Module 14 - Digital Technology and The Web

Instructional Guide for Teachers
Understanding Culture, Society & Politics
Module 14: Digital Technology and the Web

Author: John Levi Masuli
More modules at https://sibika.ph/
The Internet is arguably the most significant technological landmark in recent human history. As society
continues to progress along the lines set by this gigantic network of information, knowing how to engage with it
critically becomes a more pressing issue.
After all, more citizens from all classes and sectors are becoming enmeshed in it, intentionally or not. For
example, children in families with internet access may already have a virtual presence on social media even
before they reach consenting age.
Families, governments, and other institutions around the world are changing fast in response to the Internet.
This only makes it more crucial to explain the workings of this technology and its implications on the modern
world.
Thus, the goal of this module is to enable students to understand their connection to the technology that they
use in everyday life and to give them the tools to critically engage with it. We will explore questions such as
“what is the Web?”, “what is responsible digital citizenship?”, and others. Learners will be encouraged to think
critically about pressing issues concerning the Web such as misinformation, Internet freedom, and others. All of
these are aimed at making students active agents in using and shaping the digital sphere.
| Most Essential Learning Competencies
● Explain the context, content, processes, and consequences of socialization; and

● Examine the functions and importance of education in the society.
| Content Standards | Performance Standards
By the end of this module, learners are expected to By the end of this module, learners are expected to:
demonstrate an understanding of:
● Identify norms and values to be observed in
● How individuals should behave as part of a interacting with others in society, and the
political community; consequences of ignoring these rules;
● Social stratification as the ranking of ● Assess the rules of social interaction to
individuals according to wealth, power, and maintain stability of everyday life and the role
prestige; of innovation in response to problems and
● Social and political inequalities as features of challenges;
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societies and the global community; and ● Analyze aspects of social organization;
● The agents/institutions, processes, and ● Identify one's role in social groups and
outcomes of cultural, political, and social institutions;
change. ● Evaluates factors causing social, political, and
cultural change; and
● Advocate how human societies should adapt
to such changes.
| Self-Evaluation Form (Part 1)
Complete the charts below. Write in the green box what you already know about the Internet and digital
citizenship. On the yellow box, write a question that you have in your mind on the Internet and digital
citizenship. Lastly, write on the red box what you want to learn more about the Internet and digital
citizenship in this module.
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Lesson 1: The Internet as the Global Village
| Lesson Objectives
At the end of the lesson, the student is expected to be able to:
● Define and explain digital technology and the internet;

● Think critically about their social engagements in the digital sphere; and
● Engage in fruitful discussion and action regarding the topic.
| Key Concepts
● The Web 2.0 - pertains to websites focused on content based on user-engagement, and highlights
interaction from their users.
● The Internet - interconnected system of networks across the globe.
● Data ethics - refers to standards that uphold integrity of data, so that these are not exploited or
extracted by malicious entities for inappropriate use.
● Misinformation - refers to the proliferation of information that is unverified or inaccurate, often
profit-driven or politically-motivated.
● Trolls - entities that disseminate fake news and malicious comments online to invoke aggression within
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the digital space.
| Study Guide
A. Divide the class into groups of four or five and discuss the following topics. Each group should have a
facilitator who will direct and synthesize the group’s discussion.
● Problems they experienced with online learning;

