Empowerment Technology Learners Packet

Republic of the Philippines
Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
DAANG AMAYA II, TANZA, CAVITE
Grade 11
Empowerment
Technology
Learner’s Packet
First Semester
1st Quarter, 2020-2021
Learner’s Packet Empowerment Technology Grade 11 First Semester 1st
Quarter
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL

Address: Daang Amaya II, Tanza, Cavite 4108
Telephone No.: (046) 450-0253 / (046) 454-5532 (Senior High School)
E-mail: tnchstanza@gmail.com / tnchsshs@gmail.com
Note to the Learners

This learner packet is designed for you to have a meaningful learning
opportunities and experiences for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource while being an
active learner. The packet has the following parts and icon:
Introduction This part, the new lesson will be introduced to you in

various ways such as a story, a song, a poem, a
problem opener, an activity or a situation
Development This section provides a brief discussion of the lesson.

This aims to help you discover and understand new
concepts and skills.
Engagement This comprises activities for independent practice to
solidify your understanding and skills of the topic.
Assimilation This section provides an activity which will help you

transfer your new knowledge or skill into real life
situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
The following are some reminders in using this learning packet:
1. Use the learning packet with care. Do not put unnecessary mark/s on any part of the
learning packet. Use a separate sheet of short bond paper in answering the exercises,
activities including the application and assessment.
2. Do not forget to answer each part before moving on to the other activities included in the
learning packet.
3. Read the instructions carefully before doing each task.
4. Finish the task at hand before proceeding to the next
5. Observe honesty and integrity in doing the tasks and checking your answers.
6. Use the answer keys provided at the back of the learning packet in checking your
activities and exercises.
7. Return the answer sheet of exercises, activities, application and assessment on the
submission date.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your subject teacher or adviser. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
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ICT TEACHERS OF TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL – SENIOR HIGH SCHOOL
Quarter
WEEK 1: ICT IN THE CONTEXT OF GLOBAL COMMUNICATION
The learners demonstrate an understanding of ICT in the

Content Standards
context of global communication for specific professional track
The learners shall be able to at the end of the one-week
period independently compose an insightful reflection paper
Performance Standards
on the nature of ICT in the context of their lives, society, and
professional tracks (Arts, Tech Voc, Sports, Academic)
• Compare and contrast the nuances of varied online

platforms, sites, and content to best achieve specific class
objectives or address situational challenges
• Apply online safety, security, ethics, and etiquette standards
Most Essential Learning
and practice in the use of ICTs as it would relate to their
Competencies (MELC’s)
specific professional tracks
• Use the Internet as a tool for credible research and
information gathering to best achieve specific class
objectives or address situational
The students are expected to be able to:
1. understand the nature of information and communication
technology;
2. assess self-readiness in the networked world;
3. determine the similarities and differences of varied online
Specific Learning platforms one from the others;
Outcomes 4. explore their digital life;
5. act responsibly when carrying out relationships over
digital media; and
6. become more deeply aware of search techniques that
will give results that are useful for your academic and
chosen career;
1. The current state of ICT technologies (i.e., Web 2.0, 3.0,
convergent technologies, social, mobile, and assistive media)
Content 2. Online systems, functions, and platforms
3. Online safety, security, ethics, and etiquette
4. Contextualized Search and Research Skills
Learner’s Materials EmTech Reader v6 111816 pp 4-22
Pages
Textbook Pages Empowerment Technologies, Innovative Training Works, Inc.
Pp 2-26
Learning Resources N/A
INTRODUCTION
Information and communications technology (ICT) is an extensional term for information
technology (the use of computers to store, retrieve, transmit, and manipulate data or
information.) that stresses the role of unified communications (a business
and marketing concept describing the integration of enterprise communication services) and
the integration of telecommuniations and wireless signals) and computers, as well as
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necessary enterprise software, middleware, storage and audiovisual systems, that enable
users to access, store, transmit, and manipulate information.
The term ICT is also used to refer to the convergence (known as digital convergence, is the
tendency for technologies that were originally unrelated to become more closely integrated
and even unified as they develop and advance) of audiovisual and telephone networks with
computer networks through a single cabling or link system.
ICT is an umbrella term that includes any communication device, encompassing radio,
television, cell phones, computer and network hardware, satellite systems and so on, as well
as the various services and appliances with them such as video conferencing and distance
learning.
DEVELOPMENT
WHAT IS INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)?

ICT is an acronym for Information and Communications Technology. It refers to the use
of technology, which enables individuals, businesses and organizations to use digital
information. ICT covers any product that will store, retrieve, manipulate, transmit or receive
information electronically in a digital form. This covers areas under education, banking,
healthcare, government, business, and so many branches that we can think of
1. Examine the pictures above. Are you familiar with these tools?
2. Share your experiences (3 to 5 sentences) in using the ICT tools presented above
by answering the following questions.
a. Which tools above you already used?
b. What do you like about this tool?
c. What is the latest about this tool?
3. Be ready to share them using traditional learning tools, e.g. pen and paper (½ yellow
pad), or via ICT tools, e.g. online.
The following images would give you an idea of the range of possibilities to discover,
disclose, connect, and co-create, in a Networked World. 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.
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How many of the items or icons in the image above are you familiar with?
Which ones are you unfamiliar with?
Whatever your answer, take a closer look at the Trivia/Glossary of Terms below. The
list contains some key phrases that characterize the ICT tools that, when used properly,
can empower users to make positive social change.
ONLINE SYSTEMS, FUNCTIONS AND PLATFORMS
PLATFORMS
If you can program it, then it’s a platform. If you can’t, then it’s not.” - Marc Andreessen
Online Platform Categories
Web Search Engines
It is a software system that is designed to search for information on the World Wide Web
(WWW). The search results are generally presented in a line of results referred to as Search
Engine Results Page (SERPs). The information may be a mix of webpages, images, and other
types of files.
Top 5 Search Engines (2016)
1. Google
2. Bing (Microsoft)
3. Yahoo (No. 1 email provider)
4. Ask.com (Ask Jeeves)
Communication Services
A Communications Service Provider (CSP) is a provider that transports information
electronically and can encompass public and private companies in telecom, internet, cable,
satellite, and managed services business.
Ex. Telecommunications & Internet
a. Smart
b. PLDT
c. Globe
d. Sun Cellular
Payment System
It is any system used to settle financial transactions through transfer of monetary value, and
includes the institutions, instruments, people, rules, procedures, standards, and technologies.
Advertising Platforms
It allows users to create and manage advertising campaigns, generate reports, and retrieve
information about the ads, campaigns, and organizations that are associated with an
account.
Creative Content Outlets
It is content that needs to be translated creatively.
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ONLINE SYSTEMS
a set of principles or procedures according to which something is done; an organized
scheme or method.
Online Shopping System
Sample
Function of Online System
Function
Process Flow
Flow of Client User Browsing in the Web Page
User reviews are proven sales drivers, and something the majority of
customers will want to see before deciding to make a purchase.
ONLINE SAFETY, SECURITY, ETHICS AND NETIQUETTES

The Internet, truly, is a powerful tool. It can be used to promote your business, gain new
friends, and stay in touch with the old ones. It is also a source of entertainment through games,
online communities, and everything in between. But like most things in this world, there is
always the “other side of the coin.” The Internet is one of the most dangerous places,
especially if you do not know what you are doing with it. But there is no need to worry; it is
never that late. Hopefully, by the end of this lesson, you are able to consider how you go about
your use of the Internet.
Tips to Stay Safe Online
1. Be mindful of what you share online and what site you share it to.
2. Do not just accept terms and conditions; read it.
3. Check out the privacy policy pages of a website to learn how the website handles the
information you share.
4. Know the security features of the social networking site you use. By keeping your
profile private, search engines will not be able to scan your profile.
5. Do not share your password with anyone.
6. Avoid logging in to public networks/Wi-Fi. Browsing in “incognito (or private) mode.” A
feature of the browser, will not protect you from hackers.
7. Do not talk to strangers whether online or face-to-face.
8. Never post anything about a future vacation. It is similar to posting, “Rob my house at
this date.”
9. Add friends you know in real life.
10. Avoid visiting untrusted websites.
11. Install and update an antivirus software on your computer. Use only one anti-virus
software to avoid conflicts.
12. If you have a Wi-Fi at home, make it a private network by adding a password.
13. Avoid downloading anything from untrusted websites. You are most vulnerable in peer-
to-peer downloads (torrents) as the download is most likely not monitored by the site
owner.
14. Buy the software; do not use pirated ones.
15. Do not reply or click links from suspicious emails.
Internet Threats
Here are some of the threats you should be aware of when using the Internet.
1. Malware – stands for malicious software.
a. Virus – a malicious program designed to replicate itself and transfer from one
computer to another either through the Internet and local networks or data storage
like flash drives and CDs.
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b. Worm – a malicious program that transfers from one computer to another by any
type of means. Often, it uses a computer network to spread itself. For example, the
ILOVEYOU worm (Love Bug Worm) created by a Filipino.
c. Trojan – a malicious program that is disguised as a useful program but once
downloaded or installed, leaves your PC unprotected and allows hackers to get
your information.
*Rogue security software – tricks the user into posing that it is a security software.
It asks the user to pay to improve his/her security but in reality, they are not
protected at all.
d. Spyware – a program that runs in the background without you knowing it (thus
called “spy”). It has the ability to monitor what you are currently doing and typing
through keylogging.
*Keyloggers – used to record the keystroke done by the users. This is done to
steal their password or any other sensitive information. It can record email,
messages, or any information you type using your keyboard.
e. Adware – a program designed to send you advertisements, mostly as pop-ups.
2. Spam – unwanted email mostly from bots or advertisers. It can be used to send
malware.
3. Phishing – its goal is to acquire sensitive personal information like passwords and
credit card details. This is done by sending you an email that will direct the user to visit
a website and be asked to update his/her username, password, credit card, or personal
information.
Protecting Reputations Online

