video. Use text,
transitions, motion effects, picture-in-picture, green screen technology, custom
call-to-action, a music library, and more. Ensure your videos always look good
with HD resolution.

▪ StoriesAds.com – StoriesAds.com is a toll for creating compelling video content

tailored for Instagram’s vertical format. StoriesAds.com provides the tools for
advertisers and marketers to build vertical video assets for Instagram directly
from a web browser in a quick and cost-effective manner.

▪ Animoto – Animoto is a platform for creating videos and slideshows with three
storytelling products. The marketing video builder is a drag-and-drop tool,
designed to perform well on social media. The slideshow builder provides roughly
100 templates to turn photos and video clips into a professional slideshow video.

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 2. ONLINE GAMES, TEST AND COURSEWARES

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 3. WEB-, GAME-, POD-, AND VOD-CASTING

▪ WEBCAST is media file distributed over the Internet using streaming media
technology. A webcast may either be distributed live or on demand. Essentially,
webcasting is “broadcasting” over the Internet.”
A webcast uses streaming media technology to take a single content
source and distribute it to many simultaneous listeners/viewers.

▪ According to PCMAG Webcast means to:

(1) To send live audio or video programming over the Web. It is the Internet
counterpart to traditional radio and TV broadcasting.
(2) To send selected Web-based information (text, graphics, audio, video, etc.)
to Internet users based on individual requirements. See push technology.
Users typically must have the appropriate multimedia application in order to
view a Webcast. www.webopedia.com

▪ GAMECAST is a book for some functionality that will be available in the future.
What it does is send play by play data to our web server. The intent is that if you
are scoring a game on an iPhone (or an iPod Touch with WiFi connectivity), you
will be able to send the play by play data to the server in real time, and other
people interested in your game will be able to access your data.

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 There are at least a couple of ways we intended to make this data available:

1. A web view of the game much like you can see on espn.com of MLB games
where as the game progresses, people can “watch it on the internet.
2. Another user with iScore can be kept in sync while you are scoring a game.

▪ PODCAST is an episodic series of digital audio or video files which a user can
download and listen to. It is often available for subscription, so that new episodes
are automatically downloaded via web syndication to the user’s own local
computer, mobile application, or portable media player.

II. Learning Competency with Code:

• Explore the principles of interactivity and rich content in the context of Web 2.0 and
the participation of the user in the online experience.
CS_ICT11/12-ICTPT-IIk-14

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 III. Activities:
ACTIVITY 1
Directions: Select at least 3 online content rich interfaces (e.g., learning management
system, blog, and Facebook page) pertaining to your specific academic track.
Rate each interface according to the simplicity and functionality using the table
below.

Sample screenshot online interfaces

1. Facebook 2. Blog 3.Deped Common

4. Google Classroom 5.Kinemaster 6.Quipper School

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 Instruction: Read the questions carefully. Please write your answers on the space
provided.
Among your selection, which are your top three favorites?
Explain.
_____________________________________________________________________________
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_____________________________________________________________________________
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_____________________________________________________________________________

Guide Questions:
1. What can make an online interface difficult to use?
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_____________________________________________________________________________

2. What can help an interface user understand or navigate an online interface?

_____________________________________________________________________________
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_____________________________________________________________________________
_____________________________________________________________________________

IV. Reflection:

Direction: Complete the following statement:

1. I learned that
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Things I like most in the lessons:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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 ____________________________________________________________________
____________________________________________________________________

3. I want to learn more on

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

V. References for Learners:

1. https://www.slideshare.net/RosdenHingpit/lesson-8-empowerment-technologies
2. https://www.slideshare.net/livedeped/em-tech-readerv6111816
3. https://www.slideshare.net/livedeped/em-tech-tgacadv5112316
4. https://wittycookie.wordpress.com/2012/06/04/what-are-the-major-differences-among-web-1-0-2-0-
and-3-0/
5. https://commons.deped.gov.ph/documents
6. https://learn.quipper.com/
7. https://classroom.google.com/u/0/h
8. https://play.google.com/store/apps/details?id=com.nexstreaming.app.kinemasterfree&hl=en
9. https://www.joniandfriends.org/media/blog/?gclid=Cj0KCQjwn7j2BRDrARIsAHJkxmx8F0fT5Q5Ql8b
n1JAE838tihg4HRmlnKe_8e5ZJJmCVovc41eektQaApvwEALw_wcB

VI. Answer Key:

ACTIVITY 1 Answers may vary.

