Senior High School Contextualized Subject: Empowerment Technologies

Empowerment Technologies is one of the contextualized subjects of the senior high school curriculum. Some examples of the things that you will learn from taking this subject include:

• Information and Communication Technology covering the topics of:
  • The current state of ICT technologies (i.e., Web 2.0, 3.0, convergent technologies, social, mobile, and assistive media)
  • Online systems, functions, and platforms

• Online safety, security, ethics, and etiquette
• Contextualized online search and research skills
  • Applied productivity tools with advanced application techniques including but not limited to
  • Mail merge and label generation
  • Custom animations and timing
  • Hyperlinking in presentations
  • Integrating images and external material in word processors
  • Embedded files and data
  • Advanced and complex formulas and computations

• Imaging and Design For the Online Environment covering the topics of
  • Basic principles of graphics and layout
  • Principles of visual message design using infographics
  • Online file formats for images and text
  • Principles and basic techniques of image manipulation
  • Basic image manipulation using offline or open-source software
  • Combining text, graphics, and images
  • Uploading, sharing, and image hosting platforms

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

• Online platforms as tools for ICT content development covering the topics of:
  • 1. The nature and purposes of online platforms and applications
  • 2. Basic web design principles and elements
  • 3. Web page design using templates and online WYSIWYG platforms

• These online platforms currently include, but are not limited to:
  • Presentation/ visualization (Prezi, Soho, Slideshare, mindmeister)
  • Cloud computing (Google Drive, Evernote,Dropbox)
  • Social Media (Twitter, Facebook, Tumblr)
  • Web Page Creation (Wix, Weebly)
  • File Management (zamzar, word2pdf)
  • Mapping (Google Maps, Wikimapia)

• Team structure and dynamics for ICT content
• Online collaborative tools and processes
• Project management for ICT content
• Curating existing content for use on the web
• Collaborative development of ICT content covering the topics of:
• Online collaborative tools that may be used currently include, but not limited to:
  • Google Docs/ MS Office 365
  • Prezi
  • 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:
  • Presentation/ visualization (Prezi, Soho, Slideshare, Mindmeister)
  • Cloud computing (Google Apps)
  • Social Media (Facebook Pages, Tumblr)
  • Web Page Creation (Wix, Weebly)
  • Blog sites (Blogger, WordPress, Livejournal, Issuu)

• Multimedia and ICTs covering the topics of
  • Rich content in the online environment and the user experience
  • multimedia and interactivity
  • Web 2.0, Web 3.0, and user participation in the web

• Types of rich and multimedia content currently include but not limited to
  • Video and audio, embedded and on-demand
  • Online games, tests,and courseware
  • Web-, game-, pod-, and vod-casting

• ICTs as platform for change covering the topics of
  • ICT as medium for advocacy and developmental communication
  • The social power of social media
  • Digital citizenship and the Filipino people

• Samples of this phenomenon include but are not limited to:
  • EDSA and Cardinal Sin’s call to action via radio broadcast
  • EDSA Dos and the use of text messaging to mobilize people
  • Million People March against Pork barrel via Facebook
  • Disaster relief operations and mobilization via Internet and text brigades

• Developing an ICT Project for Social Change covering the topics of:
  • Planning and conceptualizing an ICT Project for Social Change
  • Research for ICT Projects, Audience profiling, (demographics and psychographics)
  • Designing and copywriting for ICT Projects
  • Developing and constructing the ICT project

• Samples of these advocacies or projects include but are not limited to:
  • Antidrug campaigns
  • Youth election volunteer mobilization
  • Animal welfare and rights
  • Environmental conservation and action
  • Contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and Internet addiction

• Publishing an ICT Project covering the topics of:
  • Uploading and website management
  • Promotion, traction and traffic monitoring
  • Evaluation through user feedback/ interaction

• Sustaining an ICT Project for Social Change covering the topics of:
  • Updating content and maintaining traffic to an ICT Project for Social Change
  • Monitoring social impact of advocacies communicated via an ICT Project for Social Change
• Reflecting on the ICT learning process covering the topics of:
  • ICT, the self, and society

While studying, you will also be asked to demonstrate what you have learned by participating in class activities that may include the following:

• Composing an insightful reflection paper on the nature of ICT
• Applying advanced productivity tools to create or develop ICT content
• Manipulating images to create original or derivative ICT content
• Designing using online tools and applications to create original or derivative content
• Developing an online portal or website to share ICT content
• Developing an ICT Project for social change
• Applying online safety and etiquette standards in the use of ICTs
• Evaluating online resources based on layout, graphic, and visual message design.
• Evaluating the quality, value, and appropriateness of peer’s ICT content
• Assessing one’s experience in using online content based usability
• Identifying a local or regional cause or issue for Social Change
• Analyzing how target users are expected to respond to the proposed ICT project
• Integrating rich multimedia content in design and development
• Demonstrating how ICT Projects for social change are uploaded, managed, and promoted
• Generating a technical report interpreting data analytics

These examples only cover the scope of the contextualized subjects. For the scope of the core and specialized subjects, please refer to their respective lists.