Empowerment

Technology
Quarter 2 – Module 3:
Developing an ICT Project for
Social Change
Empowerment Technology – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 3: Developing an ICT Project for Social Change
First Edition, 2020

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SENIOR HS MODULE DEVELOPMENT TEAM

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 Empowerment
Technology
Quarter 2 – Module 3:
Developing an ICT Project for
Social Change
Introductory Message
For the facilitator:

Welcome to the Empowerment Technology – Grade 11 Alternative Delivery

Mode (ADM) Module on Developing an ICT Project for Social Change!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Empowerment Technology – Grade 11 Alternative Delivery

Mode (ADM) Module on Developing an ICT project for Social Change!

ICTs tools and platforms have changed the way people communicate, and how
social change has been brought about by the use of ICTs. Therefore, ICTs tools in
this learning resource signifies that you as learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time.
Your academic success lies in your own hands and how you as learner use ICTs as
a Platform for Change.

This module was designed to provide you with fun and meaningful
opportunities 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.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part introduces the lesson content. It

includes the activity which gives zest for the
lesson.

What’s In Recognize a design of an ICT project in

relation to uploading of documents and
website management.

What’s New In this portion, the lesson will be introduced

to you through classifying research for ICT
Projects, audience profiling, (demographics
and psychographics), in the above mentioned
SHS subjects.

What is It This section provides procedures in designing

and copywriting in research for ICT projects
concerning street food safety and cleanliness
drive and other possible problems.

What’s More This comprises of developing ICT advocacy

project, which is based on the context of your
local community.

What I Have Learned This section you already learned the

procedures in designing and copywriting in
research for ICT projects.

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 What I Can Do This section provides an activity which
ensure the commitment of the learners to do
something that will apply their new learning
in their own environment

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. 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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 What I Need to Know

This module was designed and written to help learners develop an ICT Project for
Social Change.

At the end of the module you should be able to:

1. identify and gather artistic ideas and materials available in the community;
2. organize materials reflective of the group’s content, theme, and purpose;
3. develop an appropriate design based on the previous knowledge acquired
in the course;
4. plan the details involved in the various phases of building a website; and
5. identify possible items in the website which may be considered as invasion
of privacy, items that could endanger minors, or items that could affect
community norms and mores.

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 What I Know

Write at least five possible social problem that we are facing at the present
time and give possible solutions for each.
PROBLEMS SOLUTIONS

5
 Lesson
Developing an ICT Project
3 for Social Change
Planning and conceptualizing an ICT Project for Social Change

What’s In

Answer the following guide questions. Use separate answer sheet in answering.
1. What are some example promotions/advocacies in your local community?
Give 3 examples of advocacies in your Barangay or Municipality.

2. What is it that you propose/need to change in your local community?

Give 3 needs for change in your Barangay or Municipality.
3. Is there something that an individual disregard the fact or it is possible that
they got familiarity with underestimating things, or on the ground that they
feel things can't be changed?
4. What is it that you feel firmly about your track that you think can
contribute something to make a change? Explain your answer.

Now, recognize a nearby, municipal or provincial reason or issue for social change
identify with your track that can be managed by utilizing an ICT Project for Social
Change.

An example would be the Bataan environmental and health problems due to coal
power plants construction where in companies did not respond. An example
arrangement is to make an extension among companies and people of Bataan
through ICT.

Such an ICT platform will serve as digital tools to a wealth of information on

business and human rights. Consequently, the community will have a centralized
dissemination of information where they can received varied means of details,
figures, statistics and knowledge available to the community.

Aside from the environment and health aspect, such a website can contribute to
creating a common ground or forum, and encourage a mind-set where local
residents strengthen and advanced their human rights in business. Their basic
rights and freedoms that every person in the word should be entitled to.

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 Another example would be the lack of a centralized market for the local products
and services produced within the community. An example arrangement is to make
an extension among producers and shoppers through ICT.

Such an ICT platform can provide the interface where local producers and service
providers can advertise their products and services. Consequently, the community
will have a centralized market where they can present the varied choices of
products and services available to the community.
Aside from the economic aspect, such a website can contribute to creating a
common ground or forum, and encourage a mindset where local residents
strengthen and expand their market to nearby towns, well-established companies
and restaurants, and even to foreign markets instead of competing with each other.