Prepared by:

HAZEL F. ENO
Teacher II
Checked by:

KENNETH A. LIM
TII/TVL Coordinator

Approved by:

EDWIN G. RETURAN
ASP II/OIC-SHS

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 epublic of the Philippines
Department of Education

Name of Student:
Grade and Section:
Learning Area: Empowerment Technology
Lesson Content: ICT as Platform for Change
Date:
WEEK 7_________________________

LEARNING ACTIVITY SHEET # 8

I. Background Information for Learners:

This learning activity sheet helps you to exemplify how ICTs have changed
the way people communicate, makes you illustrate how ICTs can serve as tools
to create social change; and shares personal experiences in using ICT to be part
of a social movement, change, or cause. Also, it includes discussions on the ICT
as platform for change that 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

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 The Role of ICT in the Recent History

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 ICT as Medium for Advocacy

Change.org • is dubbed as the “world’s platform for change” where anyone from online
community can create a petition and ask others to sign it.

Change.org •It gives access to more people by allowing the online community to affix their
digital signatures on a petition.

Change.org •Its mission is to help people from around the world create the change they want
to see.

Change.org • Sample petitions raised were: economic problems, criminal injustice, abuse of
human rights, lack of education, environmental concerns, animal abuse, human health
concerns and world hunger.

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 II. Learning Competency with Code:

• Share anecdotes of how he/she has used ICTs to be part of a social movement,
change, or cause to illustrate aspects of digital citizenship.
CS_ICT11/12-ICTPT-IIl-15

III. Activities:
ACTIVITY 1
Directions: Write your opinion about the fake news below. Please write your answers on the
space provided.

Fake news is a type of yellow journalism or propaganda that consists of deliberate

misinformation or hoaxes spread via traditional print and broadcast news media or
online social media.” Research on current events or issue in the Philippines on which
have been the center of controversy and may have been tagged as “Fake News”.

FAKE NEWS:

A conspiracy brought to you by big pharma

According to this theory, pharmaceutical giants that have made a fortune off of drugs are
hiding simple, effective coronavirus treatments so that they can profit from the sale of a

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 future vaccine. The anti-vaccine movement piggybacks on the delayed treatment
conspiracy.
_________________________________________________________________________________________
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_________________________________________________________________________________________
_____________________________________________________________ ________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________

Temperature as a cure

Just as the scientific community didn’t give Trump’s theories on COVID-19’s survival in
high temperatures a seal of approval – hand dryers and UV lamps don’t effectively guard
against the virus – the WHO has also discredited the idea that cold weather and snow
can kill the new virus. So don’t bother going on an ice cream binge.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________ ________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

ACTIVITY 2 – Inception of a Social Campaign

Directions: Conceptualize your social campaign.

1. What are the things that could be better in your school or community? List down five
things. You may also interview members of the community.
2. Choose one of the five things you have listed that you think is of highest priority and
demands immediate action of change.
3. Create a write-up about this problem similar to Change.org petitions.
4. Send your output through the link provided by your teacher or write the link of your
output here:
Link: ______________________________________________________________

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 IV. Reflection:

1. Recall a story of how you have used ICTs to be part of a social movement, change,
or cause to illustrate aspects of digital citizenship.

Examples of such are creating poetry online, writing blogs on belief

systems, politics, or about environmental concerns, and participating in a
clean-up drive or a fund-raising for typhoon victims.

2. Write a journal.

You may also opt to create an online photo narrative or a photo album if
there is no access to the internet to share your stories/experiences.

NOTE: If the student has no social change or cause involvement, any social event will do just
like a class project, a family affair, or a celebration where the student could use ICTs
to contribute his or her knowledge to make an announcement, 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.