● Observations with Facebook or other social media ads; and
● Trolls or cyberbullying.
B. Do you know Edward Snowden? Edward Snowden is an American whistleblower and former employee
of the US’ Central Intelligence Agency. He revealed numerous global surveillance programs by the
National Security Agency in cooperation with various telecommunication companies and governments.
Do you know to what extent smartphones can be used to spy on your daily activities?
Directions: Watch the clip “Edward Snowden: How Your Cell Phone Spies on You” which is part of a
longer interview of Edward Snowden. Discuss the video in the class’ chat room.
Video link: Edward Snowden: How Your Cell Phone Spies on You.”
https://www.youtube.com/watch?v=VFns39RXPrU
| The Origins of the Internet
The first working prototype of the Internet came in 1969 as the ARPANET or the Advanced Research Projects
Agency Network. Funded by the U.S. Department of Defense for military purposes, the ARPANET became the
foundational technology that enabled people from all over the planet to communicate and interact.
The Internet has two parts. First is the Internet itself, which refers to the global system of interconnected
networks. The second part is the “Web”, which refers to the pages of content on this network.
As technology developed, the so-called “Web 2.0” websites boomed in the 2000s. Prior to Web 2.0, the Internet
was mostly used for communication and exchanging data. The Web 2.0 refers to websites that emphasize
user-generated content and participation. This includes social media websites such as Facebook, blogs and
microblogging sites such as Twitter, video streaming sites such as YouTube, and others (Blank & Reisdorf,
2012).
The Internet emerged at the time of radical changes in the political, economic, and social sphere.
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For instance, during the first half of the 20th century, economies have begun transcending national boundaries.
In the politico-economic sphere, the expansion of the capitalist market from national to multinational scale has
been called by Vladimir Lenin as imperialism (1917). He called imperialism the highest stage of capitalism.
More advanced communication technologies facilitated this globalizing process. This led to the birth of an
awareness that goes beyond local and national boundaries. The term “global village” was coined by Canadian
media theorist Marshall McLuhan in 1962. It describes the connection of the entire world through advanced
communication technology, way before the invention of the Internet.
In a global village, people become part of a digital community where they are linked mentally but not physically.
This means that even though people are separated by geographical distance, they can still connect with each
other through the internet. The Web today is a form of a global village.
The Internet is a decisive element in globalization. Globalization refers to the process of interaction among
people, governments, and private enterprises on a global scale. Anthony Giddens (1990) also defines
globalization as “the intensification of worldwide social relations.” In a globalized world, local happenings can
now be influenced by events that happen miles away.
How does the Web facilitate globalization and the creation of a global village? There are many obvious ways.
One is the instant propagation of news around the world. Another is the easy communication with people
anywhere.
Today, the global village as sustained by Internet technology has seeped into a lot of facets of human society,
not just economics and politics. For example, even intimate relationships and dating between people who might
otherwise never meet each other is now possible, thanks to the Internet.
| Current Issues on Digital Technology and the Web
Unfortunately, the story of the Internet is not all wine and roses. There are a few issues that beset the
technology in its current form.
One of them is inequality in terms of access to the technology or the digital divide. The digital divide refers to
the gap between those who have access to the benefits of digital technologies and those who do not (Hilbert,
2011). One glaring example of the digital divide made itself apparent during the COVID-19 pandemic. Students
who did not have access to working Internet and digital devices found themselves at a disadvantage.
Another issue is political participation and censorship. Users have the right to express their opinions on
politics and other immediate social concerns without the fear of censorship. Some citizens are deprived of this
right.
Several cases point to censorship that are state-sanctioned, and the threats of stifling press freedom in the
Philippines. An example would be the signing of the “Anti-Terrorism Act of 2020” into law on July 3, 2020 by
President Rodrigo Duterte. This pronouncement followed the crackdown against activists in the country, who
have been slamming anti-humane and anti-poor policies of the government. Despite National Security Adviser
Hermogenes Esperon clarifying that “activism is not terrorism” (McCarthy, 2020), there have been piling
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accusations against Filipino activists and government critics all over the country (Jha, 2020). Subsequently,
human rights activists and lawyers expressed apprehension towards this law since individuals and media
outlets that report critical news about the government are called out and even red-tagged, or branded as part of
insurgent groups.
Another is data ethics and anonymity. Some big media companies use their users’ data to benefit from them
economically or politically. This can happen with or without the users’ consent. In October 2020, the National
Privacy Commission (NPC) stated that it will be scrutinizing business entities that allegedly misuse and
mishandle data from contact tracing forms collected from customers during the COVID-19 pandemic (Manuel,
2020). The lack of protection for these forms and lax measures in gathering data from visiting clients are part of
negligence of the Data Privacy Act of 2012. Another critique would be the unjustified retention period of these
data, and the absence of notices on these forms which are supposed to inform customers about why their data
is needed and how their data will be handled and used. This is a serious issue since malicious entities can
exploit these data for their own profit, and these unlawful acts would impact on the people whose consent are
not secured or provided for these inappropriate uses. Examples of how this data could be mishandled include
digital marketing and networking.
Finally, we have misinformation; the proliferation of fake, inaccurate or sensational news content, often for
profit or political purposes. This includes hiring trolls who intentionally post upsetting comments and content to
provoke readers into emotional responses (Hofileña 2016). Subsequently, these further wreak disorder and
cause further problems in the management of public affairs. One example would be the spread of wrong
information online regarding COVID-19 and vaccines, leading to people believing that vaccines are harmful
instead of being helpful. With these dangers, the Department of Health led a campaign across social media
platforms to fact-check information about COVID-19 and to disseminate the proper and correct information to
increase awareness on protection against the virus (DOH, 2021). Another case of misinformation would be the
rumors that unvaccinated people will be barred from receiving government financial assistance, causing mobs
of panicked people to flock in vaccination sites and even exposing them to infection from the virus (CNN, 2021).
Likewise, Robles (2021) reported that Facebook has taken action against suspicious pages that manifested
“inauthentic behavior” and are connected to unidentified owners, and even troll networks tied to private
business entities and public offices or government entities. These pages were used to spread political
propaganda and distort information on current social issues (Story & Billings, 2020).
There are lots of other issues such as:
● Cyber bullying
● Cyber crime (identity theft, phishing, cyberstalking)
● Invasion of privacy
● Hate speech
| Sub-lesson 1: Technology, Power, and Freedom
Most of the issues we associate with the Internet stem from issues of power and freedom. We need to ask
ourselves: who controls technology? Who owns the Internet?
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Technology, like science, is part of the commons. Technologies such as the Internet cannot be owned.
However, some rich and powerful individuals or organizations can own companies that use certain forms of
technology and thus exert control over how the technology is used by consumers.
The one who controls the political and economic power controls the Internet (Feenberg, 1991: Foucault,
1977). The implications of this have already been seen in a number of fairly recent scandals.
Cambridge-Analytica-Facebook scandal - Data firm Cambridge Analytica made psychological

