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OPENDESK TOOLKIT
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OPENDESKIT TRAINING GUIDE E-Classroom for Interactive and Connected Learning
Open Digital Education Solution ToolKit
John J. Macasio [email protected]
Version 1.1
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INTRODUCTION
OPENDESKIT Training Guide is used in the E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP that empowers the teachers to lead and to teach the appropriate use of 21st century digital tools in the classroom to actualize interactive and connected learning.
It introduces the basic competencies in using open standard software and Internet services within the context of teaching effectively the learning competencies of basic education in writing, reading, communication, visual arts, mathematics, sciences, languages, culture, and technology. The digital solutions are meant to initiate technology literacy, information literacy, visual literacy, and digital safety for all. OPENDESKIT stands for Open Digital Education Solution ToolKit
The acquisition of practical knowledge and free-ready-to-use digital tools are necessary for all practicing teachers to openly lead interactive learning technologies based learning events inside the classroom. It provides the means to understand and to fulfill the requirements of setting up the digital instructional environment for anybody, at anywhere and anytime without re-inventing the wheel.
The ability to teach through the use of technology in learning depends on the formation of concrete understanding and practical experiences on the part of all classroom teachers while using the digital tools. The OPENDESKIT Training Guide introduces the usage principles, desktop programs and web sites that are meant to find knowledge, influence information, create content, share results, build interactivity, realize transactions, and affirm social values.
The open digital education solution toolkit makes available the collection of open standard software and public web sites that build and sustain the confidence of all teachers to easily explore, evaluate and align the use of computer, Internet services, and digital multimedia content in the classroom. It provides the straightforward approach of defining the requirements, methodology, software, websites, and the template on how to improve learning context and performance by enhancing the teaching delivery with ICT.
OPENDESKIT Training Guide for all Teachers introduces to the educators the selection of best practice references and open standard software that are re-usable to define, to design, and to evaluate the existing practices and new plans for the integrative use of ICT in teaching and learning.
It proposes the globally shared performance specifications that identify the knowledge and skills needed by the teachers to align the use of information and communications technology in teaching and learning. It demonstrates the free to use, fully functional and standard-based desktop software, Internet services and digital content that the teachers can evaluate for curricular integration.
OPENDESKIT Training Guide is used during and after the E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP, which also serves the training component of the software for education aggregation project - Open Digital Education Solution ToolKit which finds, evaluates, compiles and promotes open source and freeware programs for education. The software and websites usage is categorized based on the publicly shared 21st century digital skills for the digital citizens, and their application to the teaching process. The selected programs are designed to run in Microsoft Windows, Linux, and Mac OS computer platforms.
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COPYRIGHTS AND DISCLAIMER NOTICE
The open content project is managed by an ICT services management practitioner and teacher
who believe on the principles of not-reinventing the wheel, practical alignment of open and free to use technology and content to meet the educational outcomes intended for all learners. The project website is located at www.aralanetdesk.com
The training design and materials evolved from the lesson learned acquired from direct engagement with teachers and educational leaders who are tasked to implement the use of ICT in basic education in both government and private institution of education.
The project challenges the educators to discover, test, plan, design, realize and evaluate the prevailing and emerging digital learning products from different technology sources, and to be guided by the globally accepted open standards and best practices. It includes the acquisition and sharing of cost effective, no-locked-in and easy to use tools and standards for teaching and learning.
The OPENDESKIT Training Guide is an open content project. The training designer and
trainers DOES NOT REPRESENT the solutions and brand names mentioned in this open content project. The usage policies of cited resources allow public linking, citing, sharing and promotion of their services and content.
The cited documents, products and services are presented to freely promote discovery and informed decision on the use of information and communications technology to realize the goals of education for all. This guide IS NOT for commercial endorsement of products and work cited to demonstrate the concepts and practices.
Educational Users must exercise DUE DILIGENCE in appraising the applicable use of the concepts, framework, methodology, template and software in their school setting.
The education user must OBSERVE COPYRIGHT NOTICES, and the terms and conditions defined by the developers and companies claiming ownership of the cited materials. All trademarks and copyright notices belong solely to their respective owners who are recognized in the guide.
The OPENDESKIT Training Guide is licensed under the terms and conditions provided a
Creative Commons Attribution-Non-commercial-Share Alike 3.0 Philippine License.
The basic education teachers are FREE TO USE and FREE TO SHARE this open document as long
as proper attribution and respect of the copyrights limitations and acceptable use policy of the cited materials are observed.
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TABLE OF CONTENT
INTRODUCTION ......................................................................................................... 2 COPYRIGHTS AND DISCLAIMER NOTICE .............................................................................. 3 TABLE OF CONTENT .................................................................................................... 4 E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP ........... Error! Bookmark not defined.
Training Needs: ..................................................................................................... 5 Training Goals: ...................................................................................................... 5 Training Design:..................................................................................................... 6
MODULE 1: PRINCIPLES AND PRACTICE OF EFFECTIVE TEACHING WITH ICT ................................... 7 Effective Teaching Principles ..................................................................................... 7
The Effective Teacher: ......................................................................................... 7 The Teacher Knowledge ........................................................................................ 8
ICT Use Principles in Learning .................................................................................... 9 Goals Grid of Effective Teaching with ICT ................................................................... 9 ACTIVITY: Teaching with ICT Goals Grid ...................................................................... 9
Process & Product - Effective Teaching Model with ICT ..................................................... 10 G.I.P.O.V. Worksheet of Teaching Process Definition..................................................... 11 ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process .............................................. 12
MODULE 2: PLAN, DESIGN, EXECUTE & EVALUATE ICT BASED LEARNING ..................................... 13 Instructional Planning and Design: Components and Stages ................................................. 13 ICT Based Teaching: Lesson Planning .......................................................................... 14
Lesson Plan Template of ICT Enhanced Teaching .......................................................... 14 Attributes of Learning Objective ............................................................................. 18 Verbs of Learning Competency ............................................................................... 19 Measuring Performance Outcomes ........................................................................... 20
ICT Based Teaching: Technology Configuration .............................................................. 21 Technology Configuration Reference Matrix ................................................................ 21 Computer Setup for Instructional Use ....................................................................... 22
MODULE 3: DISCOVER, REVIEW AND USE OPEN STANDARD SOFTWARE ......................................... 23 Digital Learning Materials Readiness Assessment Matrix ..................................................... 23 A. Instructional Design ............................................................................................ 24 B. Learning Content ............................................................................................... 24 C. Use of Multimedia .............................................................................................. 25 D. Learner Interface .............................................................................................. 25 Open Standard Software Kit ..................................................................................... 26 A. Study Helper Software ......................................................................................... 26 COUNT, ADD, SUBTRACT, MULTIPLY AND DIVIDE .............................................................. 26 CALCULATION AND VALUE CONVERSION ........................................................................ 27 USING COMPUTER MOUSE ......................................................................................... 29 USING COMPUTER KEYBOARD .................................................................................... 30 READING NUMBER, LETTER, AND WORD ........................................................................ 31 B. Activity Builder Software...................................................................................... 32 WRITING, PUBLICATION, AND WEBPAGE ........................................................................ 32 DRAWING AND IMAGE CREATION ................................................................................. 33 VIDEO, SOUNDS AND MULTIMEDIA PRODUCTION ............................................................... 34 QUIZ AND ACTIVITY MAKER ....................................................................................... 35 DIGITAL SECURITY AND SAFETY .................................................................................. 36
MODULE 4: DISCOVER, REVIEW AND USE PUBLIC INTERNET SERVICES ......................................... 38 SEARCH THE INTERNET ............................................................................................ 38 PUBLISH AND FIND FILES IN THE INTERNET .................................................................... 38 KNOWLEDGE HELPER IN THE INTERNET ......................................................................... 39
MODULE 5: INTERNET SAFETY – PLAN THE PROACTIVE WAYS ................................................... 40 Issues on Internet Safety and Security.......................................................................... 40 Twelve proactive ways towards Internet safety. ............................................................. 41 On-line Guidance on Internet Safety and Security ............................................................ 42 Internet Browser Security Features ............................................................................. 43
Computer Safety Availability Matrix ......................................................................... 44
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E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP
Training Needs:
The everyday challenge of a classroom teacher is to fulfill the end-to-end process of
bringing about the learning objectives or outcomes of the curriculum. The teaching process has to be managed effectively in the light of the constraints provided by the learner condition, content quality and availability, activity tools usability, and national performance-criterion.
The teacher's accomplishment is viewed in terms of his or her ability to plan, design
execute, evaluate and improve the teaching process in order to make all students accomplish, during and after the class, the expected outcomes of the curriculum. The teacher has to provide the relevant environment to make all learners deliver the products that demonstrate attainment of the performance expectations at the school and national levels.
