QUARTER 2- MODULE 3

MULTIMEDIA AND ICTS

Department of Education.Republic of the Philippines

1
Empowerment Technology - Senior High School
Alternative Delivery Mode 2020
Quarter 2 – Module 1: Empowerment Technology
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary:
Development Team of the Module
SixieRozz O. Peñaso Analyn S. Parojenog Monique Mercedes M. Bagares
Author Quarter 1 Author Quarter 2 Author Quarter 2

Aprille Charisse N. Manla Malyn V. Vidal

Content Editor Language Editor

Juvy S. Iliwiliw Reu P. Casiño ArthelE.Pangan

Proofreader Illustrator Layout Artist

Development Team of the Module

Writer/s:Monique Mercedes M. Bagares& Analyn S.Parojenog
Content Editor:Aprille Charisse N.Manla
Language Editor: Malyn P. Vidal
Proofreader:Juvy S. Iliwiliw
Illustrator:Reu P. Casiño
Layout Artist:ArthelE.Pangan
Development Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
Erlinda G. Dael, PhD, CID Chief; Maria Teresa M. Absin, EPS (English); Celieto B.
Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II;
Kim Eric G. Lubguban, PDO II

2
 SENIOR HIGH SCHOOL

EMPOWERMENT
TECHNOLOGY
QUARTER 2 - Module 3

This instructional material was collaboratively developed and reviewed by

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

Department of Education • Republic of the Philippines

3
 Table of Contents

Cover Page 1
Copyright Page 2
Title Page 3
Table of Contents 4
Module Overview 5
General Instructions 6-7
Competency 14 8
WHAT’S NEW?Lesson 8 Multimedia& ICTs 9
WHAT I NEED TO KNOW ? 9
WHAT I KNOW? 9
WHAT’S NEW 10-20
WHAT IS IT? 21-22
WHAT I HAVE LEARNED? 23
ASSESSMENT ? 23
Key to Answers 24
References 24

Competency 15 25
WHAT’S NEW?Lesson 9 ICTs as platform 26
WHAT I NEED TO KNOW? 26
WHAT I KNOW? 26
WHAT’S NEW? 27-35
WHAT IS IT? 36-37
WHAT I HAVE LEARNED? 38
ASSESSMENT 38
Key to Answers 39
References 39

Competency 16-19 40
WHAT’S NEW? Lesson10Developing an ICT Project for Social Change 41
WHAT I NEED TO KNOW? 41
WHAT I KNOW? 42
WHAT’S NEW? 43-46
WHAT IS IT? 47-50
WHAT I HAVE LEARNED? 51
ASSESSMENT 51
Key to Answers 52
References 52
WRITER’S PROFILE 53
BACK OUTSIDE COVER 54

4
 OVERVIEW

Hi there! I see that you have opened the first few pages of this module.
That’s great! This module is made especially for Grade 11 Senior High
School students like you, who aim to empower one’s skill in technology
and promote self-actualization. There will be another module for you to
complete for this subject, and all of these modules are filled with
important lessons and self-actualization activities.
This module, is all about Empowerment Technologies through
Multimedia and ICT. As a student, you will be asked to explore the
principles of interactivity and rich content in the context of Webs and the
participation of the user in the online experiences and you need to work
hard and work smart to succeed in the tasks given to you. This module
will explain you about the online environment and user experience as
well as teach you on how ICT has contributed for social changeto help
you with your tasks later.
There are three parts of this module, one for every competency outlined
by the Department of Education for you to master:
explore the principles of interactivity by selecting some online
content rich interfacesandrate each interface according to the
simplicity and functionality

Integrate rich multimedia content in design and development to

best enhance the user experience; and

Develop an ICT Project for Social Change

With that being said, I wish you all the best and take this opportunity to
learn more and BE MORE.

Teacher Analyn

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 GENERAL INSTRUCTION

WHAT I NEED TO KNOW

This Module in Empowerment aims to enhance your

computer skills particularly to create a facebook page for an
advocacy . It is also designed to develop ICT as a medium
for communication
This module has 3 parts or lessons. Lesson 8deals about Multimedia and
ICTs,Lesson. Lesson 9ICT Platform for Change, Lesson 10 Developing an ICT
Project for SocialChange

Every part of the module contains activities and enhancement exercise

sutilizing pictures, and illustrations which have been proven as effective instructional
materials in improving the writing skills of the students.

WHAT SHOULD I EXPECT

Learning Objectives: At the end of the module, the learners shall be able to:
Learning Objectives: At the end of the module, the learners shall be able to:
1. Independently assess one’s experience along a range of online rich
content on the basis of the usability of the interface
2. make students exemplify how ICTs have changed the way people
communicate
3. make students illustrate how ICTs can serve as tools to create social change;
and
4. make students share personal experiences in using ICT to be part of a social
movement, change, or cause.
5. Assist students to curate local community resources, namely:
a. identify and gather art ideas and materials available in the community;
b. organize materials reflective of the group’s content, theme, and purpose;
6. guide students to make decisions on the appearance and content of a
website such as to:
a. develop an appropriate design based on the previous knowledge acquired
in the course;

6
 b. plan the details involved in the various phases of building a website; and
7. assist students to identify possible items in the website which may be
considered as invasion of privacy, items that could endanger minors, or items
that could affect community norms and mores.

THINGS TO REMEMBER TO
GET THROUGH

For the learners

Now that you are holding this module, do the following:
1. Read and follow instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and activities.
5. Write all your answers in your notebook.

For the Facilitators

1. Introduce the lesson Empowerment Technology . Engage the learners to
do the activities religiously, and let the learners carry the tasks with ease and
confidence.
2. Do the What I Know: Instruct the learners to answer the questions to test
how far they know about the topic.
3. Do the activity What’s New: Activate the learners' understanding of the
topics .Let the learners fully discover and comprehend all topics discussed in this
module.
4. Allow students to read What is It.
5. Check if they have understood the topics. Deepen their understanding by
completing the guided questions on what I have learned section.
6. Assign the students to do What I can Do activities that shall transfer
knowledge /skills gained or learned into real life situation.

GOOD LUCK AS YOU BEGIN MODULE 3

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 SENIOR HIGH SCHOOL

EMPOWERMENTTECHNOLOGY
MULTIMEDIA & ICT
QUARTER 2 -Module 3

Week 11 (Number of Hours: 16 Hours)

LEARNING COMPETENCY 14:

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

8
 WHAT'S NEW?

LESSON 8
MULTIMEDIA & ICT

This part of the module discussesthe online environment and the user
experience , multimedia and interactivity. It also explains Web 1.0, Web 2.0, and
Web 3.0, It also differentiate the facebookplatforms before and after. It also talks
about online games, online test,online courseware, online tools to produce video
content, vodcasting and podcast.

WHAT I NEED TO KNOW ?

Objectives:
At the end of the lesson, the learners should be able to:
1. Independently assess one’s experience along a range of online rich content
on the basis of the usability of the interface.

WHAT I KNOW?

Let us check first what you already know. Read the statement carefully and write
the answers in your notebook.

1.______________It is the “executable” phrase of Word Wide Web with dynamic

applications.
2.____________It is the “writable” phrase of the World Wide Web with
interactive data.
3.____________It is the “readable” phrase of the World Wide Web with flat data.
4.____________The integration of text, graphics, sound and video into a single unit.
5._____________Something like a TV program or element of a program.

Just an opportunity to say ‘Wow’ and ‘ThankYou’ for your great work.. But let us see if
your answers are correct by reading the rest of the module.

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 WHAT'S NEW?

The Evolution to Web 3.(Executable), Web 2.0 (writable), and Web 1.0is the
most read only web(readable).
Web1.0
It is the “readable” phrase of the World Wide Web with flat data. In Web 1.0, there is
only limited interaction between sites and web users. Web 1.0 is simply an
information portal where users passively receive information without being given the
opportunity to post reviews, comments, and feedback.
Web2.0
It is the “writable” phrase of the World Wide Web with interactive data. Unlike Web
1.0, Web 2.0 facilitates interaction between web users and sites, so it allows users to
interact more freely with each other. Web 2.0 encourages participation, collaboration,
and information sharing. Examples of Web 2.0 applications are Youtube, Wiki, Flickr,
Facebook, and so on.
Web3.0
It is the “executable” phrase of Word Wide Web with dynamic applications,
interactive services, and “machine-to-machine” interaction. Web 3.0 is a semantic
web which refers to the future. In Web 3.0, computers can interpret information like
humans and intelligently generate and distribute useful content tailored to the needs
of users. One example of Web 3.0 is Tivo, a digital video recorder. Its recording
program can search the web and read what it finds to you based on your
preferences.

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11
 Facebook Platform

Before

After

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13
14
15
ONLINE GAMES, TEST AND COURSEWARES

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20
 W IS IT ?
WHAT

ACTIVITY 1
Ask the students to select at least 3 online content rich interfaces (e.g., learning
management system, blog, and Facebook page) pertaining to their specific academic track.
Ask them to rate each interface according to the simplicity and functionality using the table
below.

Sample screenshot online interfaces

1. Facebook 2. Blog 3.DepedCommon

4. Google Classroom 5.Kinemaster 4.Quipper School

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 Instruction: Read the questions carefully. Please write your answers in your
notebook.
1. Among your selection, which are your top three favorites? Explain.
Guide Questions
1. What can make an online interface difficult to use?
2. What can help an interface user understand or navigate an online interface?

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Congratulations for a job well done! I was always confident of your

abilities to shoulder your responsibilities. You should be very
proud of yourself.

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 WHAT I HAVE LEARNED?

The evolution of web

Online tools to produce video content
Online test, Online games and Online
courseware
Webcast and Gamecast
Vodcast and Podcast

ASSESSMENT

Let us check first what you have knownalready. Read the

statement carefully and write the answers in your notebook.

1.______________It is the “executable” phrase of Word

Wide Web with dynamic applications.
2.____________It is the “writable” phrase of the World
Wide Web with interactive data.
3.____________It is the “readable” phrase of the World
Wide Web with flat data.
4.____________The integration of text, graphics, sound and
video into a single unit.
5._____________Something like a TV program or element of a
program.

You did an excellent job! Thanks for being Awesome! You

completed this module

23
 KEY TO ANSWERS

Pre-test & Post-test

5.
4.
3.
2.
1.
Vodcast
Multimedia
Web 1.0
Web 2.0
Web 3.0

Activity 1
Answers may vary

REFERENCES

https://www.slideshare.net/RosdenHingpit/lesson-8-empowerment-technologies

https://www.slideshare.net/livedeped/em-tech-readerv6111816

https://www.slideshare.net/livedeped/em-tech-tgacadv5112316

https://wittycookie.wordpress.com/2012/06/04/what-are-the-major-differences-among-web-1-0-2-
0-and-3-0/

https://commons.deped.gov.ph/documents

https://learn.quipper.com/

https://classroom.google.com/u/0/h

https://play.google.com/store/apps/details?id=com.nexstreaming.app.kinemasterfree&hl=en

https://www.joniandfriends.org/media/blog/?gclid=Cj0KCQjwn7j2BRDrARIsAHJkxmx8F0fT5Q5Ql8bn
1JAE838tihg4HRmlnKe_8e5ZJJmCVovc41eektQaApvwEALw_wcB

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 SENIOR HIGH SCHOOL

EMPOWERMENT
TECHNOLOGY
ICT as Platform for Change
QUARTER 2 -Module 3

Week 12 (Number of Hours: 16 Hours)

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

25
 WHAT'S NEW?

LESSON 9
ICT as Platform for Change

In this module it discusses ICTs as platform for change thatcovers the

following topics:
1. ICT as medium for advocacy and developmental communication;
2. the social power of social media; and
3. digital citizenship and the Filipino people.
Samples of this phenomenon include, but are not limited to:
1. EDSA and Cardinal Sin’s call to action via radio broadcast;
2. EDSA Dos and the use of text messaging to mobilize people;
3. Million People March against Pork barrel via Facebook; and
4. disaster relief operations and mobilization via Internet and text brigades

WHAT I NEED TO KNOW?

Objectives:
At the end of the class period, the teacher should be able to:
1. make students exemplify how ICTs have changed the way people communicate
2. make students illustrate how ICTs can serve as tools to create social change; and
3. make students share personal experiences in using ICT to be part of a social
movement, change, or cause.

WHAT I KNOW?

Let us check first your background knowledge about the lesson. Read the
statements carefully below. Write your answers in your notebook.

_____________ 1. It is a process of supporting and enabling people to: express their

views and concerns, access information and services, defend and promote their
rights and responsibilities.
26
 ______________2. He encouraged the Filipinos to help end the regime of the
former President Ferdinand Marcos through Radyo Veritas which helped change the
course of history.
______________ 3. It refers to the utilization of information technology (IT) in
order to engage in society, politics, and government.
______________ 4. It is a principle of Digital Citizenship respect the rights of others
to participate and have an opinion.
______________ 5. It is an element Digital Citizenship which focus on the ability for
users to recognize that much of the economy is regulated online.

Congrats! You deserved to be the lucky one. We will

see if your answers are correct. Just continue
reading and learning.

WHAT'S NEW

do

27
The Role of ICT in the Recent History

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30
 ICT as Medium for Advocacy

Change.org • is dubbed as the “world’s platform for change” where anyone from
online community can create a petition and ask others to sign it
Change.org •It gives access to more people by allowing the online community to
affix their digital signatures on a petition.
Change.org •Its mission is to help people from around the world create the change
they want to see.
Change.org • Sample petitions raised were: economic problems, criminal injustice,
abuse of human rights, lack of education, environmental concerns, animal abuse,
human health concerns and world hunger.

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33
34
35
 WHAT IS IT?

ACTIVITY 1

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

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

Write your opinion about the fake news below. Please write your
answers in your notebook.

A conspiracy brought to you by big pharma

According to this theory, pharmaceutical giants that have made a fortune off of
drugs are hiding simple, effective coronavirus treatments so that they can profit from
the sale of a future vaccine. The anti-vaccine movement piggybacks on the delayed
treatment conspiracy.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Temperature as a cure

Just as the scientific community didn’t give Trump’s theories on COVID-19’s

survival in high temperatures a seal of approval – hand dryers and UV lamps don’t
effectively guard against the virus – the WHO has also discredited the idea that cold
weather and snow can kill the new virus. So don’t bother going on an ice cream
binge.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________

36
ACTIVITY 2
Ask the students to recall stories of how they have used ICTs to be part of a social
movement, change, or cause to illustrate aspects of digital citizenship.

Examples of such are creating poetry online, writing blogs on belief systems, politics, or
about environmental concerns, and participating in a clean-up drive or a fund-raising for
typhoon victims.

Instruct the students to write a journal.

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

If the student has no social change or cause involvement, any social event will
do just like a class project, a family affair, or a celebration where the student
could use ICTs to contribute his or her knowledge to make an announcement,
a meme, or a video clip may be used for this class sharing.
Explain that such personal events also have social and cultural significance to
contextualize the student’s rich social experiences.

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

37
 WHAT I HAVE LEARNED?

What is advocacy?
The Power of Social Media
Global Digital Divide
The Role of ICT in the Recent History
ICT as Medium for Advocacy
Digital Citizenship
Nine Elements of Digital Citizenship

ASSESSMENT

After our lesson Let us check what you have learned. Read the statements
carefully below. Write your answers in your notebook.

_____________ 1. It is a process of supporting and enabling people to: express

their views and concerns, access information and services, defend and promote their
rights and responsibilities.
______________2. He encouraged the Filipinos to help end the regime of the
former President Ferdinand Marcos through Radyo Veritas which helped change the
course of history.
______________ 3. It refers to the utilization of information technology (IT) in
order to engage in society, politics, and government.
______________ 4. It is a principle of Digital Citizenship respect the rights of others
to participate and have an opinion.
______________ 5. It is an element Digital Citizenship which focus on the ability for
users to recognize that much of the economy is regulated online.

You did an excellent job! Thanks for being Awesome. You

completed this module

38
 Key to Answers
Pre-test & Post Test
5.
4.
3.
2.
1.
Commerce
Engage Positively
Digital Citizenship
Cardinal Sin
Advocacy

Activity 1 Answers may vary

Activity 2 Answers may vary

References:
https://www.slideshare.net/livedeped/em-tech-tgacadv5112316

https://www.slideshare.net/livedeped/em-tech-readerv6111816

https://www.slideshare.net/markjhonoxillo/empowerment-technologies-ict-as-platform-for-change

https://www.slideshare.net/grayzon21/ict-as-a-platform-for-change-91254179

https://www.theafricareport.com/24698/top-10-coronavirus-fake-news-items/

39
 SENIOR HIGH SCHOOL

EMPOWERMENT TECHNOLOGY
DEVELOPING AN ICT PROJECT FOR SOCIAL CHANGE

QUARTER 2 -Module 3

WEEKS 13–16(Number of Hours: 64 Hours)

LEARNING COMPETENCIES16-19:
1. Identify a local or regional cause or issue for Social Change related to specific
professional tracks that can be addressed or tackled using an ICT Project for
Social Change CS_ICT11/12-ICTPT-IIm-p16
2. Analyze how target or intended users and audiences are expected to respond to
the proposed ICT Project for Social Change on the basis of content, value, and
user experience CS_ICT11/12-ICTPT-IIm-p17
3. Integrate rich multimedia content in design and development to best enhance the
user experience and deliver content of an ICT Project for Social Change
CS_ICT11/12-ICTPT-IIm-p18
4. Develop a working prototype of an ICT Project for Social Change
CS_ICT11/12-ICTPT-IIm-p19

40
 WHAT'S NEW?

LESSON 10
Developing an ICT Project for Social Change

In this module discussesdeveloping an ICT Project for Social Change

covering the topics of:

1. Planning and conceptualizing an ICT Project for Social Change

2. Research for ICT Projects, Audience profiling, (demographics and
psychographics)
3. Designing and copywriting for ICT Projects
4. Developing and constructing the ICT project
Samples of these advocacies or projects include but are not limited to:
1. Antidrug campaigns
2. Youth election volunteer mobilization
3. Animal welfare and rights
4. Environmental conservation and action
5. Contemporary ICT issues such as cyber bullying, copyright infringement,
green technology, and Internet addiction

WHAT I NEED TO KNOW?

OBJECTIVES:
At the end of the this module , the teacher should be able to:

1. Assist students to curate local community resources, namely:

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

41
 WHAT I KNOW?

Before heading on to our lesson, let us first check what you already know. Read
the statements carefully, and determine what is being referred to, then write your
answers in your notebook
1._________________ It involves the actual creation of the website(s) / page, this
involves the production of images, infographics and etc.
2._________________ It involves that actual release of the website / page for public view
and promotion. Promotion typically starts before the actual release.
3._________________It involves responding to feedback of your website / page visitors
and continuing to improve the website/page.
4._________________social media do not control their lives, but gets anxious when
unable to access networks. (20% of Facebook users would feel anxious or isolated if they
had to deactivate their accounts.
5._________________popularity contest, high numbers of followers, fans, likes and
retweets. (1 out of 10 Twitter users want more followers than friends.)

Congrats, you deserved to be the lucky one. But we will see

if your answers are correct. Just continue reading and
learning.

42
 WHAT'S NEW?

Planning a Social Campaign:

• Before starting a project or campaign, you should be able to do the necessary paperwork
better known as a Concept Paper. This allows experts to see if your project is doable over
the time frame that was given and if it is significant enough to be made into reality.
Concept Paper
• It is a document used to convince a panel of potential funders to help a product, program,
or service become a reality

Five Elements of a Concept Paper:

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

1. Introduction
❖ This includes your mission and vision and a brief introduction of your project /
campaign.
2.Purpose
❖ This includes the reason why the project / campaign is worth your sponsor’s time,
effort and money.
3.Description
❖ This includes all the necessary information about the project. It involves the website/s
or page you are going to produce and the purpose of each and how they work in
unison.
4.Support
❖ This contains the budget needed for the project, though some concept papers do not
specify any amount requested from the sponsor.
5.Contact Information
❖ This includes information on how the group can be contacted.

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 Your project/campaign must met the SMART criteria:

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

44
 ICT Project Process

1. Planning

2. Development

3. Release and Promotion

4. Maintenance

1. Planning

This involves the following tasks:

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

2. Development

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

3. Release and Promotion

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

45
4. Maintenance

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

As you manage your page, you will encounter different

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

“Most people using social media will display a combination of

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

12 Different Behaviors in Social Media

1. The Ultras – check feeds dozens of times a day. Happily, admit their
obsession. (14% of Facebook users spend at least 2 hours a day on the
network)
2. The Deniers – social media do not control their lives, but gets anxious when
unable to access networks. (20% of Facebook users would feel anxious or
isolated if they had to deactivate their accounts.
3. The Virgins – taking first tentative steps in social media (19% of British
people don’t use any social networks)
4. The Peacocks – popularity contest, high numbers of followers, fans, likes and
retweets. (1 out of 10 Twitter users want more followers than friends.)
5. The Lurkers – hiding in the shadows of cyberspace. Watches what others
are saying, but rarely (if ever) participate themselves. (45% of Facebook users
described themselves as “observers”)
6. The Ranters – mock and mid in face-to-face conversations. Highly
opinionated online.
7. The Changelings – adopt completely new personality online so no one
knows their real identities.
8. The Ghosts – create anonymous profiles, for fear of giving out personal
information to strangers.
.9. The Informers – seek admiration by being the first to share the latest trends
with audiences.
10. The Approval Seekers – constantly check feeds and timelines after posting.
Worry until people respond.
11. The Quizzers – asking questions allow them to start conversations.
46
12. The Dippers – access their pages infrequently, often going days, of even
weeks without posting.
 WHAT IS IT?

ACTIVITY 1

Create a concept paper.

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

Write the five elements of your concept paper below: Write your answers
in your notebook

You will be rated with the following criteria:

Persuasiveness – 20 pts.
Content of the Project - 20 pts.
Over-all Presentation - 10 pts.
Total 50 pts.

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ACTIVITY 2

Create a poster for your advocacy

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

SUGGESTIONS :
SOFTWARES YOU CAN USE TO CREATE YOUR POSTERS LIKE THE PICTURE
ABOVE.
1. INFOGRAPHICS
2. PHOTOPEA
3. PHOTOSHOP
You can download apps from your playstore in your cellphone (e.g.photo editor,
photoshop )

Advocacy Poster Rubric : (35 points)

5=Excellent 4=Good 3=Average 2=Poor 1=Inadequate 5 4 3 2 1

Student created a creative and original design.
Student stayed focused and put forth their best effort.
Student wrote and drew carefully and completely.
Student photographed poster clearly and uploaded it to the class
Gallery
Student’s poster clearly advocates for their endangered species.
Student’s graphics and text support the overall message of their
poster.

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 Activity 3

After creating your group’s concept paper, what you’re going to do now is you
need to create a Facebook Pagefor your Social Campaign out of that
concept paper.
Assignment: You can also add images or infographics to your page. Share your
page to your friends for them to like it and submit your Facebook page’s link to
your teacher for grading purposes.

How to Create a Facebook Page

1. Type the create a facebook page at google
2. Look for Create a Facbook page and click.
3. Fill up the boxes and paste your poster on your page.
4. Create your facebook page here.
5. If your are done, Open your facebook to check your page.

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FACEBOOK PAGE RUBRIC

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 WHAT I HAVE LEARNED?

Five Elements of a Concept Paper:1.Introduction

2.Purpose
3.Description
4.Support
5.Contact Information
ICT Project Process
1. Planning
2. Development
3. Release and Promotion
4. Maintenance
12 Different Behaviors in Social Media

1. The Ultras 6. The Ranters 11. The Quizzers

2. The Deniers 7. The Changelings
3. The Virgins 8. The Ghosts 12. The Dippers
4. The Peacocks 9. The Informers
5. The Lurkers 10. The Approval
.

ASSESSMENT

After our lesson let us check what you have learned. Read the
statements carefully, and determine what is being referred to, then
write your answers in your notebook.
1._________________ It involves the actual creation of the website(s) / page, this
involves the production of images, infographics and etc.
2._________________ It involves that actual release of the website / page for public view
and promotion. Promotion typically starts before the actual release.
3._________________It involves responding to feedback of your website / page visitors
and continuing to improve the website/page.
4._________________social media do not control their lives, but gets anxious when
unable to access networks. (20% of Facebook users would feel anxious or isolated if they
had to deactivate their accounts.
5._________________popularity contest, high numbers of followers, fans, likes and
retweets. (1 out of 10 Twitter users want more followers than friends.)

You did an excellent job.Thanks for being Awesome. You

completed this module

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 Key to Answers

Pre-Test & Post-test

5.
4.
3.
2.
1.
Peacocks
Deniers
Maintenance
Release & Promotion
Development

ACTIVITY 1: Answers may vary.

ACTIVITY 2 Answers may vary.
ACTIVITY 3: Answers may vary

REFERENCES
https://www.photopea.com/

https://www.slideshare.net/livedeped/em-tech-tgacadv5112316

https://www.slideshare.net/livedeped/em-tech-readerv6111816

https://www.slideshare.net/markjhonoxillo/ict-project-for-social-change

https://www.rcampus.com/rubricshowc.cfm?code=R8B645&sp=yes&

https://www.facebook.com/

https://www.facebook.com/pages/create/?ref_type=site_footer

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 MODULE 3 WRITER’S PROFILE

Name: MONIQUE MERCEDES M. BAGARES

Position: Teacher II
Educational Attainment:
Master of Arts in Education English Language Teaching (CAR)
BSE major in English
Associate in Computer Science
EDUVISION Training
Sysbase Training
Module Title: Module 3 -Multimedia and ICTs
Division: Misamis Oriental
School: Libertad National High School
District: Libertad District

Name: ANALYN S PAROJENOG

Position: Teacher III
Educational Attainment:
Master of Arts in Teaching Communication English
Bachelor of Secondary Education Major in English
PhD Administrative and Supervision (On-Going)
Module Title: Module 3 -Multimedia and ICTs
Division: Misamis Oriental
School: Matangad National High School
District: Districtof Gitagum

53
For inquiries or feedback, please write or call:

Department of Education – (Bureau/Office)

(Office Address)

Telefax:

Email Address:

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