profiles of voters using the data of tens of millions of private users on Facebook (Confessore, 2018).
The data was then sold to politicians running for office.
| Data ethics and the right for privacy and anonymity
Another issue when it comes to the use of the Internet is data. Who owns our personal data? This brings up
the issue of data ethics. Data ethics refers to the rights of Internet users to their personal data. Right to privacy
refers to the right to live a life without interference by another person or entity. Monitoring and surveillance,
either by governments or private media companies, go against these rights.
According to the United Nations Declaration of Human Rights (UDHR) 1948, Article 12: “No one shall be
subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his
honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.”
| Synchronous Activities
Activity: Synthesis
Instructions. After the small group discussion done at the start of the lesson, a facilitator from the group
will share to the class the synthesis of their discussion.
| Asynchronous Activities
Activity: Edward Snowden and Cell Phone Spies

Instructions. Have the students discuss the implications of Snowden's revelation and discuss how these
implications should be addressed. This may be a 400-word essay.
| Self-Paced (Optional Activity)
Web Entertainment and the Family

Do you know what kinds of content your family and friends consume on the Internet? Perhaps it is time
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to get to know them.
Instructions. Do an informal interview with one of your family or friends. Ask them about their favorite
social media influencers or vloggers.
Sample interview questions:
● Who is your current favorite social media influencer or vlogger? Why?