Questions:
1. What advocacy in your professional track have you supported?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________________

2. In what way did you support it? Did you use any digital tool to do so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________________

3. How was the ICT experience? Was it positive or negative?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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 ____________________________________________________________________
________________________________________________________

4. 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.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________________

V. References for Learners:

1. https://www.slideshare.net/livedeped/em-tech-tgacadv5112316
2. https://www.slideshare.net/livedeped/em-tech-readerv6111816
3. https://www.slideshare.net/markjhonoxillo/empowerment-technologies-ict-as-platform-
for-change
4. https://www.slideshare.net/grayzon21/ict-as-a-platform-for-change-91254179
5. https://www.theafricareport.com/24698/top-10-coronavirus-fake-news-items/

VI. Answer Key:

ACTIVITY 1 Answers may vary. ACTIVITY 2 Answers may vary.

Prepared by:

HAZEL F. ENO
Teacher II
Checked by:

KENNETH A. LIM
TII/TVL Coordinator

Approved by:

EDWIN G. RETURAN
ASP II/OIC-SHS

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 Republic of the Philippines
Department of Education

Name of Student:
Grade and Section:
Learning Area: Empowerment Technology
Lesson Content: Developing an ICT Project for Social Change
Date:
WEEK 8_________________________

LEARNING ACTIVITY SHEET # 9

I. Background Information for Learners:

This learning activity sheet will assist you 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;

guides you 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 assist you 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.

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 Planning a Social Campaign:
• Before starting a project or campaign, you should be able to do the necessary
paperwork better known as a Concept Paper. This allows experts to see if your
project is doable over the time frame that was given and if it is significant enough
to be made into reality.

Concept Paper
• It is a document used to convince a panel of potential funders to help a product,
program, or service become a reality

Five Elements of a Concept Paper:

1.Introduction
2.Purpose
3.Description
4.Support
5.Contact Information

1. Introduction

❖ This includes your mission and vision and a brief introduction of your
project / campaign.
2.Purpose

❖ This includes the reason why the project / campaign is worth your sponsor’s
time, effort and money.
3.Description

❖ This includes all the necessary information about the project. It involves the
website/s or page you are going to produce and the purpose of each and how
they work in unison.
4.Support

❖ This contains the budget needed for the project, though some concept papers
do not specify any amount requested from the sponsor.
5.Contact Information

❖ This includes information on how the group can be contacted.

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 Your project/campaign must met the SMART criteria:

S – Specific M – Measurable A – Attainable R – Realistic T – Time-bounded

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 ICT Project Process

1. Planning
2. Development
3. Release and Promotion
4. Maintenance

1. Planning
This involves the following tasks:
• Conceptualizing your project
• Researching on available data about your topic
• Setting deadlines and meetings
• Assigning people to various tasks
• Finding a web or blog host
• Creating a site map for your website
• Listing down all applications that you need including web apps
• Funding (if applicable)

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 2. Development
• It involves the actual creation of the website(s) / page, this involves the production
of images, infographics and etc.

3. Release and Promotion

• It involves that actual release of the website / page for public view and promotion.
Promotion typically starts before the actual release.

4. Maintenance
• It involves responding to feedback of your website / page visitors and continuing to
improve the website/page.

As you manage your page, you will encounter different behaviors

of people in Social Media. According to Rebecca Dye, a social
media manager at First Direct, there are 12 Different Behaviors in
Social Media.

“Most people using social media will display a combination of

those personality types and they may be even behave differently
on Facebook, for example, how they behave on Twitter.” - Dr.
David Giles

12 Different Behaviors in Social Media

1. The Ultras – check feeds dozens of times a day. Happily, admit their obsession. (14%
of Facebook users spend at least 2 hours a day on the network)
2. The Deniers – social media do not control their lives, but gets anxious when unable to
access networks. (20% of Facebook users would feel anxious or isolated if they had to
deactivate their accounts.
3. The Virgins – taking first tentative steps in social media (19% of British people don’t
use any social networks).
4. The Peacocks – popularity contest, high numbers of followers, fans, likes and
retweets. (1 out of 10 Twitter users want more followers than friends.)

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 5. The Lurkers – hiding in the shadows of cyberspace. Watches what others are saying,
but rarely (if ever) participate themselves. (45% of Facebook users described
themselves as “observers”).
6. The Ranters – mock and mid in face-to-face conversations. Highly opinionated online.
7. The Changelings – adopt completely new personality online so no one knows their
real identities.
8. The Ghosts – create anonymous profiles, for fear of giving out personal information to
strangers.
9. The Informers – seek admiration by being the first to share the latest trends with
audiences.
10. The Approval Seekers – constantly check feeds and timelines after posting. Worry
until people respond.
11. The Quizzers – asking questions allow them to start conversations.
12. The Dippers – access their pages infrequently, often going days, of even weeks without
posting.

II. Learning Competency with Code:

➢ Identify a local or regional cause or issue for Social Change related to specific
professional tracks that can be addressed or tackled using an ICT Project for Social
Change.
CS_ICT11/12-ICTPT-IIm-p16

➢ Analyze how target or intended users and audiences are expected to respond to the
proposed ICT Project for Social Change on the basis of content, value, and user
experience.
CS_ICT11/12-ICTPT-IIm-p17

➢ Integrate rich multimedia content in design and development to best enhance the user
experience and deliver content of an ICT Project for Social Change. CS_ICT11/12-
ICTPT-IIm-p18

➢ Develop a working prototype of an ICT Project for Social Change.

CS_ICT11/12-ICTPT-IIm-p19

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 III. Activities:
ACTIVITY 1
Directions:
▪ You will create a concept paper, a poster advocacy, and create a Facebook
Page for your Social Campaign out of the concept paper.
▪ You will choose ONE topic below.

Topics of Concept paper, advocacies, or projects:

1. Antidrug campaigns
2. Youth election volunteer mobilization
3. Animal welfare and rights
4. Environmental conservation and action
5. Contemporary ICT issues such as cyber bullying, copyright
infringement, green technology, and Internet addiction

For Concept paper:

Write the five elements of your concept paper. Software you can use to
create your concept paper is MS Word.

For Poster Advocacy:

Software you can use to create your Posters:
1. INFOGRAPHICS
2. PHOTOPEA
3. PHOTOSHOP
You can download apps from your playstore in your cellphone
(e.g.photo editor, photoshop )

After creating your concept paper, what you’re going to do now is you need to
create a Facebook Page for your Social Campaign out of that concept paper.

You can also add images or infographics to your page. Share your page to your
friends for them to like it and submit your Facebook page’s link to your teacher
for grading purposes.

Facebook Page Link: ___________________________________________

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 IV. Reflection:
Direction: Answer the following questions.

1. How did you find the activity?

_______________________________________________________________________
_______________________________________________________________________
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___________________________________________________________

2. What did you find easy? Difficult? Why?

_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________

Complete the following statement:

3. I learned that
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________

4. Things I like most in the lessons:

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________________

5. I want to learn more on

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________________

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 V. Rubrics:

For Concept paper:

For Poster Advocacy:

For Facebook Page:

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 VI. References for Learners:

1. https://www.photopea.com/
2. https://www.slideshare.net/livedeped/em-tech-tgacadv5112316
3. https://www.slideshare.net/livedeped/em-tech-readerv6111816
4. https://www.slideshare.net/markjhonoxillo/ict-project-for-social-change
5. https://www.rcampus.com/rubricshowc.cfm?code=R8B645&sp=yes&
6. https://www.facebook.com/
7. https://www.facebook.com/pages/create/?ref_type=site_footer

VII. Answer Key:

ACTIVITY 1
Answers may vary.

Prepared by:

HAZEL F. ENO
Teacher II
Checked by:

KENNETH A. LIM
TII/TVL Coordinator

Approved by:

EDWIN G. RETURAN
ASP II/OIC-SHS

Note: Practice Personal Hygiene protocols at all times. HFEno

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