In this context that the school based training E-CLASSROOM FOR TEACHERS CAPABILITY
BUILDING WORKSHOP is developed in order to demonstrate the blended use of digital tools to improve the effective delivery of the teaching process that traditionally get good resource input from non-digital and static learning materials.
Training Goals:
It prepares the teachers to define the effective structured learning model that
integrates the use of information and communications technology in the classroom. It gives focus on bringing the digital tools that offers quality and relevant instructional inputs and procedures to address the issues of least mastered or difficult to teach topics. It applies the use of open standard software and Internet services in planning, designing, execution and evaluation of learning. .
It describes the motivation and best practice templates to realize effective teaching by
showing the enhancement of instructional methodology and content through information and communications technology. It examines the proactive ways to make safe the digital experiences of the teachers and learners in using the computer software and Internet services.
At the end of the training the teachers are expected to deliver the following output:
1. Agreement on the goals and principles about effective use of ICT in teaching and learning
in the classroom. 2. Design of the ICT use configuration to guide the acquisition and setting up of the
technology hardware, software, network and bandwidth for teaching and learning in the classroom.
3. School based resource mapping matrix of the educational software and Internet web sites to suit the learning objectives of the targeted learning subject and topics in the classroom.
4. ICT enhanced lesson plan to contain the align use of the computer software and Internet services as study helper and activity builder.
5. Basic computer operation skills on how install, run, and explore the use of computer software; and to browse, search, run and explore the use of Internet services for teaching and learning.
6. Plan the proactive ways of Internet safety in the use of software and web services in the classroom.
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Training Design:
The E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP is designed to
happen in the school's classroom with any number of computers connected to the Internet. It is learning ICT by using ICT. It is a contextual training workshop that guide the teacher on the basics of “what to know”, “what to do” and “what to be” in planning, creating, and delivering the learning events that use open standard software and Internet services in knowledge acquisition, creation, sharing and evaluation.
The participating teachers must have knowledge on their subject matter, have teaching
ability, have enthusiasm to use technology, and have patience to read and follow instructions in English. The ICT enablement of teaching and learning is to improve good pedagogical practices, to enhance the curricular content references, and to enrich the non-digital instructional resources.
The E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP requires three (3)
days full-time engagement of the teachers. It makes use of lecture presentation, template walk-through, hands-on activity, and writeshops in the delivery of the following modules and topics:
DAY 1 DAY 2 DAY 3
MODULE 1
Principles and Practices of
Effective Teaching with ICT
MODULE 2
Plan, Design, Execute & Evaluate ICT Based Learning
MODULE 3
Discover, Review and Use Digital
Education Applications
MODULE 4
Discover, Review and Use Public
Internet Services
MODULE 5
Plan Proactive Ways of Internet
Safety
Topic 1: Learning, Teaching, and Effective Teaching
Topic 5: End-to-End Stages of Instructional Planning and Design
Topic 9: Digital Learning Resources Readiness Assessment
Topic 13: Internet Content Quality Readiness Assessment
Topic 17: Twelve Proactive Ways on Internet Safety
Topic 2: ICT Use Principles in Teaching and Learning
Topic 6: Attributes of Learning Objectives
Topic 10: Install and Use Study Helper Software
Topic 14: Browse and Use Study Helper Web Sites
Topic 18: Internet Browser Safety Features
Topic 3: ICT Use Configuration Model for Teaching and Learning
Topic 7: Instructional Method and ICT Use
Topic 11: Install and Use Activity Builder Software
Topic 15: Browse and Use Activity Builder Web Sites
Topic 19: Open Software for Digital Safety
Topic 4: ICT Competency Models for Teachers
Topic 8: ICT Enhanced Lesson Plan for the Basic Education Learning Competency
Topic 12: School-based Resource Mapping of Software for Teaching and Learning
Topic 16: School-based Mapping of Web Content and Application for Teaching and Learning
Topic 20: Guidance on Internet Safety, Ethical and Acceptable Use, Privacy and Confidentiality, Health Issues and Cybercrimes.
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MODULE 1: PRINCIPLES AND PRACTICE OF EFFECTIVE TEACHING WITH ICT
Effective Teaching Principles
“For the computer to bring about a revolution in ….education, its introduction must be accompanied
by improvements in our understanding of learning and teaching.” -Herbert Simon, Nobel Laureate
Information and communications technology (ICT) enables the teachers to effectively acquire, create, evaluate, and share knowledge. It provides the digital tools to deliver the quality experience that affects the motivation, engagement, confidence, performance and products of all learners towards achieving the competency goals. The introduction of open software and Internet services are meant to bring the enabling conditions for effective teaching.
Teacher effectiveness is critical to student achievement. Teaching effectiveness is an interaction
between subject matter knowledge and teaching ability. “When a teacher does this (process), it results in this sort of student achievement (product).” “When a teacher causes this to happen (process), it results in student learning (product).”
The Effective Teacher:
1. Make the learner focus and pursue clear learning goals. The teacher brings the outcome based
orientation in order to align the instructional method, content resource, and assessment instruments to the achievement expectations defined for the students.
2. Present clear and simple content. The information has to build on what the students already
know. The teacher carefully selects learning material that is spirally designed, suitable to the learner conditions, and aligned to the lesson objectives.
3. Engage the learner in learning by doing. Activity based learning is given time in building
contextual knowledge. The learning experience provides engaging and variety of activity to sustain exploration and application. It provides the means for the learner to express freely and to realize higher order thinking skills.
4. Teach with enthusiasm. The teacher shows excitement and passion in doing what will make the
learner successful. The teacher celebrates with the learners any achievement, and motivates the learner to move forward based on lesson learned.
Information and communications technology provides the context to improve knowledge on the
subject-matter and to execute the teaching process that engages the student achieve the competency outcomes.
The teacher’s challenge is for the teachers to discover, align and use the open software and
Internet services in doing the teaching tasks. A teaching modeling mindset has to be articulated and observed in driving the use of open software and Internet services to deliver the outcome, to present the content, to bring engagement, and to trigger excitement in teaching and learning.
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The Teacher Knowledge
The effective engagement of the teacher to execute the teaching process depends on the
available information and capabilities in the person of the teacher. Lee Shulman, in his article “Knowledge and Teaching: Foundations of the New Reform, published by Harvard Educational Review in 1987, identified the core knowledge to be possessed by an effective teacher.
1. Knowledge of subject matter content 2. Knowledge of general pedagogical principles and strategies 3. Knowledge of learners, their characteristics, and how they learn 4. Knowledge of educational context 5. Knowledge of education goals, purposes and values.
Looking at the categories of teacher knowledge, here are some ideas on how the knowledge
are to be demonstrated by the teacher in the context of ICT use. Knowledge of subject matter content is demonstrated by the ability of the teacher to present
clear and accurate information and logical ideas of the topic being taught. It includes the competence to identify, analyze and differentiate appropriate content materials for the subject-matter to be studied by the learner. And the capability to provide logical and precise answers and reference materials to address the questions and problems poised on the subject-matter at any situation.
Knowledge of general pedagogical principles and methods is demonstrated by the ability of the
teacher to design instruction in order to deliver the learning requirements of achieving prescribed the learning competency of the curriculum. It includes the competencies to specify the tactical procedures and the manner to acquire and use the re-usable digital resources in delivering the teaching methodology. It also calls for the capability to realize an assessment framework to measure the effective value of the instructional strategy with the use of interactive learning technologies.
Knowledge of learners, their characteristics, and how they learn is demonstrated by the ability
of the teachers to define benchmarking model, and to formulate the pre-assessment instrument to baseline the learner condition to build on towards the achievement of the targeted learning competencies. It is also shown in the manner by which the teacher structured the learning model to match learner’s ability to achieve the learning competency.
Knowledge of education context is demonstrated by the ability of the teacher to understand
and work around the constraints of the learning environment. It includes the competence to properly appreciate the people, policy, process, technology and culture components of educational context.
Knowledge of education goals, purposes and values is demonstrated by the ability of the
teachers to articulate the basic education curriculum learning competency in the design of the instructional plan and learning evaluation. It includes the competencies to develop the technology enabled learning events that realize quality education for all, and the positive values of the community.
The availability of the core knowledge is a pre-requisite for the proper appreciation of the
teachers in using information and communications technology to realize acquisition and presentation of content, to support the delivery of the instructional procedure, and to fill-the gaps of education by providing the digital context to bring about instruction and learning
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ICT Use Principles in Learning
“The goal of technology integration is not just for teachers to show off new toys but to put technology
into the hands of students, and have them participate in higher level thinking, collaboration, and project based learning.”
-Matthew Needleman Los Angeles Unified School District
The value of using information and communications technology in teaching depends on the
underlying principles to justify the integrative use in learning. It provides the rationalization in modeling instruction in the context of using computer software and Internet services.