● Describe the kind of content you like from this influencer.
● What is your favorite content from them?
● What is your least favorite content from them?
● Have they ever discussed something beyond their usual niche, for example: politics, religion,
etc.? What do you think about it?
| Learning Materials
Baizas, G. (2021, July 17). “Investigating troll farms: What to look out for”. Rappler. Retrieved from
https://www.rappler.com/newsbreak/iq/investigating-troll-farms-what-to-look-out-for
Centers for Disease Control and Prevention (2021, October 4). Myths and Facts about COVID-19
Vaccines. CDC Website. Retrieved from
https://www.cdc.gov/coronavirus/2019-ncov/vaccines/facts.html
Republic Act No. 11479 - Anti-Terrorism Act of 2020. Retrieved from the Official Gazette,
https://www.officialgazette.gov.ph/2020/07/03/republic-act-no-11479/
Republic Act 10173 – Data Privacy Act of 2012. Retrieved from the National Privacy Commission
Website. https://www.privacy.gov.ph/data-privacy-act/
| References
Blank, Grant & Reisdorf, Bianca. (2012). The Participatory Web. Information. 15.
10.1080/1369118X.2012.665935.
CNN Philippines (2021, August 5). “Misinformation drives mob to vaccination sites in NCR on eve of
lockdown”. CNN. Retrieved from
https://cnnphilippines.com/news/2021/8/5/Metro-Manila-ECQ-vaccination-site.html.
Confessore, Nicholas. (2018). “Cambridge Analytica and Facebook: The Scandal and the Fallout So
Far.” The New York Times.
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Department of Health (2021, April 7). “FACEBOOK, GOOGLE, TIKTOK AND TWITTER SUPPORT
DOH’S #CHECKTHEFAQS CAMPAIGN TO FIGHT VACCINE MISINFORMATION”. Department
of Health Website. Retrieved from
https://doh.gov.ph/doh-press-release/Facebook-Google-TikTok-and-Twitter-support-DOH-s-Chec
ktheFAQs-campaign-to-fight-vaccine-misinformation
Feenberg, Andrew. (1991). Critical theory of technology. Oxford, UK: Oxford University Press.
Foucault, Michel. (1977). Discipline and punish: The birth of the prison. New York, NY: Pantheon.
Giddens, Anthony (1990). The Consequences of Modernity. Cambridge: Polity Press. p. 64.
Harris, John. (2007). “The Bland Played On.” Johnson, June. Global Issues, Local Arguments. New
York: Pearson Education Inc.
Hilbert, Martin (2011). "The end justifies the definition: The manifold outlooks on the digital divide and
their practical usefulness for policy-making".
Telecommunications Policy. 35 (8): 715–736.
Hofileña, C. (2016). “Fake accounts, manufactured reality on social media.” Rappler. Retrieved from
https://www.rappler.com/newsbreak/investigative/fake-accounts-manufactured-r
eality-social-media
Karhula, Päivikki. (2012). "What is the effect of WikiLeaks for Freedom of Information?". International
Federation of Library Associations and Institutions.
https://www.ifla.org/publications/what-is-the-effect-of-wikileaks-for-freedom-of-information.
Kitchin, Rob. (2014). The Data Revolution: Big Data, Open Data, Data Infrastructures and Their
Consequences. SAGE. p. 27
Lenin, Vladimir. (1917). Imperialism: The Highest Stage of Capitalism. Marxists Internet Archive.
Manuel, P. (2020, October 12). “National Privacy Commission flags alleged mishandling of contact
tracing data by establishments”. CNN Philippines. Retrieved from
https://www.cnn.ph/news/2020/10/12/National-Privacy-Commission-reports-contact-tracing-data-
mishandling-establishments.html.
Marx, Karl and Frederick Engels. (1973). The German Ideology. Ed. C. J. Arthur. New York:
International Publishers.
McLuhan, Marshall. (1964). Understanding Media: the extensions of man. New York: McGraw-Hill
Education.
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Robles, A. (2021, January 1). “Increasingly manipulated forum”. www.DandC.eu. Retrieved from
https://www.dandc.eu/en/article/online-trolls-disinformation-undermining-philippine-democracy
Story, C. and Billings, L. (2020, July 22). “Duterte’s troll armies drown out COVID-19 dissent in the
Philippines”. Rappler. Retrieved from
https://www.rappler.com/technology/features/philippine-troll-armies-coda-story
Lesson 2: Digital Citizenship and Political and Civic Engagement in the Digital Sphere
| Lesson Objectives
At the end of the lesson, the student is expected to be able to:
● Define and understand the importance of responsible digital citizenship