Finally, I want you to describe, and identify a local or regional cause/problem and
think about the value of solution that you can contribute to the community.

LOCAL/REGIONAL CAUSE/PROBLEM SOLUTION

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 Notes to the Teacher
This module was designed to help the learners classifying research
for ICT Projects, audience profiling, (demographics and
psychographics), in the above mentioned SHS subjects.

What’s New

Research for ICT Projects, Audience Profiling, (Demographics and

Psychographics)

Formulate an ICT Project title based on your planned and conceptualized ICT
Project for Social Change: ___________________________________________.

Read and answer the following steps in Research for ICT Projects.

Audience Profiling

1. Economic Characteristics (Disposable Income, car ownership, home

ownership, etc…)
2. Social Characteristics (Lifestyle, leisure activities, buying patterns, etc...)

STEP 1: Create Psychographic and Demographic research based on the

project that you planned and conceptualized. Interview 10 different people
and list down your answers on your activity notebook. You may use different
platforms in interviewing it could be through messenger, text messaging, call
and email.

The study of a populations based on factors such as:

DEMOGRAPHIC

• Age
• Rage
• Sex
• Occupation
• Economic Status

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 • Education level

Some categories of PSYCHOGRAPHIC factors that you can used in your interview
includes:
REMEMBER: Your interview
questions should only be related
• Activity, Interest, Opinions to your project. You are not
• Attitudes required to ask all psychographic
factors.
• Values
• Behavios
• Lifestyle
• Personality characteristics
• Principles and beliefs
• Social Class

Answer the following guide questions. Write your answer on a separate sheet of
paper.

1. What are the local products or services prevalent in your community? Who
usually avail of such services and products in your community and in the
nearby towns? Can you make a list of products and services available in
your community?
2. How can the advocacy website help in the trade and transfer of goods in the
community?
3. Who are the target audience, users, and collaborators of this advocacy
website?
4. How will the users of this website respond to a call to action?

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 What is It

Designing and Copywriting for ICT Projects

Formulate content, design, and value by answering the following guide questions.

In terms of content

Guide Questions:

1. What guidelines will you put out to guide the users on what and how they
can contribute to the website?
2. What mission statement will you use? What about a tagline? Will you use
one?
3. What sections will you include?
4. Will you upload forms such as registration forms, lists of products and
services, consumer profile, product and services descriptions, planting
calendars, or harvest calendars? What other forms can you think of?

In terms of design

Guide Questions:

1. How will you design the website? Which platform will you use? What colors
will you use? What font?
2. Will you include background music? In what format will you upload them?
3. Will you include videos? What kind of videos? What editing software will you
use?
4. Will you include photos? In what format will you upload them? Do you need
to edit the photos?
5. What kind of content would encourage or motivate you to participate in a
call to action?

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In terms of value

Guide Questions:

1. What do you think will motivate the intended audience to participate in this
website?
2. What are the possible effects of the website on the product and service
providers in the community?
3. What are the possible effects of the website on the consumers in the
community?
4. If so, how do you incorporate these points in the design and content of your
website?

What’s More

Develop and construct your group’s ICT advocacy project, which is based on the
context of your local community.

Create a website (separate from the one in the previous lesson) as a platform to
document your project online. Here’s a link to a Google Site Template that could be
useful for this purpose: https://sites.google.com/site/projectwikitemplate_en/

https://sites.google.com/site/projectwikitemplate_en/

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 What I Have Learned

Developing an ICT Project for Social Change covers the following topics:

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; and
4. developing and constructing the ICT project.

https://www.google.com/search?q=Developing+an+ICT+Project+for+Social+Change

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 What I Can Do

You will develop a working prototype of an ICT Project for Social Change. The
prototype could take the form of a printed info-graphic or even hand-drawn on a
poster-sized material.

This is an example of ICT project for social change hand-drawn material that shows
us, that the coronavirus is presenting us to live online.

https://www.google.com/search?q=ICT+Project+for+Social+Change+drawings

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 Assessment

Essay: How can ICT be a tool in connecting all stakeholders in your community?
What are the implications of your community having a ‘virtual’ counterpart online?