In the past, doing something embarrassing was not much of a big deal. It happened; people
would laugh at it, and they would move on. Nowadays, embarrassing moments are captured
using any device you could imagine. What is worse is that people can easily upload it to the
internet, where it can be stored forever. This could impact not only your reputation but also
the people around you. What is worse is that people tend to ignore this fact, and suffer from it
later in their life.
Once you post something over the internet, search engines keep them in their archives for
search results. This makes anything you post to last forever even if you delete it in your page.
Something you and your friends find funny today may be something that could harm
someone’s reputation later.
Think Before You Click
Here are things you might want to consider before posting something over the Internet.
1. Before you post something on the web, ask these questions to yourself: Would you
want your parents or grandparents to see it? Would you want your future boss to see
it? Once you post something on the web, you have no control of who sees your posts.
2. Your friends depend on you to protect their reputation online. Talk to your friends about
this serious responsibility.
3. Set your post to “private.” In this way, search engines will not be able to scan that post.
4. Avoid using names. Names are easy for search engines to scan.
5. If you feel that a post can affect you or other’s reputation, ask the one who posted it to
pull it down or report it as inappropriate, ask the one who posted it to pull it down or
report is as inappropriate.
CONTEXTUALIZED SEARCH AND RESEARCH SKILLS
Tips in Searching
1: Use unique, specific terms
It is simply amazing how many Web pages are returned when performing a search. You
might guess that the terms blue dolphin are relatively specialized. A Google search of those
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terms returned 2,440,000 results! To reduce the number of pages returned,

use unique terms that are specific to the subject you are researching.
2: Use the minus operator (-) to narrow the search
How many times have you searched for a term and had the search engine return something
totally unexpected? Terms with multiple meanings can return a lot of unwanted results. The
rarely used but powerful minus operator, equivalent to a Boolean NOT, can remove many
unwanted results. For example, when searching for the insect caterpillar, references to the
company Caterpillar, Inc. will also be returned. Use Caterpillar -Inc to exclude references to
the company or Caterpillar -Inc -Cat to further refine the search.
3: Use quotation marks for exact phrases
I often remember parts of phrases I have seen on a Web page or part of a quotation I want
to track down. Using quotation marks around a phrase will return only those exact words in
that order. It's one of the best ways to limit the pages returned. Example: "Be nice to nerds".
Of course, you must have the phrase exactly right — and if your memory is as good as mine,
that can be problematic.
4: Don't use common words and punctuation
Common terms like a and the are called stop words and are usually ignored. Punctuation is
also typically ignored. But there are exceptions. Common words and punctuation
marks should be used when searching for a specific phrase inside quotes. There are cases
when common words like the are significant. For instance, Raven and The Raven return
entirely different results.
5: Capitalization
Most search engines do not distinguish between uppercase and lowercase, even within
quotation marks. The following are all equivalent:
• technology
• Technology
• TECHNOLOGY
• "technology"
• "Technology"
6: Drop the suffixes
It's usually best to enter the base word so that you don't exclude relevant pages. For
example, bird and not birds, walk and not walked. One exception is if you are looking for
sites that focus on the act of walking, enter the whole term walking.
7: Maximize AutoComplete
Ordering search terms from general to specific in the search box will display helpful results in
a drop-down list and is the most efficient way to use AutoComplete. Selecting the
appropriate item as it appears will save time typing. You have several choices for how the
AutoComplete feature works:
Use Google AutoComplete. The standard Google start page will display a drop-down list of
suggestions supplied by the Google search engine. This option can be a handy way to
discover similar, related searches. For example, typing in Tucson fast will not only bring up
the suggestion Tucson fast food but also Tucson fast food coupons. Use browser
AutoComplete. Use this Google start page to disable the Google AutoComplete feature and
display a list of your previous searches in a drop-down box. I find this particularly useful
when I've made dozens of searches in the past for a particular item. The browser's
AutoComplete feature must be turned on for this option to work. Click one of these links for
instructions detailing how to turn AutoComplete on or off in I.E. and Firefox.
Examples:
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• Visual Basic statement case

• Visual Basic statement for
• Visual Basic call
8: Customize your searches
There are several other less well known ways to limit the number of results returned and
reduce your search time:
• The plus operator (+): As mentioned above, stop words are typically ignored by the
search engine. The plus operator tells the search engine to include those words in the
result set. Example: tall +and short will return results that include the word and.
• The tilde operator (~): Include a tilde in front of a word to return results that include
synonyms. The tilde operator does not work well for all terms and sometimes not at all. A
search for ~CSSincludes the synonym style and returns fashion related style pages —
not exactly what someone searching for CSS wants. Examples: ~HTML to get results
for HTML with synonyms; ~HTML -HTML to get synonyms only for HTML.
• The wildcard operator (*): Google calls it the fill in the blank operator. For
example, amusement * will return pages with amusement and any other term(s) the
Google search engine deems relevant. You can't use wildcards for parts of words. So for
example, amusement p* is invalid.
• The OR operator (OR) or (|): Use this operator to return results with either of two terms.
For example happy joy will return pages with both happy and joy, while happy | joy will
return pages with either happy or joy.
• Numeric ranges: You can refine searches that use numeric terms by returning a
specific range, but you must supply the unit of measurement. Examples: Windows XP
2003..2005, PC $700 $800.
• Site search: Many Web sites have their own site search feature, but you may find that
Google site search will return more pages. When doing research, it's best to go directly
to the source, and site search is a great way to do that. Example: site:www.intel.com
rapid storage technology.
• Related sites: For example, related:www.youtube.com can be used to find sites similar
to YouTube.
• Change your preferences: Search preferences can be set globally by clicking on the
gear icon in the upper-right corner and selecting Search Settings. I like to change the
Number Of Results option to 100 to reduce total search time.
• Forums-only search: Under the Google logo on the left side of the search result page,
click More | Discussions or go to Google Groups. Forums are great places to look for
solutions to technical problems.
• Advanced searches: Click the Advanced Search button by the search box on the
Google start or results page to refine your search by date, country, amount, language, or
other criteria.
GLOSSARY OF TERMS
Information and Communications Technology (ICT) - ICT is an umbrella term that includes
any communication device or application, encompassing: radio, television, cellular phones,
computer and network hardware and software, satellite systems and so on, as well as the
various services and applications associated with them, such as videoconferencing and
distance learning. Information and Communication Technologies (ICT or ICTs) are digital
forms of communication including tools available on the Internet, such as blogging and email,
as well as computer software, such as Microsoft PowerPoint and Word.
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Assistive Media - a component under Assistive technology (AT), which is a generic term used
to refer to a group of software or hardware devices by which people with disabilities can access
computers.
Collaborative platforms - “is a category of business software that adds broad social
networking capabilities to work processes.”
Convergent Technologies - an extension of the term convergence, which means a “coming
together of two or more disparate disciplines or technologies.
Mobile Media - This refers to “media devices such as mobile phones and PDA’s were the
primary source of portable media from which we could obtain information and communicate
with one another. More recently, the smartphone (which has combined many features of the
cell phone with the PDA) has rendered the PDA next to obsolete.
Online systems - are online versions of information systems, which is “the process of and
tools for storing, managing, using, and gathering of data and communications in an
organization. An example of information systems are tools for sending out communications
and storing files in a business.”
Social Media - “are computer-mediated tools that allow people or companies to create, share,
or exchange information, career interests, ideas, and pictures/videos in virtual communities
and networks.”
Web 1.0 – static page; read only page, you can not edit
Web 2.0 - “describes World Wide Web sites that emphasize user-generated content, usability,
and interoperability. The term was popularized by Tim O'Reilly and Dale Dougherty at the
O'Reilly Media Web 2.0 Conference in late 2004, though it was coined by Darcy DiNucci in
1999.”
Web 3.0 - “a phrase coined by John Markoff of the New York Times in 2006, refers to a
supposed third generation of Internet-based services that collectively comprise what might be
called ‘the intelligent Web’—such as those using semantic web, microformats, natural
language search, data-mining, machine learning, recommendation agents, and artificial
intelligence technologies—which emphasize machine-facilitated understanding of information
in order to provide a more productive and intuitive user experience.”
Aggregator - a website or Web application where headlines and other content are collected
for easy viewing. Aggregators such as Google News compile news articles and posts.
An avatar - a two- or three-dimensional icon that represents a computer user or a gamer.
Avatar can be a cartoonish graphic, a photograph, a screen name, or a fully developed
character.
Blog, from the term “weblog”, - a type of website usually updated by an individual or a group
of bloggers. Some blogs provide news or opinions on a specific subject, while others are
more like online journals. Most blogs allow readers to leave comments on blog posts.
Flaming - is the act of saying mean things online, usually in ALL CAPS, and often in a public
forum with the intention to humiliate. Flame wars can occur easily online, as it can be difficult
to figure out people’s intentions or emotions online.
Mash-up is a remix or blend of multiple songs, videos, or other media content into one
product. Fan fiction writing is one form of a mash-up, as writers take characters from a well-
known video game, movie, or book, and rewrite their actions or relationships.
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ENGAGEMENT
1.
Task #1
1. Read the article below
What Is the Networked World?
Ever evolving and increasingly powerful information and communication technologies