� Learning with ICT is to bring variety of instructional events and contextual experiences to
realize discovering, exploring comparing, collaborating, networking, doing, making, building, arranging, figuring out, reflecting, sharing, publishing, evaluating, feed backing, changing, etc.... of learning for all.
� Learning with ICT brings information for all to realize knowledge acquisition, knowledge
creation, and knowledge sharing in order to achieve the performance goals of the basic education curriculum for all learners.
� Learning that is delivered through the use of computer applications, Internet services, other
technology platforms. and multimedia learning content must bring the extension, enhancement and fill-in the gaps of education inside or outside the school premises.
� The computer software, Internet services and multimedia learning content need to be
appropriately aligned to the instructional and learning outcomes, sound teaching methods, learners conditions, and safety requirements.
Goals Grid of Effective Teaching with ICT
The goals grid is a brainstorming tool to identify the desired end and action to be pursued. The goals are identified by posting and responding to the following:
1. What do you want that you don't have? (Achieve) 2. What do you want that you already have? (Preserve) 3. What don't you have that you don't want? (Avoid) 4. What do you have now that you don’t want? (Eliminate)
ACTIVITY: Teaching with ICT Goals Grid
With your experience and knowledge in performing the teaching tasks, identify the goals you seek to realize in using ICT for teaching and learning.
ACHIEVE PRESERVE AVOID ELIMINATE
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Process & Product - Effective Teaching Model with ICT
“KNOWLEDGE is of two kinds… we know the subject ourselves, or we know where we can find
the information on it.” -Samuel Johnson
What is learning? It is a process that results changes in the human understanding, human
behaviour and in the human capabilities to function or perform – (competency). What is teaching? It is the process of creating and facilitating the events that affects learners
in their way to achieve learning. (performance) The structured modeling of the learning and teaching process must clearly elaborate the goals,
the input, the procedures, products, and the means to validate-verify in order to deliver and measure the performance expectations for all learners. Effective teaching model is not just implementing the use of textbook in order to learn. It is not just bringing the learner in front of the teacher to remember what are told to be known. It is defining and executing the learning events that build the ability of the learner to acquire, to create, and to share knowledge. It is providing variety of active experiences to make the learner deliver the product that actualized the learning competency goals.
The challenge of effective teaching with ICT is how to bring the learning events that put
emphasis on interactivity or learning by doing. It is how to use the digital tools to improve, enhance and optimize the instructional methodology that is normally supported by non-digital learning resources. The ICT integration in teaching has to focus on making computer software and Internet services as efficient and effective conditions to deliver the performance outcome expected by the curriculum.
LEARNING EVENTS
�Presentation
�Demonstration
�Discussion
�Hands-On
�Projects
�Practice Drill
�Exploration
�Experiment
�Author
�Evaluation
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The proper embedding of ICT use to deliver content and activity depends on the logical definition and relationship between the learning goal, resource input, choice of instructional strategy or methodology, the targeted product, and the means to validate and verify. It is in this context that the teacher has to appraise the value of the acquired software and Internet services to become valuable source of input and activity platform to deliver the learning results for all learners.
G.I.P.O.V. Worksheet of Teaching Process Definition
Grade/Year Level:
Subject: Lesson Topic: Pre-Requisite Knowledge
GOAL INPUT PROCESS OUTCOME
VALIDATION AND VERIFICATION
The GOAL describes the state, the condition, and the changes that the learner must realize in
view of the learning ends envisioned by the basic education curriculum. It sets the kind of knowledge, skills and behavior to be understood and demonstrated by the learner during the teaching process.
The INPUT presents both the digital and non-digital resources that must be acquired in order to initiate the preferred teaching process and learning conditions to make the learner achieve the competency objectives of the basic education curriculum.
The PROCESS involves the defined strategy or methodology in delivering the expected learner’s products that fulfill the learning goal. It defines the learning procedure to engage the students in achieving the learning outcomes.
The PRODUCTS represent the performance artifacts released by the learner, and that fulfill the
expected results envisioned by the designed input and process in achieving the curriculum competency goals.
The VALIDATION and VERIFICATION represent the means to certify successful provision of
requirements and achievement of the results. It includes the way to check the claimed outcomes realized by the learner.
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ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process
Grade/Year Level:
Subject:
Lesson Topic:
Pre-requisite Knowledge:
GOAL INPUT PROCESS
OUTCOME
Learning Outcome -based on PLC
Software and Internet
Resources
Instructional Method
Learning Product
- to read - to write - to count - to compute - to identify - to differentiate - to define - to illustrate - to draw
Word Processor Desktop Publishing Calculation Spreadsheet Slide Presenter Multimedia Authoring Video Editor Audio Editor Image and Drawing Editor Web Page Maker Worksheet Maker Test Maker Math Study Helper Science Study Helper English Study Helper e-Mail Weblog Wiki File Sharing Knowledge Base Virtual Laboratory Internet Digital Library
TEACHER-LED Lecture Direct Instruction Demonstration Practice Drill LEARNER-CENTERED Cooperative Learning Discussion Forum Case Studies Discovery Learning Journal and Diary Brainstorming Debates
Reports Assessment Results Project Artifacts Worksheets Sound Record Video Production Multimedia Presentation Published Documents
VALIDATION AND VERIFICATION MEANS:
Performance Rubric Rating Formative Evaluation Results Summative Evaluation Results
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MODULE 2: PLAN, DESIGN, EXECUTE & EVALUATE ICT BASED LEARNING
The effective use in teaching of information and communications technology depends on the planned design of the instructional content and procedures. The application of the open software and Internet services to the teaching process must be consistently aligned to the defined outcomes, methodology, content, and metrics. The assembled digital instructional materials must be reviewed to match the requirements of both formative and summative evaluation. The following are the key items to be concretized in the various stages of instructional planning and design. It is based on the Principles of Instructional Design by Gagne, Briggs and Wagner.
Instructional Planning and Design: Components and Stages
• The INSTRUCTIONAL GOAL speaks of the expected state of accomplishment to be realized by the learners based on the targeted competency defined in the basic education curriculum.
• The INSTRUCTIONAL ANALYSIS defines the knowledge and skills to be acquired and performed by the learners in order to accomplish the instructional goal. It lists down topics to be mastered.
• The ENTRY BEHAVIOUR identifies the pre-requisite level of understanding, ability and attitude of the learner. It provides the profile of what the students already know, and what to build on.
• The PERFORMANCE OBJECTIVES define the criterion references to properly measure the learner’s achievement of the instructional goals. It provides the means to validate and verify results.
• The INSTRUCTIONAL METHODS speak of the strategy to deliver the performance objectives. It involves the selected instructional activities to engage the learner.
• The INSRUCTIONAL MATERIALS are digital learning materials which are reviewed to support the content and process requirements of the instructional method.
• The FORMATIVE EVALUATION is the means to measure the learning accomplishment of the learner after the execution of the planned instruction. It done through the conduct of written tests and activity output assessment using a performance rubric.
• The SUMMATIVE EVALUATION is to measure the total learning accomplishment of the learner through the conduct of the National Achievement Test based on DepEd PLC.
Define Instructional
Goals (1)
Conduct Instructional
Analysis (2)
Identify Entry
Behaviour (3)
Develop Performance Objectives
(4) Select Instructional
Method (5)
Assemble and Review
Instructional Materials
(6)
Develop the Formative Evaluation
(7)
Plan the Summative Evaluation
(8)
Basic Education Learning Competency Standard Learner Profiles and Education Context
ICT-Enhanced Instructional Delivery
Configuration to Match Instructional
Method.
Performance Criterion References
Least Mastered Topics
Software and Internet Sites
Lesson Plan
Performance Rubric & Basic Test Items
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ICT Based Teaching: Lesson Planning
The lesson template is designed to logically structure and document the outcomes, content,
requirements, and procedures in using open software and Internet services in performing the teaching tasks.
Some critical items to define during the formulation of a lesson plan that bring software and Internet as input to the teaching and learning process:
1. Specify the performance objectives in terms of what the students must be able to understand and be able to do, in conformity to the prescribed learning competencies of the basic education curriculum. (Specific and measurable)
2. List down the specific knowledge items to be understood or activity to be performed in order to deliver the learning objectives. Mark the knowledge items or performance area considered among the least mastered competency according to the results of the National Achievements Test.
3. Name the software title or Internet sites, and classify the reviewed e-leaning object according to learning activity or instructional tasks it will bring about in order to realize the stated learning outcomes of the topic. (e.g. Cell Functions – Simulation)
4. Identify the possible placement of the educational software, multimedia objects and web applications in the teacher's lesson plan. (motivation, review, concept presentation, activities, assignment, or assessment) , and describe the classroom layout to implement the lesson plan with ICT use.