● Formulate ways to participate politically through digital means
● Engage critically with other digital citizens who have different notions of digital citizenship.
| Key Concepts
● Digital citizenship - refers to the belongingness of individuals within the digital community.
● Political participation - engagement in the political arena through various means.
● Civic duty - the obligation of an individual to their community, to society and to the nation.
| Study Guide
A. Have the students share their thoughts on political posts on social media through a 100-word essay.
B. Prompt: Social media has become a battlefield in the Philippines. As such, many illegal entities are
more than willing to cash in on the opportunity. How do troll farms make money out of spreading hate
and misinformation in the virtual world?
Directions: Watch the Brigada episode “Fact or Fake: Paano ang kalakaran sa isang troll farm?” by
GMA. Video link: GMA Public Affairs. (2019, February 27). Brigada: Fact or Fake: Paano ang kalakaran
sa isang troll farm? [Video]. YouTube.
https://www.youtube.com/watch?v=KYfolEtvMds&feature=emb_title
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10 |
| Digital citizenship
What exactly do we mean when we say we are ‘citizens’ of a particular place or locality? We typically define
citizenship as the status of belonging to a country or jurisdiction. Citizens have their own rights and
responsibilities.
By saying we are ‘digital citizens’, we affirm our belonging to a community, one that is placed in the digital,
rather than the physical world. As part of the community, we affirm our rights and responsibilities in this
shared space.
So who is a digital citizen? Put simply, digital citizens are "those who use the Internet regularly and
effectively” (Ohler, 2010; Mossberger, Tolbert & McNeal, 2007).
Recalling the Web 2.0 concept from the previous lesson, a digital citizen is someone who does not only
consume content but also actively engages with other users on the Internet and/or creates their own
content.
Since we enjoy the privilege of being in the digital space, we are expected to behave responsibly within it.
Thus, an important part of being a responsible digital citizen is digital literacy, etiquette, and ensuring online
safety.
According to Ribble, there are three principles of digital citizenship (Ribble, 2017):
a. Respect: respect other digital users.
b. Educate: learn how to use the digital world appropriately.
c. Protect: protect one’s rights and responsibilities to remain safe in the digital and non-digital
world.
| Political participation in the digital world
As citizens of the digital sphere, we have our own stake and set of interests in this sphere. Since we share the
digital space with others, it is natural to come across other digital citizens who have their own interests that
may not be the same as ours.
Thus, we can use our platforms to voice our positions in response to events within the digital sphere. More
crucially, we can use the digital sphere to enrich our political and civic participation in the non-digital world.
What exactly do we mean by political participation? Political participation refers to any form of involvement in
which members of a community express their political opinion and/or convey that opinion to decision-makers
(Vissers & Stolle, 2014).
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11 |
Since we consider the digital sphere as a legitimate space for communicating and interacting with others,
we can practice our political and civic responsibilities in this space as well.
We have seen creative forms of political participation in recent years, which were based on using online
digital communication tools.
A great example are the protests in Hong Kong, dubbed “The Umbrella Movement”, against the extradition law
pushed by the government, which from 2019 has grown into a pro-democracy movement (Shao, 2019). News
on demonstrations meeting police brutality and freedom of expression being curtailed has turned online,
therefore gaining attention from people abroad and sparking conversation on the political context of Hong
Kong. Shao (2019) added that Hong Kong protesters utilized social media, with attentiveness on cybersecurity
and communication, to document and organize rallies. Social media were believed to have profoundly helped in
“mobilization, empowerment, shaping opinions, and influencing change” during these waves of political actions
(Salem, 2011).
Political participation online can be done in different ways, each with a different level of impact.
● Humorous content (memes, Tiktok, etc.)

● Statuses, tweets
● Long-form essays and videos
● Online forums and discussions (Facebook, Reddit, Discord, etc)
● Signature campaigns
● Organizing offline actions
Aside from being knowledgeable on the technicalities of the digital space and being aware of the laws aimed at
making the Internet a safer place, individuals and entities employing digital technology for their own benefit
have the responsibility of educating themselves and others in creating a more harmonious atmosphere and
accountable expression online.
| Synchronous Activities
Activity: Fact or Fake: Paano ang kalakaran sa isang troll farm? (How does a troll farm work?)
Instructions. Engage the students in a discussion on how social media has become a battlefield in the
Philippines. As such, many illegal entities are more than willing to cash in on the opportunity. Then, ask
them how troll farms make money out of spreading hate and misinformation in the virtual world. have
the students share their thoughts on how troll farms influence online political behavior.
| Asynchronous Activities
1. Activity 1: OOO: Organizing Ourselves Online
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12 |
Instructions. Using the prompt “How do we use the Web to organize real-life actions?”, imagine the
following scenario and respond:
You are all in the same neighborhood. One day, you noticed that some people were throwing trash in
the nearby river. As a youth leader, you decide to set-up a clean-up campaign. Make an engaging
poster that will be posted on social media encouraging the neighborhood’s citizens to participate in the
campaign.
2. Activity 2: Post It!