Using a concept map, show the intricacies of the following elements: service and
product providers, consumers, ICT, income, tapping into local community resources,
etc.

Further explain your answers through an essay in not more than five sentences.

Criteria for scoring

NEEDS
EXCELLENT V ERY GOOD AV ERAGE UNACCEPTABLE
IMPROVEMENT

(5) (4) (3) (1)

(2)

This paper is This paper is The writer is beginning Topic is not well-defined
clear and mostly focused, to define the topic, and/or there are too
focused. It holds and has some even though many topics.
the reader's good details and development is still
Ideas attention. quotes. basic or general.
Relevant details
and quotes
enrich the
central theme.

The organization Paper (and The organizational Sentences within

enhances and paragraphs) are structure is strong paragraphs make sense,
showcases the mostly organized, enough to move the but the order of
central idea or in order, and reader through the text paragraphs does not.
theme. The makes sense to without too much
Organization
order, structure the reader. confusion.
of information is
compelling and
moves the reader
through the text.

The writing has The writing The text hums along The text seems choppy
an easy flow, mostly flows, and with a steady beat, but and is not easy to read
rhythm, and usually invites tends to be more orally.
Sentence Fluency cadence. oral reading. businesslike than
Sentences are musical, more
well built, with mechanical than fluid.
strong and

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 varied structure
that invites
expressive oral
reading.

The writer The write The writer shows The writer seems to
demonstrates a understands good reasonable control over have made little effort to
good grasp of writing a limited range of use conventions:
standard writing conventions and standard writing spelling, punctuation,
conventions usually uses conventions. capitalization, usage,
(e.g., spelling, them correctly. Conventions are grammar and/or
punctuation, Paper is easily sometimes handled paragraphing have
Conventions capitalization, read and errors well and enhance multiple errors.
grammar, usage, are rare; minor readability; at other
paragraphing) touch-ups would times, errors are
and uses get this piece distracting and impair
conventions ready to publish. readability.
effectively to
enhance
readability.

The form and The format only The writer's message is The writer's message is
presentation of has a few understandable in this only understandable
the text mistakes and is format. occasionally, and paper
enhances the generally easy to is messily written.
ability for the read and pleasing
Presentation reader to to the eye.
understand and
connect with the
message. It is
pleasing to the
eye.

Additional Activities

Read and research on how to manage an online ICT Project for Social Change.

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 16
Additional Activities:
-qq What’s in
Answers may vary
What is It: What’s New: What I Know:
Answers may vart Answers may vary Answers may vary
Answer Key
 Lesson
Managing an Online ICT
4 Project for Social Change

The Pareto principle (also known as the 80/20 rule, the law of the vital few, or the
principle of factor sparsity) states that, for many events, roughly 80% of the effects
come from 20% of the causes.

What’s In

Run a search about the Pareto Principle. Discover how the principle applies in
almost every aspect of life.

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 Notes to the Teacher
This module was designed to help the learners develop a website
using online dashboards of Google Site, weebly.com,wix.com and
wordpress.com

What’s New

Uploading and website management

Answer the following guide questions on a separate sheet of paper.

1. Who are the moderators of the website or social networking sites?

2. How can you arrive to a particular guideline that pertains to moderating
uploads? Per group, create guidelines regarding: a. uploading photographs
(technical specs); b. making comments; and c. blocking members.
3. Who will handle the security of the webpage? Is it a close group? Will there
be security problems? Will you have a back-up system?
4. What about a verification system wherein each member should provide an
official contact number that will be posted on the site? What else can you
add?
5. What features will you include?

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 What is It

Promotion, traction, and traffic monitoring

Answer the following guide questions on a separate sheet of paper.

1. How can you sustain or increase the number of people who visit the site?
2. How can the site encourage content authors to sustain their participation?
3. Can you devise a system in managing the site?
4. How many people visited the site? Among these visitors, how many availed
the products and services offered?
5. How can you use hashtags to monitor the reach of your posts/website? Who
decides the official hashtags used?
6. How will you monitor the topics discussed on your website? What are their
concerns and apprehensions? What do they appreciate? How can this
information help you in managing and improving your website?
7. Who answers the questions from the viewers? Should you make a
standardized response to frequently asked questions?