Lesson Plan Template of ICT Enhanced Teaching
This lesson plan template is based on Preparing to Use Technology: A Practical Guide to Curriculum Integration – Blanche O'Bannon, Kathleen Puckett, Kathleen G. Puckett, 2007
SUBJECT AREA: GRADE/YEAR LEVEL:
LESSON TITLE: TIME ALLOTTED:
LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.) In this lesson, the students shall learn the following category of knowledge items. The student is expected to realize the following learning activities. The learning process requires the following condition or ICT resources to achieve learning the lesson. The student shall deliver the following learning products. The student performance will be evaluated based on the following performance metrics.
CLASSROOM LAYOUT AND GROUPING OF STUDENTS: Where will the learning take place? How will the room be organized with the computers? (Make a visual representation or diagram of the facility or classroom layout.) How will the students be grouped:
• class group
• individuals
• pairs
• small groups, etc
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LEARNING OBJECTIVES: Identification of the specific learning outcomes that are expected to happen based on the Philippine Learning Competency of Basic Education. The learner is expected to:
• Define….
• Describe…
• Differentiate
The learner given the ICT learning condition is able to:
• Calculate
• Compose
• Illustrate
MATERIALS, RESOURCES AND TECHNOLOGY:
1. Non-Digital Materials for this Lesson a. Printed Text Book b. Manual Manipulative c. Chalk Board d. Illustration Board e. Printed Workbook f. Material Item 6
2. Technology Components for this Lesson a. Computer b. Software c. Network d. Printer e. Scanner f. Multimedia Device
MATERIALS, RESOURCES AND TECHNOLOGY:
3. Computer Software for this Lesson a. Windows Operating System b. Edubuntu Operating System c. Math Educational Software d. Science Educational Software e. Creativity and Productivity Software f. Software Title
4. Web Site for this Lesson a. www.google.com b. www.prongo.com c. www.ipl.org d. www.wikipedia.org e. www.sitename.com
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STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE: Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite knowledge or skills from previous lessons that the students must have in order to complete the current lesson content? What initial technology knowledge and skills that the students must have to properly use the computer, software and Internet to learn the lesson?
INSTRUCTIONAL PROCEDURES:
1. Motivation: Define the importance of the lesson to motivate the student. And how to relate lesson to previous lesson or real-life situation. Identify how the ICT based materials will be use to bring motivations of the lesson.
2. Presentation: Identify the knowledge items or concepts to be understood, and the manner the content will be presented to the students through the use of ICT tools.
3. Activities: Identify the sequential activities of the performance item to be executed in this lesson. It describes the methodology and ICT tools to be used in developing the activity products.
a. Step 1 b. Step 2 c. Step 3 d. Step 4
4. Closure: Identify how the lesson shall be summarized and how to introduce future lesson.
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SUPPLEMENTAL ACTIVITIES:
1. Additional activities to expand the lesson 2. Remediation activities for the student needing more instruction and practices 3. Assignments
ASSESSMENT AND EVALUATION: How will you measure the student’s success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion.
1. Describe the assessment process: -Written Test –Quiz, Unit Test, Periodical Examination -Activity Output Evaluation –Activity Worksheet -Computer based Testing -On-line Test
2. Define the criteria for achievement, and performance levels: -Basic questions that all students must be able to answer -Difficult question that some student may be able to answer -Performance Rubrics and Rating Reference
3. Describe the plan on how to provide feedback to the student: -Individual consultation -Printed Report -e-mail
STUDENT PRODUCTS: What artifact(s) or products will result from the lesson?
1. Report 2. Worksheet 3. Newsletter 4. Diary 5. Diagram 6. Slideshow 7. Video and Sound Production 8. Drawing 9. Created Object 10. Test Results 11. Discussion Forum 12. Website
Name of Teacher: Reviewed and Approved: Version: Date:
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Attributes of Learning Objective
In an outcome based teaching process that makes use of ICT, the clear specification of the
learning objectives enables the teachers and learners to pursue the proper results, metrics, and condition of learning. The learning objective has to contain the following attributes:
LEARNING OBJECTIVES DEFINE:
PERFORMANCE
CONDITION CRITERION
Describes what the learner is expected to do or able to demonstrate
Describes the circumstances under which the performance of the learner is expected to happen
Describes the level of competence to be measured on the learner
EXAMPLE: “A student will be able to calculate the atomic mass of a molecule.”
“Given a multimedia periodic table, a student will be able to calculate the atomic mass of a molecule.”
“Given a multimedia periodic table a student will be able to calculate the atomic weight of a molecule to 2 significant digits within .01 atomic units.”
ACTIVITY: LEARNING OBJECTIVES DEFINITION Select a used lesson plan, and re-state the learning objectives of identified learning topic in
terms of performance, condition, and criterion. The condition must identify the ICT based tools to bring performance requirement.
LEARNING TOPIC:
TARGET LEARNER:
DURATION:
Learning Objective 1: PERFORMANCE CONDITION CRITERION
Learning Objective 2:
Learning Objective 3
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Verbs of Learning Competency
KNOWLEDGE Observation and recall of information, knowledge of dates, events, places, knowledge of major ideas, mastery of subject matter
COMPREHENSION Use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, and predict, draw conclusions
APPLICATION Use information, use methods, concepts, theories in new situations, solve problems using required skills or knowledge
ANALYSIS Seeing patterns, organization of parts, recognition of hidden meanings, and identification of components
SYNTHESIS Use old ideas to create new ones, generalize from given facts, and relate knowledge from
EVALUATION Compare and discriminate between ideas, assess value of theories, presentations, make choices based on reasoned argument, verify value of evidence, recognize subjectivity
List
Define Tell
Describe Identify Show Label, Collect Examine Tabulate
Quote Name Who, when Where
Summarize Describe Interpret Contrast Predict
Associate Distinguish Estimate
Differentiate, Discuss Extend
Apply
Demonstrate Calculate Complete Illustrate,
Show Solve
Examine Modify Relate Change Classify
Experiment Discover
Analyze Separate
Order Explain
Connect, Classify Arrange Divide
Compare Select
Explain, Infer
Combine Integrate Modify
Rearrange Substitute
Plan Create Design Invent
Compose Formulate Prepare
Generalize Rewrite
Assess Decide Rank Grade Test
Measure, Recommend
Convince Select Judge
Explain, Discriminate
Support Conclude Compare, Summarize
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Measuring Performance Outcomes
Performance Rubric Performance rubrics describe and measure the level of performance in relation to the defined level of maturity. It defines the salient criteria to evaluate, and the performance descriptors to indicate the state of achieving the goals. The rubrics help learners set goals and assume responsibility for their learning—they know what comprises an optimal performance and can strive to achieve it.
Criterion or Performance Dimension
LEVEL OF PERFORMANCE (Scale)
4
3
2
1
Performance Descriptors
Criterion 1 YES, AND MORE
YES
YES, BUT
NO
Criterion 2 Exceeds Expectation
Meet Expectation
Progressing
Not there yet
Criterion 3 No Errors
Few Errors
Some errors
Frequent Errors
Criterion 4 Broad
Adequate
Limited
Very limited
Knowledge Test
The written test measures the level of understanding, recall, and application of the students on the presented knowledge. The questions are designed to measure level of knowledge mastery.
Knowledge Area
Basic Easy Questions (All student must answer correctly)
Basic Difficult Questions (Some students are able to answer
correctly) Concepts Multiple Choice
Multiple Choice
Definitions
Open Ended Question Open Ended Question
Procedures Supply Missing Item
Supply Missing Item
Computational Rules
Solve a Problem Solve a Problem
Events People
True or False
True or False
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ICT Based Teaching: Technology Configuration
The enabling interrogative: What digital citizenship skills and open digital environment that all students, teachers, and administrators need to learn effectively in a life-time, and to live productively in the emerging digital society? The response requires understanding on the component of technology based environment. The teacher must recognize and differentiate the categories of configuration items that define the ICT based learning environment. The school must be able to document the inventory of technology materials and standards to be incorporated in the use of ICT in teaching and learning.
Technology Configuration Reference Matrix
1
OPERATING SYSTEM
2 APPLICATION SOFTWARE
3 DATA & FILE
TYPES
4 SECURITY PROGRAMS
5 COMPUTER
DEVICES
6 NETWORK
BANDWIDTH
The program installed and run by the computer user in order to control the availability and activity of the devices attached to the computer and application installed in the computer. It provides the interaction interfaces in order for the computer user to enter data and execute the functions required to generate information.
The program installed and run by the computer user in the computer to perform the functions related to learning, authoring, searching, calculating, presenting, communicating, etc..,
The digital information created, captured, saved, changed, printed, and shared by the computer application for the computer user.
The program installed and run by the computer user in the computer to protect the integrity of the system from unwanted intruders and program designed to endanger the performance level, and the privacy and confidentiality of data and transactions.
The touchable parts of technology to perform data capture, storage and processing. It includes the physical parts to display, to print, and to send the information generated by computer processing.
The availability and amount of connectivity to the intranet and Internet highway
Examples of Associated Technology Products
- Microsoft Windows Operating System - Ubuntu Linux Operating System - Edubuntu Linux Operating System - PCLinuxOS Operating System - Fedora Linux Operating System - Macintosh
- Word Processing Software - Calculation Spreadsheet Software - Slide Presentation Software - Drawing Software - Image Editing Software -Video Editing Software - Internet Browser - Educational Software
xxx.doc xxx‘odt xxx.xls xxx.ppt xxx.avi xxx.mpeg xxx.flv xxx.png xxx.jpg xxx.swf xxx.pdf xxx.css xxx.html xxx.xml
- Firewall - Anti-virus - Anti-Malware - Anti-Spyware - File Cleaner - File Encryption - Data Backup - Content Filter
Desktop Computer Laptop Computer Microprocessor Computer Memory Video Card Motherboard Hard Disk Display Monitor Printer Network Card Modem Network Hub Network Router LCD Projector
Wireless Network Wired Network Mobile Network xxxMBPS upload and download xxxKBPS upload and download
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Computer Setup for Instructional Use
One Computer for Each Student
The set up can be used to allow self-directed learning of students using the computer software and Internet services to learn and to solve mathematical problems, to do writing activity, to explore science researches, to listen and converse in English, to participate in on-line discussion or web based seminars, or publish learning products. It can also be used to administer computer based quiz or practice test. In this scenario, the classroom with computers can be classified as Virtual Mathematics Laboratory, Virtual Speech Laboratory, Virtual Science Lab, or Virtual Creative Writing Lab.
Some Computer for Each Group of Students
The set up can be used to allow group project, cooperative and collaborative learning. The computer is used to document brainstorming session, focus group discussion, and group product review. The computer is also used to perform collaborative authoring of a publication, video and sound production, or a project idea.
Some Computer for Each Class of Students
The set up can be used to perform lecture presentation, activity demonstration, or video broadcast. The selected student is called to perform the computer based activity in front of their classmates. It is in the manner a student is called to recite an answer or to perform chalkboard activity in front of their classmates. In this scenario, the use of the computer needs to be supported with good digital projector and sound box, or an interactive smart board to enhance the presentation experience of the learners.
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MODULE 3: DISCOVER, REVIEW AND USE OPEN STANDARD SOFTWARE
Digital Learning Materials Readiness Assessment Matrix
Digital learning resources covers all learning materials that are produced through the use of computer applications and digital processes, such as electronically published documents, web-based learning, computer-based learning, virtual classrooms, multimedia presentation, and digital collaboration. The instructional content are delivered through the Internet, intranet/extranet (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, CD-ROM, and other digital form. The usability assessment matrix provides the measuring tool to identify and rate the pedagogical, content, and technical characteristics of the digital learning resources which will be used to deliver outcomes, information, and activity of teaching and learning.
SOFTWARE AND INTERNET REQUIREMENTS
Title of the Software or Internet Application:
Author and Site Links Delivery Format:
Instructional Use:
Computer Devices:
Operating System and Application:
Network and Internet Bandwidth
Target Grade or Year Level:
Subject Area: Covered Topic
Pre-requisite Knowledge and Skills:
Achievable Learning Competency: (Based on approved BEC, PLC)
1. Performance Criterion 1
2. Performance Criterion 2
3. Performance Criterion 3
4. Performance Criterion 4
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SOFTWARE AND INTERNET CONTENT READINESS ASSESSMENT
The following are assessment items to indicate the readiness of the software and Internet services for teaching and learning. Mark 4 – if you fully agree, 3 - if you partially agree, 2 - if you don’t agree, and 1 – if you cannot determine.
READINESS CHARACTERISTICS 4 3 2 1
A. Instructional Design (30%)
1. The learning objectives and goals of the computer software or Internet application are defined and clearly stated.
2. The presentation of the content supports the specified learning objectives and goals.
3. The organization of the content, including all related activities, accurately reflects the learning objectives and goals specified.
4. The learning objectives and goals of the software or Internet application match the specific standards of learning competencies.
5. The instructional content of the software or Internet material addresses various needs of the students. (introduction, supplement and review)
6. The instructional content can be used in varied settings (in or out of school)
7. The e-learning application supports the desired instructional strategy.
8. The software or Internet material provides a clear measure of achieving/meeting learning objectives and goals.
9. The software and Internet application encourages and supports reflection, deep thinking, knowledge integration and making connections.
READINESS CHARACTERISTICS
4 3 2 1
B. Learning Content (40%)
10. Its scope is appropriate for the intended learning objectives and intended learners.
1. There is proper sequencing of topics.
2. Its presentation (of the lesson) is clearly conveyed.
3. It facilitates the user’s exploration of the area of knowledge both within and beyond the learning experience.
4. It appropriately identifies the intended learner/s ( Grade 1, Grade 2…1st, 2nd, 3rd, 4th , etc.
5. It provides adequate information to meet the intended learning objectives.
6. It is accurate and error free.
7. It covers the learning scope prescribed in the curriculum.
9. It reflects authentic and situational context (e.g. cultural values, etc.)
10. It reflects best practice and contemporary understanding of the discipline and the knowledge domain.
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READINESS CHARACTERISTICS 4 3 2 1
C. Use of Multimedia (10%)
1. The multimedia presentations used are clear, no misconceptions, nor misinterpretations by the learners.
2. Multiple representations are used to help learners construct inter-related knowledge.
3. Media elements are of high visual and aural quality.
4. Multimedia materials are not biased to any learning style.
READINESS CHARACTERISTICS 4 3 2 1
D. Learner Interface (20%)
1. The design (of the software and Internet application) is visually appealing and attractive.
2. The design is consistent relative to the responses and reactions of learners.
3. There is clear instruction on the proper use of the material.
4. The (design) program responds appropriately to learners’ actions.
5. There are multiple forms of navigations.
6. Icons used (for navigation) reflect its actual use.
7. These icons are readily clickable and lead to desired content/material.
8. Learners decide what they need to learn, what order and how deeply they want to concentrate on specific topics.
Are you recommending the use of this software or Internet based learning material
YES NO
COMMENTS:
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OPEN DIGITAL EDUCATION SOFTWARE KIT
The kit introduces the open standard software to discover, design and deliver ICT enabled
learning and teaching for all. OpenDESK enables all teachers to freely install, test, review, and use educational applications that support the competency goals of the basic education for all.
It provides the digital tools and thinking framework to build the school based model on how to shape the computer based learning environment as condition to enhance or to-fill the gaps of teaching and learning.
The open standard software is education-ready application that is free to use and free to copy. The selected open standard software works with Windows, Linux, and Macintosh desktop operating systems.
The computer software stacks provide the study helper and activity builder that are necessary to acquire knowledge and to build skills in writing, reading, mathematics, sciences, and arts. The teachers are free to match the particular educational software to the specific learning outcomes, instructional method, learning content, and learning activity outlined in their lesson plans.
OpenDESK Project does not sell, resell or license any of the software presented in the openDESK coaching sessions. The software are free to download, to copy, to share, to install, and to use subject to the terms and conditions provided in the freeware and open source licenses.
A. Study Helper Software
COUNT, ADD, SUBTRACT, MULTIPLY AND DIVIDE
Competency Area:
• Mathematics Objectives:
• To recognize the computer programs that make students develop mastery in solving problem related to counting, addition, subtraction, multiplication and division
• To run, install and navigate the use of the study helper program in mathematics in any computer.
• To play computer games that make the student solve challenging mathematical problems.
• To generate and use computer generated flash card to solve counting, adding, subtracting, multiplying and dividing problems.
• To create and print computer generated math practice worksheet in order for the student to do paper-pencil practice and drill.
Activities:
• Math practice drill using mathematics computer game
• Math practice drill using computer generated flash cards
• Math practice drill using computer generated problem worksheets Software:
Title Level Download Site
1. 2PLUS2 Primary www.funnymathforkids.com
2. ADDITION GAME Primary www.shaplus.com
3. MULTIPLICATION GAME Primary www.shaplus.com
4. BIG DADDY'S MATH DRILL Primary www.dicarlolaw.com/shareware.html
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5. REKENTEST MATH OPERATION Primary www.4x4software.nl/english
6. KIDS ABACUS Primary www.caltrox.com
7. TUXMATH Primary www.tux4kids.alioth.debian.org
8. TUX MATH SCRABBLE Intermediate www.new.asymptopia.org
9. IKODEKO MATH WORKSHEET All Level www.ikodeko.com
10. PAUKER FLASH CARD Intermediate www.pauker.sourceforge.net
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
CALCULATION AND VALUE CONVERSION
Competency Area:
• Mathematics Objectives:
• To use math calculators to check the answers given in a paper-pencil computation test.
• To use value conversion program to check the answers given in a paper-pencil test on convertion of mathematical units and numerical systems.
• To use drawing and simulation program to illustrate geometry principles and to solve basic pre-algebra problem.
• To practice solving fraction problem.
• To enter data into a calculation spreadsheet, and to use the embedded mathematic functions to generate computational results.
Activities:
• Use calculators to solve paper-pencil math problem
• Practice drill on solving fraction problem and convert units of measurement
• Draw geometric shapes and solve geometrical measurement problem
• Prepare a calculation spreadsheet to enter numeric data and apply mathematical formula.
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Software:
Title Level Download Site
1. UNIT CONVERTER Primary www.tvalx.com
2. BRILLIANT OWL CONVETER Primary www.software.brilliantowl.com
3. ROMAN ARABIC NUMERAL CONVERT Primary www.tvalx.com
4. CALCUL Primary www.luziusschneider.com
5. FRACTION Primary www.greyolltwit.com/fractions2.html
6. PERCENT Primary www.breaktru.com/percent.html
7. TRIANGLE SOLVER Intermediate www.evanolds.com/mathprogs.html
8. PLANE EQUATION Intermediate www.evanolds.com/mathprogs.html
9. GEOMETRY MASTER Intermediate www.caltrox.com
10.MATH GRAPH PLOTTING Intermediate www.padowan.dk/graph
11.GEOGEBRA Intermediate www.geogebra.org
12.RUNITER SMART CALCULATOR Intermediate www.calculator.runiter.com
13.ILOC CALCULATOR Intermediate www.iloc.com/products/index.html
14.PROJECT CALCULATOR Intermediate www.pietrosoft.tk
15.NUMERIC SPREADSHEET Intermediate www.projects.gnome.org/gnumeric/
16.DR GEO Intermediate https://gforge.inria.fr/frs/download.php/12131/drgeo-oneclick-8.09.zip
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
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USING COMPUTER MOUSE
Competency Area:
• Technology Use Objectives:
• To recognize the activities performed with a computer mouse
• To move the mouse cursor and perform pointing, button click, clicking and holding, dragging and dropping
• To use the mouse in activating commands and functions presented by the computer interfacing program.
• To use the mouse in drawing lines, creating shapes, and scribbling text
• To use the mouse to insert letter and images at any part of the screen page. Activities:
• Point and select object in the screen page or desktop
• Move and place objects in the screen page or desktop of the computer display
• Highlight and change or move objects in the screen page or desktop of the computer display
• Point, hold, drag, and release the cursor to create lines and shapes.
• Scroll up and scroll down the screen page of the computer display Software
Title Level Download Site
1. MOUSE TRAINER All Level www.rekenwonder.com
2. CATCH THE RED NOSE MOUSE Primary www.geocities.com/kalvinau2003
3. CONNECT THE DOTS All Level www.brightermindsmedia.com
4. SEAN MAGIC SLATE Primary www.familygames.com
5. PYSYCACHE Primary www.pysycache.org
6. DRESS UP Primary www.brightermindsmedia.com
7. DESENE ANIMATE Primary www.desene-animate.ro
8. PICTURE PAIR Primary www.greyolltwit.com/freeware.html
9. KEA COLORING BOOK Primary www.keasoftware.com
10.DOODLE PAD All Level www.greyolltwit.com/doodlepad2.html
11.WHITEBOARD All Level www.wellcraftedsoftware.com
12.PICTURE PUZZLE All Level www.geocities.com/kalvinau2003
13.ICTURE PUZZLE 2 All Level www.janjdesign.com/PicPuzzle
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Evaluation Rubric:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
USING COMPUTER KEYBOARD
Competency Area:
• Technology and Language Objectives:
• To recognize the activities performed with a computer keyboard
• To recognize the parts of the keyboard and their use in talking with the computer.
• To recognize the English alphabet, numbers, writing functions and mathematical functions in the keyboard layout
• To recognize the add-on keys to activate a letter, number, math operators, and writing characters.
• To place the fingers to the right position of activating the selected keyboard key.
• To develop the typing skills to write letters, numbers, words, and paragraph in the screen page of the computer.
• To move, activate, edit, insert, and change the objects in the computer screen page through the use of assigned function and special keys.
• To use the keyboard in doing writing with the computer
• To use the keyboard in doing calculation with the computer. Activities:
• Type number and letters in the screen page of the computer display.
• Enter a computer command to execute a function in the menu, tool bar, and text box appearing at the screen page of the computer display.
• Type special writing characters to write a composition in the screen page of the computer display.
• Activate function and special keys to move, erase, return and insert objects in the screen page of the computer display.
• Practice proper finger placement and speed typing Software
Title Level Download Site
1. KEYBOARD EXPLORER All Level www.rekenwonder.com/keyboard.htm
2. KID'S TYPING Primary www.brightermindsmedia.com
3. KIRAN'S TYPING Primary www.greyolltwit.com/doodlepad2.html
4. BRUCE UNUSUAL TYPING WIZARD Primary www.typing.qcalculus.com
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Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
READING NUMBER, LETTER, AND WORD
Competency Area:
• Language Objectives:
• To recognize, to install, and to run the computer program that offer reading activities
• To navigate the program interface through the use of the computer keyboard and mouse.
• To do the computer based exercises that build reading ability, the vocabulary, and the recognition of number, letters, and words.
• To perform the recognition activity of relating images and symbols being represented by letters, numbers, words, and operators.
• To read digitally published written document in text and PDF formats
• To use digital dictionary to learn definitions, synonyms, translations, and sounds Activities:
• Play number, letter, words, and objects recognition game
• Build crossword puzzle and word scrabble game
• Read about countries, short stories, etc...
• Find the word meaning in the digital dictionary.
• View reading document saved in PDF. Software
Title Level Download Site
1. CHILDSPLAY Primary www.schoolsplay.org
2. SEBRAN Primary www.wartoft.nu/software/sebran
3. LEARN ABOUT COUNTRIES Primary www.wartoft.nu/software/seterra
4. GCOMPRIS Primary www.gcompris.net/-en-
5. JILLETTER Primary www.jiletters.sourceforge.net
6. BABYLON DICTIONARY Primary www.babylon.com
7. WHIRLWORD Intermediate www.familygames.com/freelane.html
8. SPELLATHON Intermediate www.ourceforge.net/projects/spellathon
9. WORD DUMMY Intermediate www.caltrox.com
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10.ATLAS OF WORD HISTORY Intermediate www.atlasofworldhistory.com
11.FOXIT PDF READER Intermediate www.foxitsoftware.com
12.THESAGE DICTIONARY Intermediate www.sequencepublishing.com
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
B. Activity Builder Software
WRITING, PUBLICATION, AND WEBPAGE
Competency Area:
• Language and Communication Literacy Objectives:
• To generate computer generated handwriting worksheet to make the students do pencil-paper handwriting practice handwriting.
• To identify and plan the delivery of the writing and publishing activities in the computer that the students can performed in producing the learning product of a subject.
• To recognize the functional features of a word processing program to create a written document.
• To recognize the functional feature of a desktop publishing program to create different kinds of publication like newsletter, brochures, banners; the functional feature of a web page authoring program to write a publication for the Internet.
• To perform technical action on using the mouse, keyboard, screen navigation, commands and functions execution, and desktop interface interaction and file activities on saving, printing, sending, and mail merging, deleting and exporting.
• To perform writing action in composing a sentence, paragraph, and document page.
• To execute document formatting; insertion of text, images, tables, and creating links to file folders, documents, and websites. To execute document editing, language editing and outlining and table of content.
Activities:
• Handwriting worksheet generation for paper-pencil activity
• Write simple sentences in the screen page of computer display
• Compose and edit a pagraph in the screen page of a computer display
• Compose and edit a letter, a simple story, a simple essay, a simple activity report using a word processing program, and make a daily diary book.
• Compose a simple story with graphical images using a word processing program.
• Compose, edit and publish a desktop publication and a web page for the Internet.
• Export to PDF a written composition and send to email a written composition.
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Software
Title Level Download Site
1. IKODEKO HANDWRITING WORKSHEET Primary www.ikodeko.com/worksheetmaker
2. CHRISTINA WORD Primary www.computerbuddies.us/childrens.htm
3. DESKTOP WRITER FOR KIDS Primary www.splinterware.com
4. WORDFILE4ME Primary www.byronsoftware.org.uk
5. ABI WORD Primary www.abiword.com
6. IDAILYDIARY Intermediate www.idailydiary.com
7. OPENOFFICE WRITER Intermediate www.openoffice.org
8. SCRIBUS PUBLISHING Intermediate www.scribus.net
9. NVU/KOMPOZER WEB AUTHORING Intermediate www.nvu.com
10.LANGUAGE TOOL -GRAMMAR CHECK Intermediate www.languagetool.org
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
DRAWING AND IMAGE CREATION
Competency Area:
• Technology and Visual Literacy Objectives:
• To recognize the activities performed with a computer mouse
• To perform moving the mouse, pointing, button click, clicking and holding, dragging and dropping
• To use the mouse in performing the action of drawing lines and shapes.
• To use the mouse in activating the commands and functions of a computer program
• To use the mouse to insert letter and images at any part of the screen page. Activities:
• Point and select object in the screen page or desktop
• Move and place objects in the screen page or desktop of the computer display
• Highlight and change or move objects in the screen page or desktop of the computer display
• Scroll up and scroll down the screen page of the computer display
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Software:
Title Level Download Site
1. COLOUR IT Primary www.digitalworkshop.com
2. KEA COLORING BOOK Primary www.keasoftware.com
3. GINKGO PAINT Primary www.greenforest.hu/ginkgo.html
4. DOODLE PAD Primary www.greyolltwit.com/doodlepad2.html
5. DRAWING FOR CHILDREN Primary www.drawing.gamemaker.nl
6. TUXPAINT Primary www.tuxpaint.org
7. PAINTSTAR Intermediate www.wang.zhenzhou.googlepages.com
8. PHOTOSCAPE Intermediate www.photoscape.org
9. GIMP Intermediate www.gimp.org
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Produce learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
VIDEO, SOUNDS AND MULTIMEDIA PRODUCTION
Competency Area:
• Technology and Visual Literacy Objectives:
• To recognize the activities performed with a computer mouse
• To perform moving the mouse, pointing, button click, clicking and holding, dragging and dropping
• To use the mouse in performing the action of drawing lines and shapes.
• To use the mouse in activating the commands and functions of a computer program
• To use the mouse to insert letter and images at any part of the screen page. Activities:
• Point and select object in the screen page or desktop
• Move and place objects in the screen page or desktop of the computer display
• Highlight and change or move objects in the screen page or desktop of the computer display
• Scroll up and scroll down the screen page of the computer display
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Software:
Title Level Download Site
1. ZSVIDEO EDITOR Intermediate www.zs4.net
2. AUDACITY SOUND EDITOR Intermediate www.audacity.sourceforge.net
3. WAVOSAUR Intermediate www.wavosaur.com
4. OPENOFFICE IMPRESS Intermediate www.openoffice.org
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Produce learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
QUIZ AND ACTIVITY MAKER
Competency Area:
• Technology and Visual Literacy Objectives:
• To recognize the activities performed with a computer mouse
• To perform moving the mouse, pointing, button click, clicking and holding, dragging and dropping
• To use the mouse in performing the action of drawing lines and shapes.
• To use the mouse in activating the commands and functions of a computer program
• To use the mouse to insert letter and images at any part of the screen page. Activities:
• Point and select object in the screen page or desktop
• Move and place objects in the screen page or desktop of the computer display
• Highlight and change or move objects in the screen page or desktop of the computer display
• Scroll up and scroll down the screen page of the computer display Software:
Title Level Download Site
1. LS QUIZ MAKER Primary www.luziusschneider.com
2. HEXMAZE MAKER Primary www.puz.com
3. CROSSWORD PUZZLE MAKER Intermediate www.cribbage.ca/entrec_download_en.htm
4. MAZECREATOR Intermediate www.mazecreator.com
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Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Define learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
DIGITAL SECURITY AND SAFETY
Competency Area:
• Technology Objectives:
• To recognize the activities performed with security and safety software
• To perform the tasks of activating security features of the operating system
• To use antivirus software to understand virus program, malwares and privacy intruding software.
• To understand and perform fitted action to security alerts.
• To understand and perform file back-up and unwanted files cleaning. Activities:
• Configure and activate security features of the operating system
• Install and run antivirus software
• Run file backup software
• Run unwanted files cleaner
• Setup and use proxy server for controlled use of on-line content
Software
Level Download Site
1. CLAMWIN ANTIVIRUS All Level www.pysycache.org
2. AVAST HOME ANTIVIRUS All Level www.brightermindsmedia.com
3. MICROSOFT SECURITY ESSENTIAL All Level www.microsoft.com/security
4. COMODO ANTIVIRUS FIREWAL All Level www.greyolltwit.com/doodlepad2.html
5. FCLEANER ALL Level www.fclearner.com
6. CCLEANER All Level www.piriform.com/ccleaner
7. IZARC ARCHIVER All Level www.izarc.org
8. 7ZIP FILE COMPRESSOR All Level www.7-zip.org/
9. AXCRYPT FILE ENCRYPTION All Level www.axantum.com/axcrypt
10.INTERNET PROXY All Level www.analogx.com
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Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Install, open and navigate the program 0 1 2 3
2. Identify security settings of the computer 0 1 2 3
3. Perform scanning and cleaning of computer files 0 1 2 3
4. Generate compressed and encrypted files 0 1 2 3
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MODULE 4: DISCOVER, REVIEW AND USE PUBLIC INTERNET SERVICES
SEARCH THE INTERNET Website Name Services Attributes Web Address
GOOGLE Search any topics, files and document
www.google.com
WEBCRAWLER Search any topics, files and document
www.webcrawler.com
KIDSCLICK Search selected educational sites www.kidsclick.org
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Enter, open and navigate the services of the site. 0 1 2 3
2. Identify site content and interaction of the website. 0 1 2 3
3. Perform searching activity and apply search filter. 0 1 2 3
4. Generate bookmarks of usable search information. 0 1 2 3
PUBLISH AND FIND FILES IN THE INTERNET
Website Name Services Attributes Web Address
SLIDESHARE Stores and publish slide presentation
www.slideshare.net
SCRIBD Store and publish digital documents
www.scrid.com
GOOGLE DOCS Compose, store and share documents
http://docs.google.com
TEACHER TUBE Store and publish learning videos www.teachertube.com
WIKISPACES Write and publish on-line www.wikispaces.com
EDUBLOGS Write and publish on-line www.edublogs.orgs
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Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Enter, open and navigate the services of the site. 0 1 2 3
2. Identify site content and interaction of the website. 0 1 2 3
3. Perform learning activities using the site content. 0 1 2 3
4. Generate learning product from the interactivity. 0 1 2 3
KNOWLEDGE HELPER IN THE INTERNET
Website Name Services Description Web Address
INTERNET PUBLIC LIBRARY Library collection of digital content
www.ipl.org
IBIBLIO Library collection of digital content
www.ibiblio.org
GRAMMAR BYTES Grammar Exercises www.chompchomp.com/exercises.htm
GRAMMAR MONSTER Grammar Checking www.grammar-monster.com
SKOOOL Science and Math www.skoool.com
BIOLOGY FOR KIDS Science Helper www.biology4kids.com/
AAA MATH Math Helper www.eyepleezers.com/aaamath
HOLT SCIENCE & TECHNOLOGY Virtual Lab Earth Science http://go.hrw.com/science/hst/virtlab/
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE Not
Started
BEGINNER 50% Done
ACCOMPLISHED
75% Done
EXPERT 95% Done
1. Enter, open and navigate the services of the site. 0 1 2 3
2. Identify site content and interaction of the website. 0 1 2 3
3. Perform learning activities using the site content. 0 1 2 3
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MODULE 5: INTERNET SAFETY – PLAN THE PROACTIVE WAYS
Internet safety for children and students encompasses not just blocking undesirable content or
shutting down Internet access to feel secure. The opportunity of children and students to use the Internet in other places, and encounter the potential risks are beyond parental and teacher controls.
The negative downside of being in the Internet has to be managed by guiding the children and students to experience the positive effect and optimize the use of the Internet towards the goals of learning. At the same time, to build the understanding of children and students on the acceptable behavior and unwanted activities that exist in the digital world of the Internet. It includes the provision of digital tools that are designed to manage security and safety of their computer program, data, and communication.
Issues on Internet Safety and Security
The Internet has become the enabler to realize the business and service intents of much organization through the on-line products related to commerce, entertainment, education, health care, and governance. However the good benefits derived from the on-line products are also coupled with ill effects namely, frauds, identify thefts, spam mails, virus, hacking, cyber terror, invasion of privacy, plagiarism, copyright violations, pornography, misrepresentation, cyber bullying and Internet addiction.
Example Description of Internet Issue:
"Cyberbullying" is when a child, preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child, preteen or teen using the Internet, interactive and digital technologies or mobile phones.
There are on-line activities that violate the integrity of the computer system and the dignity of the human person. Here is the start up list of issues and concerns to handle properly in the school, community centers, and home with computer and Internet.
ACTIVITY: Safety and Security Issues and Meaning
ISSUES AND CONCERNS WHAT THEY MEAN
Malware and virus attack
Identify Theft
Spam Mails
Phishing misrepresentation
Copyrights Infringement
Cyberbullying
Illegal file sharing
Plagiarism
Pornography
CyberSex
Hacking
Cyberterror
Internet Addiction
Health Problem
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Twelve proactive ways towards Internet safety.
The proactive way of promoting safety is to enable parents and teachers guide the children and students on how to use the Internet. Bring them to experience the positive value of using the Internet, and introduce the abuses that make the experience negative. The children and students have to be led towards concrete appreciation of the appropriate use of the Internet to acquire, create, and share knowledge; and to abhor the ill consequences of misuse.
The challenge to parents and teachers is to bring the learning events that make the children and students recognize the ambivalent value of using the Internet. Build knowledge and motivation of children and students to evaluate and to decide for web content and services that promote their good.
1. Learn to use the Internet browser software (i.e. Internet Explorer, Mozilla Firefox, Mac Safari, etc) and its network and security features related to proxy, passwords, filtering, privacy, downloading, confidentiality, digital certificates, cookies, add-on programs and phishing, etc.
2. Learn to access the Internet, browse, search, review, and make lists of educational oriented content and web services to be incorporated into the lesson plan.
3. Learn to use and verify the child-safety features of the web applications related to web mail, file sharing, social networking, instant messaging, on-line forum, web searching, etc.
4. Make the instructional content and activity experiences of the children exciting and engaging by introducing interactive websites that make the student achieve the learning outcomes, and web applications that make the students find, create, and share knowledge.
5. Engage the students on the positive use of social networking sites, email, file sharing sites, on-line forum, and instant messaging in the context of learning collaboration, community building, and knowledge creation.
6. Create a webpage to contain the list of appropriate educational website, information database, and knowledge publishers. (i.e. on-line learning and games, on-line library, on-line magazine and newspaper etc...) and build a customized search engine that looks for content on selected sites listed in the search engine.
7. Set the default page, (that appear when the browser software is opened), of all classroom computer workstations to the web page list of appropriate content and customized search engine link.
8. Install a proxy server to manage the connection sharing and content access preferences to the Internet of the networked computer workstations in the classroom. The proxy server software acts as the control center to allow the single internet connection to be shared by linked computer work stations in the classroom. It provides the firewall to make the computer inside the classroom network invisible to the Internet. It has the safety features of filtering the allowed content and websites to be accessible in the classroom network.
9. Illustrate to the students how the integrity of the computer, the rights of the persons, and physical safety of an individual are compromised due to criminal acts that find embodiment in some web services and computer programs.
10. Demonstrate to the students the safe way of responding to on-line invitations, registration forms, unsolicited e-mails and cyberbullying. The students must be taught on how to be discriminating in handling request for personal information and solicitation inside the Internet.
11. Install and demonstrate to the student the use of anti virus software, firewall software, unwanted files cleaner, antispyware or malware, and file encryption software. The programs are meant to prevent unwanted intruders, file snatching, backdoor programs, and unlawful re-use of cookies.
12. Instruct the students on the ethical and acceptable use of the Internet and computer software. The students must be introduced to the standard guidance on health issues, privacy and confidentiality, file sharing, pornography issues, cultural sensitivity, copyrights, and cybercrimes.
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On-line Guidance on Internet Safety and Security
Ten Commandments of Computer Ethics
1. Thou shalt not use a computer to harm other people.
2. Thou shalt not interfere with other people's computer work.
3. Thou shalt not snoop around in other people's files.
4. Thou shalt not use a computer to steal.
5. Thou shalt not use a computer to bear false witness.
6. Thou shalt not copy or use proprietary software for which you have not paid.
7. Thou shalt not use other people's computer resources without authorization or proper compensation.
8. Thou shalt not appropriate other people's intellectual output.
9. Thou shalt think about the social consequences of the program you write or the system you design.
10. Thou shalt use a computer in ways that show consideration of and respect for your fellow humans.
Copyright: Computer Ethics Institute Author: Dr. Ramon C. Barquin
Kids Rules for Online Safety (for pre-teens)
1. I will not give out personal information such as my address, telephone number, parents’ work
address/telephone number, or the name and location of my school without my parents’ permission.*
2. I will tell my parents right away if I come across any information that makes me feel uncomfortable.
3. I will never agree to get together with someone I “meet” online without first checking with my parents. If my parents agree to the meeting, I will be sure that it is in a public place and bring my mother or father along.
4. I will never send a person my picture or anything else without first checking with my parents.* 5. I will not respond to any messages that are mean or in any way make me feel uncomfortable. It
is not my fault if I get a message like that. If I do I will tell my parents right away so that they can contact the service provider.
6. I will talk with my parents so that we can set up rules for going online. We will decide upon the time of day that I can be online, the length of time I can be online and appropriate areas for me to visit. I will not access other areas or break these rules without their permission.
7. I will not give out my Internet password to anyone (even my best friends) other than my parents.
8. I will check with my parents before downloading or installing software or doing anything that could possibly hurt our computer or jeopardize my family’s privacy
9. I will be a good online citizen and not do anything that hurts other people or is against the law. 10. I will help my parents understand how to have fun and learn things online and teach them
things about the Internet, computers and other technology.
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Internet Browser Security Features
The Internet browser is the piece of software or program installed in the computer. It is used to connect the student’s computer to other computers inside the Internet in order to get information and to interact with other computer users.
The popular products are Internet Explorer of Microsoft Windows, Mozilla Firefox for Windows, Linux and Macintosh, and Safari of Macintosh OS X.
The Internet browser calls the program to execute the instructions to open webpage, applications, documents, images, videos, pop-program, authorized links, content history, bookmarked sites, and downloadable files from the different sites in the Internet.
The Internet browser contains security options that the teachers and parents can set in order to control the following:
1. Default webpage to open when the Internet browser is activated for the first time.
2. Default prompting to ask where the downloaded file is to be saved.
3. Selection of add-ons and plug-in programs to be integrated with the browser.
4. Selection of pop-up program that are allowed or blocked to show up.
5. Sites where the images are allowed to appear in the browser.
6. Enable and disable java scripts contained in the opened website.
7. Selection of action to control the application in opening the downloaded pages, documents, images, videos, etc.
8. History recording limitation of on-line activity
9. Clearing of Internet cookies and private data
10. Prompting on questionable websites
11. Options to remember transaction password used in the accessed website
12. Connection to the Internet proxy that provides shared access and content filtering.
13. Set the website allowed for offline data store
14. Define the websites allowed to provide add-on program
15. Activation of parental control features of the operating
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ACTIVITY: Computer Safety Availability Matrix
SAFETY ACTION NOT AVAILABLE AVAILABLE
The firewall software of the computer is properly activated and configured
The antivirus software of the computer is installed and updated in the computer.
The antivirus software of the computer performs automatic scanning of files being accessed.
The antispyware or anti-malware software is installed and updated in the computer
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TRAINING EVALUATION: (Kirkpatrick Model)
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OPENDESKIT PROJECT LEAD: JOHN J. MACASIO
John J. Macasio is the project lead of OPENDESKIT PROJECT – Open Digital Education Solution ToolKit. He has extensive experience in managing ICT services project in education. He is also engaged in designing and implementing training programs on ICT project management in government. He serves as project consultant in the development of e-learning initiatives in both government and private organization
Mr. Macasio served as ICT Consultant of the Department of Education, Office of the Secretary, from January 2007 to June 2010. He was engaged in providing architectural framework, service strategy and technology references in the design, development and implementation of the Department of Education Computerization Program.
He is an ICT Training Consultant of the National Computer Institute, National Computer Center. He develops and conducts the trainings on e-Government Project Management, ICT Services Management, and Enterprise Architecture and Information Systems Planning.
He developed and implemented for USAID Last Mile Initiative the Internet for teacher project called ischools webboard which introduces the use of Internet for teaching. He led the project implementation of Intel Philippines e-learning multimedia project called skoool.ph. He also served as technical consultant to the Vibal Publishing e-Learning project to support the ICT based activities of the published textbook. He served as project consultant to the e-TESDA Project Management Office in the design and implementation of the Technical Education and Skills Development Authority (TESDA) e-learning services
Mr. Macasio was the lead author of the textbook project Computer Literacy for Children in 1993, which was published by Rex Bookstore. He led the design and implementation of the University wide computerization of Far Eastern University from 1993-2004. He co-authored the ICT Project Management Essentials for the United Nations APCICT in 2008. He is the author of the OPENDESKIT Training Guide which covers core knowledge, skills and motivation to build the capability of teachers on the integrative use of innovative technologies in teaching and learning. A project he started in 2008 to support the content and training requirement of teachers in the public education. He developed the conceptual framework and aggregation of solution for the use of open source software for education, government and business. The aggregated free software projects are called OpenDESK and OpenSTEP, which all initially launched by the Commission on Information and Communications Technology – Human Capital Development Group in 2004.
John Macasio studied Philosophy in De Mazenod Seminary, Notre Dame University, Cotabato City, and Sociology at the Asian Social Institute, Manila. He underwent professional training on technology in the accredited training centers of Microsoft, Oracle, ITIL and CIW. He is a certified ITIL and CIW professional.