(ICTs) have fundamentally changed the nature of global relationships, sources of competitive
advantage and opportunities for economic and social development. Technologies such as the
Internet, personal computers and wireless telephony have turned the globe into an
increasingly interconnected network of individuals, firms, schools, and governments
communicating and interacting with each other through a variety of channels.
The explosion of this technologically mediated global network has resulted in a world in which
virtually everyone, everywhere, has the potential to reap the benefits of connectivity to the
network.
The Networked World is:
An artisan in a rural village using her community center's computer to sell handicrafts
on the World Wide Web.
Healthcare workers accessing online databases to research recent health advisories.
Students in different countries collaborating on a science project over the World Wide
Web.
Programmers creating customized software for distant clients through the Internet.
Government procurement officers using the World Wide Web for purchases and
contracts.
A farmer using a wireless handheld device to research market prices.
What Is Readiness?
Readiness is the degree to which a community is prepared to participate in the

Networked World. It is gauged by assessing a community's relative advancement in the areas
that are most critical for ICT adoption and the most important applications of ICTs. When
considered together in the context of a strategic planning dialogue, an assessment based on
these elements provides a robust portrayal of a community's Readiness
2. In ½ crosswise yellow paper or whenever a suitable digital tool is available copy the table
below then answer the survey regarding the readiness assessment of your community by
putting a check mark opposite each category then write a 3 to 5 sentences reflection about
your readiness in the networked world.
Access Readiness Ready Not

Ready
Network Speed and Quality
Service and Support
Internet Availability
Hardware and Software
Information Infrastructure
Internet Affordability
Learning Readiness
School Access to ICT
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Enhancing Education with ICT

Developing the ICT Workplace
Society Readiness
People and Organizations Online
Locally Relevant Content
ICTs in Everyday Life
ICTs in the workplace
Economy Readiness
Employment Opportunities
Business to Consumer
Business to Business
e-Government
Policy Readiness
Telecommunication Regulation
ICT Trade Policy
Task #2
1. Think about your life with media. First consider the questions below.
● Are digital media a big part of your life?
● What kind of impact do digital media have on you (a little, some, a lot)?
● 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. Use your responses to help you finish this statement: My media life is like
______________________ because _______________.
This statement is a simile, a literary device for comparing two unlike things. For instance,
someone who does not use much media might say that her media life is like a desert,
because there is little life there. Someone might say that his media life is like a track
meet because he is exhausted at the end of the day.
3. Finally, make a picture or drawing of the simile you created using a short bond paper or
any available digital tools. The drawing can include text.
Task #3
Do the following “What Matters in a Query” search tips. To validate the results of your
search, get a screenshot of the resulting scenarios. Be ready to present the results in
class.
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ASSIMILATION
If you have access to any technology tool or device, visit some of the presented online varied
platforms. Compare and contrast the implications of varied online platforms, sites and content;
to best achieve specific needs, objectives; or to best address the challenges in the classroom
or that of your community. Note the details on how you use whatever available technology you
have in your home. Take note on how you interact with others. You can capture pictures,
screenshots or scenes that will take place in a week.
For other students, create a comic strips you as the main character communicating with other
members in your family. Note details on how you communicate with other people. Use short
bond paper in doing the activity. You may use coloring tools if available.
ASSESSMENT
In a whole sheet of yellow paper or using a suitable digital tool submit an independently
composed insightful 300 words reflection paper on the nature of ICT in the context of your
lives, the society, and the academic track. Cite examples to show or explain how digital tools
or websites may impact your chosen academic track.
WEEK 2: DEVELOPING ICT CONTENT FOR SPECIFIC PURPOSES USING

ADVANCE PRODUCTIVITY TOOLS AND TECHNIQUES
The learners demonstrate an understanding of the use of

advanced tools and techniques found in common productivity
Content Standards
and software applications in developing ICT content for specific
professional tracks
The learners shall be able to at the end of the 1-week period
independently apply advanced productivity tools to create or
develop ICT content for use in specific professional tracks.
These may be in the form of, but not limited to
Performance Standards 1. Calculating spread sheet of athletic statistics (Sports)
2. Layout of catalogue of creative works (Arts)
3. Materials/ ingredients projections for batches of baked
goods (Tech- Voc)
4. Letterhead/ business card design (Business/ Academic)
• Uses common productivity tools effectively by maximizing

Most Essential Learning advanced application techniques
Competencies (MELC’s) • Creates an original or derivative ICT content to effectively
communicate or present data or information
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1. explore the advance features of common productivity
Specific Learning
Outcomes
tools; and
2. use common prductivity tools in developing ICT content
for use in specific professional track.
1. Mail merge and label generation
2. Custom animations and timing
3. Hyperlinking in presentations
Content
4. Integrating images and external material in word processors
5. Embedded files and data
6. Advanced and complex formulas; and computations
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Pp 2-26
INTRODUCTION
Productivity tools are applications that allow for the viewing, creating and modifying of
general office documents (e.g. spreadsheets, memos, presentations, letters, personal
database, form generation, image editing, etc.).
DEVELOPMENT
Three basic functions of digital tools are generally combined to support decisions in business
or management, and in communication contexts. These 3 basic tools support writing,
numeracy and presentation skills.
To help you build on your prior skills using those productivity tools, you shall explore them
separately and work towards combining them in a given technology-enabled scenario.
Mail Merge
Mail merging is the use of a computer to produce many copies of a letter, each copy with a
different name and address stored on file, or a computer program that does this. It involves
merging a main document with a data source.
Two Components of Mail Merge
1. Form Document
Our sample letter is what we call a form document – the first component of our
mail merged document. It is generally the document that contains the main body of the
message we want to convey or send.
Also included in the form document is what we call place holders, also referred to
as data fields or merge fields. This marks the position on your form document where
individual data or information will be inserted. From our sample document, the place
holders are denoted or marked by the text with double-headed arrows (<< >>) on each
side and with a gray background.
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2. List or Data File

The second component of our mail merged document is the list or data file. This is
where the individual information or data that needs to be plugged in (merged) to the
form document is placed and maintained.
Steps in Creating Mail Merge

Mail merging requires the given steps below:
1. Creating a Main Document/Template.
2. Creating a Data Source.
3. Defining the Merge Fields in main document.
4. Merging the Data with the main document.
5. Saving/Exporting.
Integrating Images and External Materials
Different forms of materials could be inserted into the document. It could be offline
materials or online materials.
Kinds of Materials from your computers
1. Pictures. Generally, these are electronic or digital pictures of photographs you have saved
in any local storage device. There are three commonly used picture files. You can identify
them by the extension on their file names.
a. .JPG. This is pronounced as “jay-peg”, and is the short form for .jpeg or Joint
Photographic Experts Group. This type of image file can support 16.7 million colors that
is why it is suitable for use when working with full color photographic images.
Unfortunately, it does not support transparency and therefore, images of this file type can
be difficult to integrate in terms of blending with other materials or elements in your
document. JPG does not work well on lettering, line drawings, or simple graphics. JPG
images are relatively small in file size.
b. .GIF. This stands for Graphics Interchange Format. This type of image file is capable of
displaying transparencies. Therefore, it is good for blending with another materials or
elements in your document. It is also capable of displaying simple animation. The
downside is that it can only support up to 256 colors, so it is good mostly on logos and art
decors with very limited, and generally solid colors. GIF is much better for logos, drawings,
small text, black and white images, or low-resolution files.
c. .PNG. This is pronounces as “ping”. It stands for Portable Network Graphics. It was built
around the capabilities of GIF. Its development was basically for the purpose of
transporting images on the Internet at faster rates. It is also good with transparencies but
unlike GIFs, it does not support animation but it can display up to about 16 million colors,
so image quality for this image file type is also remarkably improved. PNG allows the
control of the transparency level or opacity of images.
2. Shapes. These are printable objects or materials that you can integrate in your document
to enhance its appearance or to allow you to have some tools to use for composing and
representing ideas or messages.
3. Smart Art. Generally, these are predefined sets of different shapes grouped together to
form ideas that are organizational or structural in nature. If you want to graphically
represent an organization, process, relationships, or flow for infographic documents, then
you will find this easy and handy to use.
4. Chart. Another type of material that you can integrate in your Word document that allows
you to represent data characteristics and trends. This is quite useful when you are
preparing reports that correlate and present data in a graphical manner.
5. Screenshot. Sometimes, creating reports or manual for training or procedures will require
the integration of a more realistic image of what you are discussing on your report or
manual.
6. Table. A block of cells containing related data that have been formatted as a table.
7. Textbox. A rectangular area on the screen where you can enter text.
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8. WordArt. A text modifying feature in Microsoft Word, a popular word processing

program. It includes effects such as shadows, outlines, colors, gradients, and 3D effects
that can be added to a word or phrase. WordArt can also bend, stretch, skew, or
otherwise modify the shape of the text.
Image Placement
In practice, inserting an image or any other material in your document is quite easy
especially if the material already exists in your local storage device. It is just a matter of
opening up the image file through the Microsoft Word dialog box or wizard. Sometimes, the
image you would like to insert is on a web page currently displayed on your screen, it could
be copied and pasted. The real challenge is where to put the image you inserted or where to
move it. In this part of the lesson, we will study the different characteristics of text wrapping
options that you can use with the image you integrated in your document.
1. In Line with Text. This is the default setting for images that are inserted or integrated in
your document. It treats your image like a text font with the bottom side totally aligned with
the text line. This setting is usually used when you need to place your image at the
beginning of a paragraph. When placed between text in a paragraph or sentence, it
distorts the overall appearance and arrangement of the texts in the paragraph because it
will take up the space it needs vertically, pushing whole lines of texts upward as in the
example below.
Example:
O Christmas tree! O Christmas Tree! Thy leaves are so unchanging; O Christmas

Tree! O Christmas Tree! Thy leaves are so unchanging; Not only green when summer’s
here. But also when ‘tis cold and drear. O Christmas Tree! O Christmas Tree! Thy
Leaves are so unchanging!
2. Square. This setting allows the image you inserted to placed anywhere within the
paragraph with the text going around the image in a square pattern like a frame.
Example:
O Christmas tree! O Christmas Tree! Thy leaves are so unchanging; O Christmas Tree!
O Christmas Tree! Thy leaves are so unchanging; Not only green when
summer’s here. But also when ‘tis cold and drear. O Christmas Tree! O
Christmas Tree! Thy Leaves are so unchanging!
3. Tight. This is almost the same as the Square setting, but here the text “hugs” or conforms
to the general shape of the image. This allows you to get a more creative effect on your
document. This setting can mostly be achieved if you are using an image that supports
transparency like a GIF or PNG file.
Example:
O Christmas tree! O Christmas Tree! Thy leaves are so unchanging; O
Christmas Tree! O Christmas Tree! Thy leaves are so unchanging; Not only
green when summer’s here. But also when ‘tis cold and drear. O Christmas
Tree! O Christmas Tree! Thy Leaves are so unchanging!
4. Through. This setting allows the text on your document to flow even tighter, taking the
contours and shape of the image. Again, this can be best used with a GIF or PNG type of
image.
Example:
O Christmas tree! O Christmas Tree! Thy leaves are so unchanging; O
Christmas Tree! O Christmas Tree! Thy leaves are so unchanging; Not only
green when summer’s here. But also when ‘tis cold and drear. O
Christmas Tree! O Christmas Tree! Thy Leaves are so unchanging!
5. Top and Bottom. This setting pushes the texts away vertically to the top and/or the
bottom of the image so that the image occupies a whole text line on its own as in this
example.
Example:
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O Christmas Tree! Thy leaves are so unchanging; Not only green when summer’s here.
But also when ‘tis cold and drear. O Christmas Tree! O Christmas Tree! Thy Leaves are
so unchanging!
6. Behind Text. This allows your image to be dragged and placed anywhere on your
document but with all the texts floating in front of it. It effectively makes your image look
like a background.
Example:
so unchanging!
7. In Front of Text. As it suggests, this setting allows your image to be placed right on top
of the text as if your image was dropped right on it. That means whatever part of the text
you placed the image on, it will be covered by the image. In our example below, notice
the difference between using a PNG file (on the left) with a transparency effect and a JPG
file on the right.
Example:
so unchanging!
Creating an Effective Presentation
1. Minimize. Keep slide counts to a range of 10 to 15
2. Clarity. Avoid being fancy by using a font style that is easy to read
Tip: A font size of 72 is about an inch (depends on the screen size). A one-inch letter is
readable 10 feet away; a two-inch letter is readable 20 feet away.
3. Simplicity. Use bullets or short sentences. Summarize the information on the screen to
have your audience focus on what the speaker is saying than on reading the slide. Limit
the content to six lines and seven words per line. This is known as the 6 x 7 rule.
4. Visuals. Use graphics to help in your presentation but not too many to distract the
audience. In addition, instead of using table of data, use charts and graphs.
5. Consistency. Make your design uniform. Avoid having different font styles and
backgrounds.
6. Contrast. Use light font on dark background or vice versa. This is done so that it is easier
to read. In most instances, it is easier to read on screen if the background is dark. This is
due to the brightness of the screen.
Using Hyperlinks in Microsoft PowerPoint
Using hyperlinks in your presentation is an easy way to navigate slides during your
presentation. Here are the
Ways to Insert Hyperlinks:
1. Select an object or highlight a text.
2. Go to Insert > Hyperlinks (under links category) or use the shortcut key Ctrl + K. The
Insert Hyperlink dialog box would appear.
Link to Options:
a. Existing File or Web Page – creates a hyperlink to website or a local file saved in
your hard drive. Just browse your file in the dialog box or type the web address.
b. Place in This Document – creates a hyperlink that allows you to jump to a specific
slide in your specific slide in your presentation.
c. Create a New Document – creates a hyperlink that once clicked, creates a new
document on your specified location.
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d. E-mail Address – creates a hyperlink that opens Microsoft Outlook automatically adds
your specified recipient on a new email.
3. When done, click OK to apply your hyperlink.
To apply an animation effect to an object
1. On a slide in Normal view, select the object you want to animate.
2. Choose Slide Show - Custom Animation, click Add, and then select an animation
effect.
3. In the Custom Animation dialog, click a tab page to choose from a category of
effects. Click an effect, then click OK.
To preview the animation, click the Play button.
On Slide Pane an icon appears next to the preview of those slides, which have one or
more objects with custom animation. When you present the slide show with the
Presenter Console,
icon indicates that the next slide has custom animation.
To apply and edit a motion path effect
An object can be animated to move along a motion path. You can use predefined or your
own motion paths.
If you select "Curve", "Polygon", or "Freeform Line", the dialog closes and you can draw your
own path. If the drawing is finished and not canceled, the created path is removed from the
document and inserted as a motion path effect.
Spreadsheet
A type of application program which manipulates numerical and string data in rows
and columns of cells. The value in a cell can be calculated from a formula which can involve
other cells. A value is recalculated automatically whenever a value on which it depends
changes. Different cells may be displayed with different formats.
Microsoft Excel
A commercial spreadsheet application written and distributed by Microsoft for Microsoft
Windows and Mac OS X. It features calculation, graphing tools, pivot tables, and a macro
programming language called Visual Basic for Applications. It has been a very widely
applied spreadsheet for these platforms, especially since version 5 in 1993.
The distinguishing feature of a spreadsheet program such as Excel is that it allows you to
create mathematical formulas and execute functions. Otherwise, it is not much more than a
large table displaying text.
Formulas and Functions
As mentioned, the ability to perform calculations is one of the purposes of using a
spreadsheet application.
Some examples of the types of calculations that can be done are:
• totals
• subtotals
• average
• standard deviation
In Excel, the calculation can be specified using either a formula or a function
• Formulas are self-defined instructions for performing calculations.
• In contrast, functions are pre-defined formulas that come with Excel.
In either case, all formulas and functions are entered in a cell and must begin with an
equal sign
Entering Formulas
After the equal sign, a formula includes the addresses of the cells whose values will
be manipulated with appropriate operands placed in between.
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The operands are the standard arithmetic operators:
Entering Functions
Functions differ from regular formulas in that, after the equal sign, you supply the cell
addresses but not the arithmetic operators. Functions perform calculations by using specific
values, called arguments, in a particular order called syntax.
When using a function, remember the following:
• Use an equal sign to begin the function.
• Specify the function name.
• Enclose all of the function’s arguments within parentheses.
• Use a comma to separate the function’s individual arguments.
The following table contains the definitions and examples of several other available
functions:
FUNCTION EXAMPLE DESCRIPTION
ABS =ABS(number) Returns absolute value of a number, a
number without its sign
COS =COS(number) Returns cosine of a number
AVERAGE =AVERAGE(num1,num2…) Returns the average (arithmetic mean) of its
argument which can be numbers or names,
arrays or references that contains numbers
AVERAGEIF =AVERAGEIF(range, Finds average for the cells specified by a
criteria, average _range) given condition or criteria
COUNTIF =COUNTIF(range, criteria) Count the number of cells within a range that
meets a certain condition
For example, using the sample data inputted in a table below
To get the average in each row, the formula should be =AVERAGE(B10:D10). B10 is the
cell address (the intersection of COLUMN and ROW in a table where the value is inputted)
that contains the grade in English, C10 contains the grade in Science, and D10 contains the
grade in Math. Try to input the data using MS Excel and find out the result.
Supposed you are going to get the average grade of all male students in all English, the
formula should be =AVERAGEIF(A10:A13,"His",B10:B13).
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ENGAGEMENT
Task #4
Create a sample certificate of perfect attedance using mail merging techniques for those who
have computers at home. For non computer learners, use pen and paper in creating a sample
attendance certificate. Add pictures and other elements such as shapes, colors to enhance
your design.
Task #5
Create an infographics about the COVID status in your locality. Present the status in a
graphical format.
ASSIMILATION
HUMSS / STEM
Collate images available from the school, home, and other immediate environments to feature
works in the community pertaining to the Humanities such as poetry, creative writing, art, and
music appreciation, Social Sciences such as belief systems and religious beliefs, or digital
citizenship, Science and Technology such as innovations, advance technologies, scientific
processes . Using art materials or advanced techniques in Prezi, PowerPoint, or other
presentation tools, make a layout for a catalogue of these images.
ABM / GAS
Make a statistical report about the current status of COVID cases in your locality. Use pen and
paper to make a graphical representation of the data collected within your locality. For online
learners use advance techniques in Prezi, PowerPoint or other presentation tools,
Rubrics for Assessment
Content - 25%
Skill - 25%
Aesthetics - 25%
Overall impact - 25 %
ASSESSMENT
REFLECTION
Make reflection about the output you have created. Retell: In this portion of the reflection you
have to explain in detail what you had done in coming up with the output. You have to
explain what development stages you went through in finishing the output. List the sequence
of events you followed to complete the output.
Relate: Make connections between the project and your life. Refer to personal experiences,
books, media and or feelings. Compare and contrast each project to other projects you had
to complete in your past. Give examples. How may it be useful to your career? How may
they use this in industry? How could you use the knowledge in everyday life?
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WEEK 3 - 4: MANIPULATING TEXT, GRAPHICS, AND IMAGES TO

CREATE ICT CONTENT INTENDED FOR ONLINE ENVIRONMENT
The learners demonstrate an understanding on how to

manipulate text,
Content Standards
graphics, and images to create ICT content intended for an
online environment
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 specific professional
tracks. These may be in the form of, but not limited to:
1. Team/ athlete/ league recruitment posters (Sports)
Performance Standards
2. Logo or crest for a community, school organization or
barkada (Arts)
3. Labeling and manual of operation for tools and
equipment (Tech-Voc)
4. Presentation of cafeteria patronage data (Business/
Academic)
• Evaluate existing websites and online resources based on

the principles of layout, graphic, and visual message design
• Use image manipulation techniques on existing images to
change or enhance their current state to communicate a
Most Essential Learning
message for a
Competencies (MELC’s)
specific purpose
• Create an original or derivative ICT content to effectively
communicate a visual message in an online environment
related to specific professional tracks
1. understand the principles of designing;
Specific Learning
2. apply image manipulation techniques in designing; and
Outcomes
3. develop ICT content necessary for effective
communication.
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
Content 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)
c. Adobe Photoshop
Pages
pp 99-119
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INTRODUCTION
In this part of the course you will be expected to demonstrate your ability to use digital tools to
produce materials for printing, posting, and at some later point in the course, uploading images
online.
The following are graphic design tools that are either free to download and use as a stand-
alone application or to use online with prior registration:
1. Canva.com - An online tool that allows users to create designs for Web or print: blog
graphics, presentations, Facebook covers, flyers, posters, invitations, etc.
2. GIMP (/ɡɪmp/; an acronym for GNU Image Manipulation Program) is a free and open-
source raster graphics editor used for image retouching and editing, free-form drawing,
resizing, cropping, photo-montages, converting between different image formats, and more
specialized tasks.
3. Piktochart - infographic design application “that requires very little effort to produce
beautiful, high quality graphics.”
4. Adobe Photoshop - a software application for image editing and photo retouching
for use on Windows or MacOS computers. Photoshop offers users the ability to
create, enhance, or otherwise edit images, artwork, and illustrations.
DEVELOPMENT
THE ELEMENTS OF DESIGN
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A beautiful and good design could be achieved by carefully plotting design elements chosen
to create a visual representation of the idea and the fancy mind.
Design is not about placing pictures together and arranging it in a way that creates a story.
Design is about creating harmony among the elements and having them come together in a
final product that is clearly outstanding.
Different design could be in a form of infographics, posters, flyers, banners, cards, tarpaulin
to name a few.
Infographics is a collection of imagery, charts, and minimal text that gives an easy-to-
understand overview of a topic.
Poster is a large print of picture, painting or photograph used to decorate a wall.
Flyers are small handbill advertising product or events.
Tarpaulin is a large piece of waterproof material (such as plastic or canvas) that is
used to cover things and keep them dry
The elements refer to a set of fundamentals for graphic designers or artists. Design
elements are the basic unit of painting, design, drawing, or any other visual piece coming
into existence.
These elements are important to every visual project.
LINE
The most basic design element is the line.
With a simple drawing a line is regarded as
just a mere stroke of a pen, but in the field
or study of design, a line connects any two
points. Lines are effectively used in
separating or creating a space between
other elements or to provide a central
focus.
COLOR
Color affects the mood of the visual
design. Color represents different
emotions and represents different
personalities.
Color can stand alone at any time. It can
serve as a background or be a supporting
element to other elements. It can heighten
the impact of shapes, lines, and fonts on
texture. The use of individual color is easy
but combining one with another will require
a deeper understanding of its psychological
SHAPE
implication in visualwhen
A shape is formed design.
a line encloses an
area. It is always defined by boundaries and
more often used to stress a portion of a
page.
In design, shapes can be created when you

are combining all other elements, or they
can be combined to create icons or symbols
for your design project.
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TEXTURE
Texture is the perceived surface quality
of a work of art. Texture can be used to
accent an area of the visual project so
that it becomes more dominant than the
other elements.
SIZE AND SCALE

Size refers to the actual dimensions of an
element, while the scale is its relation to the
original value, and proportion refers to the
relation of all present elements to both size
and scale.
Scale and proportion are used to indicate
the exact size of an object or to emphasize
the difference in size of two objects found
on a visual presentation.
DIRECTION
Direction is an element of design that
establishes the general mood and
atmosphere. It creates the illusion that there
is movement within the design.
Visual direction refers to instances in which

the content screams “look over here” using
horizontal and vertical lines. Vertical lines
establish an atmosphere of balance,
alertness, and formality. Horizontal lines
communicate peace, stability, and
tranquility. Oblique lines, on the other hand,
suggest movement and action.
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THE PRINCIPLES OF DESIGN
Principle refers to the ways different elements may be manipulated to create a work of art.
The principles and elements of design both are very essential in creating a good piece of
work. If you disregard to apply the principles in your design, then you have a visual piece
that lacks a story.
These principles are guidelines that are used to visually communicate the ideas represented
by the elements.
EMPHASIS
An area in the design that may
appear different in size,
texture, shape or color to
attract viewer’s attention.
PROXIMITY
Proximity refers to the way in which elements are grouped together. It is the nearness of one
element to another.
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BALANCE
Balance is the distribution of the various visual

.
weights of the objects used in the visual
presentation, the proper combination and
harmony of colors used, the tone and
refinement of visual texture, and the
appropriate use of space
ALIGNMENT
This principle refers to the order and

organization between and among the
elements.
Alignment serves to put elements together in
a visible and readable arrangement. It
specifically refers to positioning items in such
a way that they line up with each other.
PATTERN, REPETITION AND RHYTHM

Repetition is visually
appealing when used to put emphasis on
elements and can effectively grab the attention
of a reader.
Repetition strengthens the design by connecting
individual elements together. It creates
consistency and association, while at the same
time creating a feeling of organized movement.
CONTRAST
Contrast is defined as “the difference in visual properties that makes one object
distinguishable from other objects.” Contrast is often used to emphasize key elements in
specific design projects.
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SPACE
This principle is also known as white space or
negative space. Space is an area activated by the
elements. It is the active and visible distance or
area between and around, above, and below or
within the elements used in one project design.
MOVEMENT
Visual elements guide the viewer’s eyes around the screen
PROPORTION
Visual elements create a sense of unity where they relate well with one another.
VARIETY
This uses several design elements to draw a viewer’s attention.
You can also visit the following sites for more information about design elements and
principles.
https://www.canva.com/learn/design-elements-principles/
https://www.slideshare.net/Juvywen/lesson-5-manipulating-text-graphics-and-images 2019
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https://download938.mediafire.com/ntb9gaeks5cg/uri43a39d33lut3/12+-
+Principles+and+Basic+Techniques+of+Image+Manipulation.pptx
Basic Techniques of Image Manipulation
Resizing – is the process of adding and subtracting pixels in your image.
Pixel – a very small dots that constitute an image.
In resizing an image, first, click the image. You will see corner node
nodes (a place where lines cross or meet), position your
cursor on any corner node, then press shift key. While
pressing the shift key and your cursor pointed on the corner
node, drag your mouse button inward (to decrease the size)
or outward (to increase the size) of the image. Take note:
decreasing the size will not affect the resolution of the
image. The quality of the image will still be high. Increasing
the size will affect the image quality specifically if the image
is a bitmap (images are stored as a series of tiny dots
called pixels) or raster image. Resizing of a vector (use
mathematical formulas to draw lines and curves that can be
combined to create an image from geometric objects such
as circles and polygons) image does not affect the quality of
the image.
Cropping - This process is one of the most basic photo manipulation processes. This
process is performed in order to remove an unwanted subject or irrelevant detail from
a photo, change its aspect ratio, or to improve the overall composition.
Original Cropped
image image
Color adjustment – it can be used to change the overall tone of your image and also to
remove unwanted colors from your image. Color adjustment changes usually affect an entire
image, even if you have selected only a small portion of the image to be adjusted.
Color balance - is the global adjustment of the intensities of the colors (typically red,
green, and blue primary colors). An important goal of this adjustment is to render
specific colors – particularly neutral colors – correctly.
Brightness - refers to the overall lightness or darkness of the image.
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Contrast - is the difference in brightness between objects or regions. For example, a white
rabbit running across a snowy field has poor contrast, while a black dog against the
same white background has good contrast.
Hue refers to the color of the image itself, while saturation describes the intensity (purity)
of that hue. When color is fully saturated, the color is considered in purest (truest) version
In Color Theory, a tone is any pure Hue with Neutral Gray added. The color remains the
same only less vibrant. The Values can range from very light to very dark.
In Color Theory, a shade is any pure Hue with Black added.
Rendering in visual art and technical drawing means the process of formulating, adding
color, shading, and texturing of an image. It can also be used to describe the quality of
execution of that process. When used as a means of expression, it is synonymous with
illustrating
Changing background color – You can change the background if it does not match the
image or the totality of the presentation.
Combining images - You can combine multiple images to make a point or use to highlight
your message.
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Shadow - can add to the realism of your photo manipulation, even when it's a fantasy
scene.
Proportion - when combining images, resize the image to make it proportionate and
realistic.
Blending - is a painting technique where two different colors are slightly mixed together when wet,
giving a smooth transition from one color to the next. The transition color will be a product of the
two blended colors (i.e if you are blending blue into a yellow, the transition color will be a green).
Emphasis on detail - There should be a focal point to a page that will attract viewers. The
element you want to emphasize should be sharp, big, and most vibrant in your design.
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Combining multiple images - Images are like missing puzzle pieces, without them you can
never fully complete the puzzle. You may need to look at multiple stock images before
choosing the right ones for your composition.
Online Image File Formats

Here are some of the common file formats used in manipulating images.
1. TIFF (also known as TIF), file types ending in .tif
TIFF stands for Tagged Image File Format. TIFF images create very large file sizes.
TIFF images are uncompressed and thus contain a lot of detailed image data (which is
why the files are so big)
2. JPEG (also known as JPG), file types ending in .jpg
JPEG stands for Joint Photographic Experts Group, which created this standard for this
type of image formatting. JPEG files are images that have been compressed to store a
lot of information in a small-size file. Most digital cameras store photos in JPEG format,
because then you can take more photos on one camera card than you can with other
formats.
A JPEG is compressed in a way that loses some of the image detail during the
compression in order to make the file small (and thus called “lossy” compression).
JPEG files are usually used for photographs on the web, because they create a small
file that is easily loaded on a web page and also looks good.
3. GIF, file types ending in .gif
GIF stands for Graphic Interchange Format. This format compresses images but, as
different from JPEG, the compression is lossless (no detail is lost in the compression,
but the file can’t be made as small as a JPEG).
GIFs also have an extremely limited color range suitable for the web but not for printing.
This format is never used for photography, because of the limited number of colors.
GIFs can also be used for animations.
4. PNG, file types ending in .png
PNG stands for Portable Network Graphics. It was created as an open format to replace
GIF, because the patent for GIF was owned by one company and nobody else wanted
to pay licensing fees. It also allows for a full range of color and better compression.
It’s used almost exclusively for web images, never for print images. For photographs,
PNG is not as good as JPEG, because it creates a larger file. But for images with some
text, or line art, it’s better, because the images look less “bitmappy.”
5. Raw image files
Raw image files contain data from a digital camera (usually). The files are called raw
because they haven’t been processed and therefore can’t be edited or printed yet. There
are a lot of different raw formats–each camera company often has its own proprietary
format.
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Raw files usually contain a vast amount of data that is uncompressed. Because of this, the
size of a raw file is extremely large. Usually they are converted to TIFF before editing and
color-correcting
Principles and Basic Techniques of Image Manipulation
Here are some tips to help you edit images for your website:
1. Choose the right file format. Try to make a real-life photograph into GIF to see the
difference between PNG, GIF, and JPEG. Knowing the purpose is the key to finding
out the best file format.
2. Choose the right image size. A camera with 12 megapixels constitutes to a bigger
image size. Monitors have a resolution limit, so even if you have a million megapixels,
it will not display everything. Thus, it is not always wise to make our image big, most
especially in a website. Know how much space you want the image to consume. Or
have a “preview” image where the audience has the option to “see full size.”
3. Caption it. Remember to put a caption on images whenever possible. If it is not
related to the web page, then remove it.
Note:
If you only have Adobe Photoshop or any apps available for editing images, you can practice
your skills in applying techniques in image manipulation.
Photoshop Toolbox
The toolbox contains the main tools for working on images. Click any tool to select and use
it.
A small arrow next to a tool in the toolbox indicates that the tool also has additional options
available. In Photoshop, click and hold your mouse on a tool to see its options. For example,
if you click and hold on the select tool, you'll see select options such as elliptical selection,
single row selection, etc.
Tool Options
When you select a tool, additional options appear in the Tool Options bar (by default this is
located just below the main menu). The example below shows the tool options bar when
the rectangular marquee tool is active.
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Photoshop Marquee Select Tools

The marquee tools are selection tools which allow
you to select rectangles, ellipses and 1-pixel rows
and columns.
The marquee tools are located at the top left of the
Photoshop Toolbox. Click and hold your mouse over
the marquee tool to see the four options:
Rectangle Marquee
Make a rectangular selection. Hold the shift key down to constrain the selection to a square.
Note: ImageReady also allows rounded corners in rectangles.
Elliptical Marquee
Make an elliptical selection. Hold the shift key down to constrain the selection to a circle.
Single Row Marquee
Make a horizontal selection 1 pixel high.
Single Column Marquee
Make a vertical selection 1 pixel wide.
Marquee Options
When you select any marquee tool, related options appear in the Tool Options bar (just
below the main menu). This allows you to set the type of selection, feathering, etc. Options
are slightly different for each marquee tool.
Photoshop Lasso Tools

The lasso tools allow you to select precise areas of an image
by drawing or tracing the selection outline. There are three
lasso tools available:
Lasso Tool
This is a freehand selection tool. Click and hold your left
mouse button on the image and draw your selection.
Polygonal Lasso Tool
Similar to the lasso tool, except that instead of holding your
mouse button down to draw, left-click on various points to create a selection with a series of
straight edges.
You can also hold down the Alt key (Windows) or Option key (Mac OS) to draw freehand
sections.
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Magnetic Lasso Tool

This is a very handy tool for selecting areas which have reasonably well-defined edges. Left-
click at the starting point of your selection and simply move the mouse along the edge.
"Fastening points" are automatically made at various points along the edges. Left-click at
any time to add a fastening point manually.
To Complete a Selection
To finish drawing a selection, either click on the selection starting point or
double-click anywhere.
Photoshop Crop Tool
The Crop tool allows you to select an area of an image and discard everything
outside this area. The tool is located third from the top in the Photoshop
Toolbox, on the left side.
Although cropping reduces the dimensions of an image, it is not the same as
resizing. Whereas resizing reduces or enlarges the entire image and everything in it,
cropping does not alter the size of the image content at all.
Using the Crop Tool
• Select the crop tool in the toolbox.

• Select an area of the image to retain (just the same as making a normal selection).
• When you release the mouse button, the area to be retained is highlighted. This is what
the new image will look like.
• You can move or transform the crop area by dragging the selection or the selection
handles.
• Hit your Enter key to perform the crop.
The result of the example above looks like this:

Note:
• You can combine cropping and resizing in the same operation, using the options in the
options bar.
• Instead of using the crop tool, you can use the marquee tool to make a selection, then
choose Image > Crop from the Photoshop menu.
For more information about cropping and resizing, see How to Resize an Image.
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Photoshop Healing Brush

The Healing Brush tool allows you to fix image imperfections
such as scratches, blemishes, etc. By sampling the surrounding
area or using a predefined pattern you can blend the
imperfections into the rest of the image.
The healing brush tool is located in the Photoshop Toolbox, on
the left side.
Using the Healing Brush Tool
• Select the healing brush in the toolbox.

• Check the settings in the options bar and adjust if necessary. Options include:
- Brush size
- Blending mode
- Source (Sampled from the image or pre-defined pattern)
- Aligned
• If you're using sampled mode, Alt-click an area near the imperfection to define the starting
point.
• Click and drag over the imperfection. If aligned is selected, the healing brush will remember
the starting point between mouse clicks.
Photoshop Clone Stamp Tool
Photoshop's clone stamp tool allows you to duplicate part of an
image.
The process involves setting a sampling point in the image which will
be used as a reference to create a new cloned area.
Select the Clone Stamp tool , then check the settings in the
options bar. Make sure you have a brush size appropriate for the job.
The following settings are fairly typical:
Note:
1. Aligned: If this option is selected, the new cloned image will be drawn continuously even if
you release the mouse button while drawing. If it is deselected, the clone will begin drawing
from the sampling point each time you release the mouse and resume painting.
2. Use All Layers: If this option is selected, information will be used from all visible layers.
Otherwise only the active layer will be used.
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Example
The original image.
Hold down the Alt key — the cursor will change to a target. Click
the point you wish to use as a sampling point. This will be used as
the reference point for cloning.
Click and draw where you want the cloned image to appear. As
you draw, a cross will appear on the original image while a
corresponding circle appears where you are drawing.
With a little practice it becomes quite clear how this process works and how to achieve the
best results.
Photoshop Eraser Tool
Photoshop's eraser tool can be found in the second group of icons in the toolbox. It has
three variations: Eraser,Background Eraser and Magic Eraser.
The eraser is basically a brush which erases pixels as you drag it across the image. Pixels
are erased to transparency, or the background colour if the layer is locked.
When you select the eraser tool, you have various options available in the toolbar:
Brush: Options include the size of the eraser, hardness of edges and various styles. Brush
options are not available in block mode.
Mode: There are three options: brush (soft edges), pencil (hard edges) and block (square
brush size).
Opacity: 100% opacity erases pixels completely, 0% does not erase at all. 50% is semi-
transparent (or coloured). Opacity is not available in block mode.
Flow: Determines how quickly the erasure is applied by the brush. Lower settings produce a
more subtle effect. Only available in brush mode.
Airbrush: Use the eraser as an airbrush. Only available in brush mode.
Erase to History: Erases to a saved state or snapshot of the image. To use this feature,
click the left column in the history palette next to the desired state.
Background Eraser Tool
The background eraser tool allows you to remove the background
colour from an image or layer. When you click the image, the eraser
samples the colour at the centre of the brush and erases this colour
as you drag. Options in the toolbar allow you to specify the type of
erasure, colour tolerance and sampling method.
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Magic Eraser Tool

The magic eraser tool erases all colours within a set tolerance. This is essentially the
same as using the magic wand and hitting Delete. Using this tool you don't need to drag —
just click once.
Photoshop Move Tool
The move tool allows you to move a selection or entire layer by dragging it
with your mouse or using your keyboard arrows keys. The move tool is located
at the top right of the Photoshop Toolbox.
When the move tool is selected, click and drag anywhere in the image. By
default, if an area is selected the selection will be moved, otherwise the whole
layer will be moved. See the options bar for more options.
Alternatively, use your arrow keys to move the selection or layer in small
increments. Hold down the Shift key to move in larger increments.
Note: You can activate the move tool when another tool is selected by holding down
the Ctrl key (Windows) or Command key (Mac OS).
Photoshop Magic Wand Tool
The Magic Wand tool allows you to select an area of an image based on its
colour. The tool is located near the top of the Photoshop Toolbox.
When you click an area in an image with the magic wand, all areas which are a
similar colour are selected. You can specify various options to determine the
exact selection.
Using the Magic Wand Tool
• Select the magic wand tool in the toolbox.

• In the options bar, select a Tolerance value (0 to 255). This determines how closely to
match colours - higher tolerance means a larger selection.
• Check Anti-aliased to define a smooth edge to the selection.
• Check Contiguous to select only areas which are joined together.
• Check Use All Layers to select areas from all layers.
• Click the image in an area which you want to select.
Note: You can add and subtract to the selection by using your Shift and Alt keys, or clicking
the selection buttons in the options bar.
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Photoshop Slice Tool

The Slice tool allows you to divide an image into smaller sections which
fit together like a jigsaw (but with straight edges). The slice tool is located in
the top section of the Photoshop Toolbox.
There are two tools: Slice (which creates the slices) and Slice Select (which
enables you to select and modify existing slices).
Sliced images are commonly used for web design work, which sometimes
requires images to be broken up in this way.
Using the Slice and Slice Select Tools
• Select the slice tool in the toolbox.

• Click and drag over the area you wish to make into a slice.
• Release the mouse button - Photoshop automatically creates the necessary number of
slices, with the active slice highlighted.
• Using the slice select tool, you can move and resize slices by dragging inside a slice, or by
dragging the handles.
Note:
• To export the separate images, choose File > Save for Web from the Photoshop menu.
When you save the file you will have the option to save the images and/or a new HTML
page to contain the images.
Painting Tools: Brush / Pencil
Photoshop provides two tools for drawing (painting) directly to the
image: The brush tool and the pencil tool. Both tools work basically the
same way — you left-click and drag your mouse in the image to draw.
Painting uses the currently selected foreground colour.
The Brush Tool

The brush tool paints with smooth edges. The options bar looks like this:
Settings:
• Brush: The size of the brush.
• Mode: The blending mode. For most work Normal will be the best option. Experiment with
other modes to see what they do.
• Opacity: Anything less than 100% will allow the underlying image to be seen.
• Flow: Determines how quickly paint is applied. Lower setting produces lighter strokes.
The Airbrush Tool
The airbrush option allows you to apply gradual tones to an image, like a traditional
airbrush.
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The Pencil Tool
The pencil tool behaves much like the brush except that it has hard edges. The pencil tool
options are the same as the brush tool, except:
• There is no airbrush option.
• There is an Auto Erase option. This paints the background colour over areas containing
the foreground colour.
Note: To draw a straight line, click a starting point in the image, then hold down the Shift key
and click an ending point.
Photoshop History Brush
The history brush uses a previous state or snapshot of
an image. The tool makes a copy of the image as it was in a
previous state, then uses the content of this copy to paint
with.
Example
The example on the right shows the history palette of an image.
Three things have happened (i.e. there have been three states):
1. The image was opened.
2. The levels were adjusted.
3. A glowing edges filter was applied.
In the left column of this palette there is a selection box next to
each state. Click a box to select that state. By default, the selected
state is the point where the file was opened or created.
Painting with the history brush tool will add content from the earlier state like so:
Photoshop Paint Bucket Tool

The paint bucket tool fills an area of an image based on color
similarity. Click anywhere in the image and the paint bucket
will fill an area around the pixel you clicked.
The exact area filled is determined by how similar each
adjoining pixel is to the pixel you clicked on. You can adjust
this setting in the options toolbar by changing the tolerance
value (make sure the paint bucket tool is selected first). A low tolerance means only very
similar colors will be affected, a high tolerance means more pixels will be affected. The
range is 0 (exact color matches only) to 255 (all colors).
The example below shows how a simple gradient is filled with green when the center of the
image is clicked. The first fill uses a tolerance of 16, the second uses a tolerance of 64:
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Other settings in the options bar include:

• Fill: Foreground color (i.e. the currently selected color) or Pattern. If you select pattern, the
next drop-menu becomes active and you can choose a pattern to use.
• Mode: The same "blending modes" found in many other tools, including normal, dissolve,
lighten, darken, etc.
• Opacity: Set lower to make the underlying image partially visible.
• Anti-alias: Make smoother edges by blending gradually with adjoining pixels.
• Contiguous: (see below).
• All layers: When using multiple layers, all layers are used to create the fill (otherwise only
the selected layer is used).
Contiguous Fill
When the contiguous checkbox is selected, only pixels that are connected to the original
pixel are filled. The example below shows how this works. The image is clicked near the left
hand side—first with contiguous on and then with it off:
`
Further Notes:
• You can prevent transparent areas being filled by locking the layer’s transparency Layers
palette.
• The paint bucket tool cannot be used with images in bitmap mode.
ENGAGEMENT
Task #6
The illustrations below are examples of home page of DepEd Commons, Lazada, Canva and
Edmodo. Carefully evaluate each illustration based on the design. If you found the sample page
unreadable, you can visit the site commons.deped.gov.ph, lazada.com, canva.com and Edmodo.com
40
Quarter
41
Quarter
Carefully evaluate each sample web pages above then answer the following 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.
Task #7
Create an infographic manually (use bond paper) or using PIKTOCHART (visit
PIKTOCHART.COM) about principles of visual message design (STEM/GAS students) OR
principles and basic techniques of image manipulation (ABM/HUMSS students).
Your output will be assessed using this rubric
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Quarter
Task #8
You were tasked to create a website about your course.Use paper and pen for your activity
or any availab;e onine tools. Before you could create a website, you will be needing the
following:
Name or title of the Site
Logo Draw manually or use Adobe Photoshop CS6 or any available
version of Photoshop
Tagline (Ex. Bida ang Sarap)
Map of Tanza Draw manually or use Google Sketch Up or GIMP
Poster Use CANVA (visit CANVA.COM)
Example:
Name of Site Jollibee Food Corporation
Logo
Tagline (Ex. Bida ang Sarap) Sa Jollibee Bida ang Sarap!

Business Map
Poster
ASSIMILATION
Create a sample homepage of a site (site about your course) using bond paper or any of the
following online platform (Adobe Photoshop, CANVA, PIKTOCHART). The homepage
should contain all the information you created in Activity 5.3. Be ready to share the sample
homepage to the class (for online distance learners only).
Step 1: Find the file you want to share

Share a single file
1. On a computer, go to Google Drive, Docs, Sheets, or Slides.
2. Click the file you want to share.
3. Click Share or Share .
Share multiple files
Send & share Google Forms
Step 2: Choose who to share with & how they can use your file
Share with specific people
1. Select the file you want to share.
2. Click Share or Share .
3. Under "Share with people and groups," enter the email address you want to share
with.
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• Important: If you share with an email address that isn’t a Google Account, they can
only view the file.
4. To change what people can do to your doc, on the right, click the Down
arrow Viewer, Commenter, or Editor.
5. Choose to notify people.
• If you want to notify people that you shared a doc with them, check the box
next to Notify people. If you notify people, each email address you enter will be
included in the email.
• If you don't want to notify people, uncheck the box.
6. Click Share or Send.
Share a link to the file
You can send other people a link to your file so anyone with the link can use it. When you
share a link to a file, your name will be visible as the owner of the file.
2. Click Share or Share Get link.
3. Under “Get Link”, click the Down arrow .
4. Choose who to share the file with.
5. To decide what people can do with your file when you share it,
select Viewer, Commenter, or Editor.
6. Click Copy link Done.
7. Copy and paste the link in an email or any place you want to share it.
Share a file publicly
2. Click Share or Share Get link.
3. Under “Get Link,” click Change to anyone with link.
4. To decide what people can do with your public link when you share it,
select Viewer, Commenter, or Editor.
5. Click Done.
6. Copy and paste the link in an email or any place you want to share it.
People who aren't signed in to a Google Account show up as anonymous animals in your
file.
Share & collaborate on a file with more than 100 people
Up to 100 people with view, edit, or comment permissions can work on a Google Docs,
Sheets, or Slides file at the same time. When more than 100 people are accessing a file,
only the owner and some users with editing permissions can edit the file.
To share and collaborate on a file with more than 100 people:
Publish the file
• If you need many people to view a file at once, publish it and create a link to share to
viewers. You can give edit access to people who need to edit or comment on the file.
• Publishing a file makes it visible to everyone on the web. Be careful when publishing
private or sensitive info. If you have an account through work or school, your
administrator can limit who can view a published file. If you're an administrator,
• To remove a file from the web, you must stop publishing it.
• To stop sharing a file with collaborators, learn how to change sharing permissions.
Collect feedback with Google Forms
• If you need to gather a lot of information, create a Google Form. Responses will be
recorded in a Google Sheet. Give edit access only to people who need to work with
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the responses. To let more than 100 people view the responses, publish the
spreadsheet to the web and create a link to share with viewers.
Fix problems with documents shared with many people
If your document is shared with many people and it’s crashing or not updating quickly, try
these troubleshooting tips:
• Instead of allowing people to comment on a document or spreadsheet, create a
Google Form to collect feedback.
• If you’re making a copy of a document, don’t include resolved comments and
suggestions.
• Delete older information or move data into a new document.
• Ask viewers to close the document when they aren’t using it.
• Include only the most important information in a published document. Shorter
documents load faster.
• Reduce the amount of people with edit access to a document.
• If collecting information from multiple documents, create a new, view-only document
to share with a large number of people.
Limit how a file is shared
Choose if people can view, comment, or edit
When you share a file with someone, you can choose what they can do with it.
• Viewer: People can view, but can’t change or share the file with others.
• Commenter: People can make comments and suggestions, but can’t change or
share the file with others.
• Editor: People can make changes, accept or reject suggestions, and share the file
with others.
Change who your link is shared with
When you share a link to a file, you control how widely the file is shared. These options
depend on if your Google Account is through work, school, or Gmail.
• Public: Anyone can search on Google and get access to your file, without signing in
to their Google Account.
• Anyone with the link: Anyone who has the link can use your file, without signing in
to their Google Account.
• Restricted: Only people you share the file with will be able to use it.
Visit this link for some video tutorials

https://drive.google.com/drive/folders/1jyBpjlluAdxJXwdEsmVH5ymO-mPzNyy?usp=sharing
ASSESSMENT
REFLECTION
Make reflection about the output you have created. Retell: In this portion of the reflection you
have to explain in detail what you had done in coming up with the output. You have to
explain what development stages you went through in finishing the output. List the sequence
of events you followed to complete the output.
Relate: Make connections between the project and your life. Refer to personal experiences,
books, media and or feelings. Compare and contrast each project to other projects you had
to complete in your past. Give examples. How may it be useful to your career? How may
they use this in industry? How could you use the knowledge in everyday life?
45

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Republic of the Philippines

TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL

Note to the Learners

Introduction This part, the new lesson will be introduced to you in

Development This section provides a brief discussion of the lesson.

Assimilation This section provides an activity which will help you

WEEK 1: ICT IN THE CONTEXT OF GLOBAL COMMUNICATION

The learners demonstrate an understanding of ICT in the

• Compare and contrast the nuances of varied online

WHAT IS INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)?

ONLINE SAFETY, SECURITY, ETHICS AND NETIQUETTES

Protecting Reputations Online

terms returned 2,440,000 results! To reduce the number of pages returned,

• Visual Basic statement case

Ever evolving and increasingly powerful information and communication technologies

Readiness is the degree to which a community is prepared to participate in the

Access Readiness Ready Not

Enhancing Education with ICT

WEEK 2: DEVELOPING ICT CONTENT FOR SPECIFIC PURPOSES USING

The learners demonstrate an understanding of the use of

• Uses common productivity tools effectively by maximizing

The students are expected to be able to:

2. List or Data File

Steps in Creating Mail Merge

8. WordArt. A text modifying feature in Microsoft Word, a popular word processing

O Christmas tree! O Christmas Tree! Thy leaves are so unchanging; O Christmas

The operands are the standard arithmetic operators:

For example, using the sample data inputted in a table below

WEEK 3 - 4: MANIPULATING TEXT, GRAPHICS, AND IMAGES TO

The learners demonstrate an understanding on how to

• Evaluate existing websites and online resources based on

THE ELEMENTS OF DESIGN

In design, shapes can be created when you

SIZE AND SCALE

Visual direction refers to instances in which

THE PRINCIPLES OF DESIGN

Balance is the distribution of the various visual

This principle refers to the order and

PATTERN, REPETITION AND RHYTHM

Online Image File Formats

Photoshop Marquee Select Tools

Photoshop Lasso Tools

Magnetic Lasso Tool

• Select the crop tool in the toolbox.

The result of the example above looks like this:

Photoshop Healing Brush

• Select the healing brush in the toolbox.

The original image.

Magic Eraser Tool

Photoshop Move Tool

• Select the magic wand tool in the toolbox.

Photoshop Slice Tool

• Select the slice tool in the toolbox.

The Brush Tool

The Pencil Tool

Photoshop Paint Bucket Tool

Other settings in the options bar include:

Your output will be assessed using this rubric

Tagline (Ex. Bida ang Sarap) Sa Jollibee Bida ang Sarap!

Step 1: Find the file you want to share

Visit this link for some video tutorials

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