Instructions. Ask the class these questions:
● Have you ever made a ‘political’ post on social media?
● How did your friends and followers respond to it?
Make a social media post that responds to a current event. The post can be anything (a photo, video
vlog, a Facebook post, a Tiktok clip, etc.) as long as it expresses the student’s take on the current
event. Ask them to tag the teacher in the post. Afterwards, the class can discuss reactions to their
respective posts in the class’s online chat room.
| Self-Evaluation Form (Part 2)
Complete the chart below. Write in the green box what you have learned about the Internet and digital
citizenship in this module. On the yellow box, write a new question that you have in your mind on the Internet
and digital citizenship. Lastly, write on the red box how you will apply your understanding of the Internet and
digital citizenship in improving Philippine society.
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| Rubric for Discussions
Needs
Excellent Above Average Developing
Improvement
Content:
The central
theme/idea/argument
of the student’s
output is focused and
supported by
evidence which
indicates mastery of
the content.
Organization:
The flow of the
discussion of the
central
theme/idea/theme is
coherent.
Presentation:
The form and
presentation of the
central theme/idea
is clear, persuasive,
polite, and easy to
understand.
| Rubric for Written Outputs
Needs
Improvement
Content:
The central
theme/idea of the
paper is focused and
supported by
evidence which
indicates mastery of
the content.
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15 |
Organization:
The flow of the
discussion of the
central theme/idea
is coherent.
Presentation:
The form and
presentation of the
central theme/idea
is clear and easy to
understand..
| Rubric for Creative Outputs
Needs
Improvement
Content:
The artwork clearly
presents information,
ideas, and/or theme
on topic which
demonstrates
understanding and
mastery of the
content.
Presentation:
The artwork is
meaningful and
elicits
understanding on
the subject.
| Learning Material
GMA Public Affairs. (2019, February 27). Brigada: Fact or Fake: Paano ang kalakaran sa isang troll
farm? [Video]. YouTube. https://www.youtube.com/watch?v=KYfolEtvMds&feature=emb_title
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16 |
| References
Ohler, Jason. (2010). Digital Community, Digital Citizen. SAGE Publications. p. 25.
Mossberger, K., Tolbert, C. and McNeal, R. (2007). Digital Citizenship: The Internet, Society, and
Participation. Cambridge, Mass.: MIT Press, 2007.
Ribble, Mike. (2017). "Nine Elements of Digital Citizenship – Mike Ribble". Choraltech.
https://choraltech.wordpress.com/nine-elements-of-digital-citizenship-mike-ribble/#:~:text=He%20
points%20out%20nine%20essential,security%20(Ribble%2C%202017).
Salem, Fadi & Mourtada, Racha. (2011). “Civil Movements: The Impact of Facebook and Twitter.” Arab
Social Media Report.
Shao, G. (2019, August 5). “Social media has become a battleground in Hong Kong’s protests”. CNBC.
Retrieved from
https://www.cnbc.com/2019/08/16/social-media-has-become-a-battleground-in-hong-kongs-prote
sts.html
Vissers, Sara & Dietlind Stolle. (2014). “The Internet and new modes of political participation: online
versus offline participation. Information, Communication & Society, 17:8, 937-955
For more learning resources, please follow our socials:
Facebook: Facebook.com/Sibika.PH Twitter: twitter.com/SibikaPH_ Instagram: Instagram.com/Sibika.PH

TikTok tiktok.com/@sibika.ph YouTube: tinyurl.com/SibikaPH-YouTube
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Instructional Guide for Teachers

Understanding Culture, Society & Politics

Module 14: Digital Technology and the Web

| Most Essential Learning Competencies

● Explain the context, content, processes, and consequences of socialization; and

| Content Standards | Performance Standards

| Self-Evaluation Form (Part 1)

Lesson 1: The Internet as the Global Village

At the end of the lesson, the student is expected to be able to:

● Define and explain digital technology and the internet;

the digital space.

● Problems they experienced with online learning;

| The Origins of the Internet

| Current Issues on Digital Technology and the Web

There are lots of other issues such as:

| Sub-lesson 1: Technology, Power, and Freedom

Cambridge-Analytica-Facebook scandal - Data firm Cambridge Analytica made psychological

| Data ethics and the right for privacy and anonymity

Activity: Edward Snowden and Cell Phone Spies

| Self-Paced (Optional Activity)

Web Entertainment and the Family

to get to know them.

● Who is your current favorite social media influencer or vlogger? Why?

At the end of the lesson, the student is expected to be able to:

● Define and understand the importance of responsible digital citizenship

| Political participation in the digital world

● Humorous content (memes, Tiktok, etc.)

1. Activity 1: OOO: Organizing Ourselves Online

2. Activity 2: Post It!

| Self-Evaluation Form (Part 2)

| Rubric for Discussions

| Rubric for Written Outputs

| Rubric for Creative Outputs

For more learning resources, please follow our socials:

Facebook: Facebook.com/Sibika.PH Twitter: twitter.com/SibikaPH_ Instagram: Instagram.com/Sibika.PH

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