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 What’s More

Evaluation through user feedback/interaction

Answer the following guide questions on separate sheet of paper.

1. From user feedback, has your advocacy been translated into actions?
2. Who will manage/interact with the users of the site? Will there be moderators?
What will be their schedule for taking turns?
3. Will uploads (e.g. photo, and video clips) undergo approval? Will there be an
approving body? Will the uploaded be edited? Can members directly upload
or post information about their products? Should the veracity of the
information be checked? If so, who should check it?
4. Who monitors whether members follow appropriate online behavior?
5. How will the site handle opposing views? How will the site handle unethical
behavior such as flaming, bashing, and trolling?
6. How will the site handle unethical content?
7. Do the members follow proper rules in the conduct of their online behavior?

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 What I Have Learned

Managing an Online ICT Project for Social Change.

You are now able to:

1. Upload, manage, and promote a website based on the functionalities and

features as specified by the website design;
2. evaluate the data analytics and other pertinent information related to the
acceptability, efficiency of work, and other success measures of a website; and
3. properly formulate recommendations to improve the website.

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 What I Can Do

Generate a technical report interpreting data analytics like Google, Facebook, or

similar traffic data on the general aspects of search visibility, reach, and virality.

Answer the following guide questions on a separate sheet of paper.

1. Are there regular viewers and contributors of the website? How many are they?
2. How do you monitor the traffic of the website (e.g. followers, likes, comments,
posts, shares, views, and hashtag count)?
3. How do you qualify the nature of information or exchanges in the website?
What topics do they cover?
4. What can be measures of impact?

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 Assessment

Write a reflection paper on the following questions:

1. Are your ICT knowledge and skills enough to manage the website?
2. What difficulties did you encounter in your advocacy?

Above Expectations Meets Approaching Below

Expectations Expectations Expectations

4 3 2 1

Reflectiv The reflection explains The reflection The reflection The reflection
e the student’s own explains the attempts to does not address
Thinking thinking and learning student’s demonstrate thinking the student’s
processes, as well as thinking about about learning but is thinking and/or
implications for future his/her own vague and/or unclear learning.
learning. learning about the personal
processes. learning process..

Analysis The reflection is an in- The reflection is The reflection The reflection
depth analysis of the an analysis of the attempts to analyze does not move
learning experience, learning the learning beyond a
the value of the derived experience and experience but the description of the
learning to self or the value of the value of the learning learning
others, and the derived learning to the student or experience.
enhancement of the to self or others. others is vague
student’s appreciation and/or unclear.
for the discipline.

Making The reflection The reflection The reflection The reflection

Connecti articulates multiple articulates attempts to articulate does not
ons connections between connections connections between articulate any
this learning between this this learning connection to
experience and content learning experience and other learning or
from other courses, experience and content from other experiences.
past learning, life content from courses, past learning
experiences and/or other courses, experiences, or
future goals. past learning personal goals, but
experiences, the connection is
and/or future vague and/or unclear.
goals.

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References
https://prezi.com/p/-nxa1okadcif/research-for-ict/

http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-
Rubric-for-Reflection.PRINT_.pdf

Lutz, Ashley. (2012). The Secret To Working With 4 Different Types Of

People. Businessinsider.com. Retrieved 31 March 2016, from http://www.business
insider.com/kate-wards-the-secret-to-working-withalmost-anyone-2012-5 Excerpt:
“Understanding your personality, those of your coworkers and how to deal with
them can make all the difference between success and failure, according to the
book "Personality Style At Work: The Secret to Working With (Almost) Anyone" by
Kate Ward.”

Wikiversity. (n.d.). Social Media/Marketing. Businessinsider.com. Retrieved

31 March 2016, from https://en.wikiversity.org/wiki/Social_Media/
Marketing#Facebook

Appropedia. (2006). Appropedia. Retrieved April 29, 2016, from

http://www.appropedia.org/ Learn about impact via the website appropedia.org:
http://www.appropedia.org/Welcome_to_Appropedia

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph