A.

Digital Citizenship

 A digital citizen refers to a person who has the knowledge and skills to effectively
use digital technologies to communicate with others, participate in society and
create and consume digital content.
 A digital citizen is a person utilizing information technology in order to engage in
society, politics, and government. Karen Mossberger and others define digital
citizens as "those who use the Internet regularly and effectively".

Karen Mossberger

 Digital citizenship can be defined as the norms of appropriate, responsible

behaviour with regard to technology use.

 Digital citizenship is about confident and positive engagement with digital

technologies. By educating students about digital citizenship, they will have the
opportunity to develop an understanding about the following concepts:
 digital and information literacy
 internet safety
 privacy and security
 cyberbullying, relationships, etiquette and communication
 creative credit and copyright
 digital footprint

Nine Elements of Digital Citizenship

1. Digital Access: Full electronic participation in society.

Technology users need to be aware that not everyone has the same opportunities when
it comes to technology. Working toward equal digital rights and supporting electronic
access is the starting point of Digital Citizenship. Digital exclusion makes it difficult to
grow as a society increasingly using these tools. Helping to provide and expand access
to technology should be goal of all digital citizens. Users need to keep in mind that there
are some that may have limited access, so other resources may need to be provided. To
become productive citizens, we need to be committed to make sure that no one is denied
digital access.
2. Digital Commerce: Electronic buying and selling of goods.
Technology users need to understand that a large share of market economy is being done
electronically. Legitimate and legal exchanges are occurring, but the buyer or seller needs
to be aware of the issues associated with it. The mainstream availability of Internet
purchases of toys, clothing, cars, food, etc. has become commonplace to many users. At
the same time, an equal amount of goods and services which are in conflict with the laws
or morals of some countries are surfacing (which might include activities such as illegal
downloading, pornography, and gambling). Users need to learn about how to be effective
consumers in a new digital economy.
3. Digital Communication: electronic exchange of information.
One of the significant changes within the digital revolution is a person’s ability to
communicate with other people. In the 19th century, forms of communication were
limited. In the 21st century, communication options have exploded to offer a wide variety
of choices (e.g., e-mail, cellular phones, instant messaging). The expanding digital
communication options have changed everything because people are able to keep in
constant communication with anyone else. Now everyone has the opportunity to
communicate and collaborate with anyone from anywhere and anytime. Unfortunately,
many users have not been taught how to make appropriate decisions when faced with
so many different digital communication options.
4. Digital Literacy: process of teaching and learning about technology and the
use of technology.
While schools have made great progress in the area of technology infusion, much remains
to be done. A renewed focus must be made on what technologies must be taught as well
as how it should be used. New technologies are finding their way into the work place that
are not being used in schools (e.g., videoconferencing, online sharing spaces such as
wikis). In addition, workers in many different occupations need immediate information
(just-in-time information). This process requires sophisticated searching and processing
skills (i.e., information literacy). Learners must be taught how to learn in a digital society.
In other words, learners must be taught to learn anything, anytime, anywhere. Business,
military, and medicine are excellent examples of how technology is being used differently
in the 21st century. As new technologies emerge, learners need to learn how to use that
technology quickly and appropriately. Digital Citizenship involves educating people in a
new way − these individuals need a high degree of information literacy skills.
5. Digital Etiquette: electronic standards of conduct or procedure.
Technology users often see this area as one of the most pressing problems when dealing
with Digital Citizenship. We recognize inappropriate behaviour when we see it, but before
people use technology they do not learn digital etiquette (i.e., appropriate conduct). Many
people feel uncomfortable talking to others about their digital etiquette. Often rules and
regulations are created or the technology is simply banned to stop inappropriate use.
It is not enough to create rules and policy, we must teach everyone to become responsible
digital citizens in this new society.
6. Digital Law: electronic responsibility for actions and deeds
Digital law deals with the ethics of technology within a society. Unethical use manifests
itself in form of theft and/or crime. Ethical use manifests itself in the form of abiding by
the laws of society. Users need to understand that stealing or causing damage to other
people’s work, identity, or property online is a crime. There are certain rules of society
that users need to be aware in an ethical society. These laws apply to anyone who works
or plays online. Hacking into others information, downloading illegal music, plagiarizing,
creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing
anyone’s identify or property is unethical.
7. Digital Rights & Responsibilities: those freedoms extended to everyone in a
digital world.
Just as in the American Constitution where there is a Bill of Rights, there is a basic set of
rights extended to every digital citizen. Digital citizens have the right to privacy, free
speech, etc. Basic digital rights must be addressed, discussed, and understood in the
digital world. With these rights also come responsibilities as well. Users must help define
how the technology is to be used in an appropriate manner. In a digital society these two
areas must work together for everyone to be productive.
8. Digital Health & Wellness: physical and psychological well-being in a digital
technology world.
Eye safety, repetitive stress syndrome, and sound ergonomic practices are issues that
need to be addressed in a new technological world. Beyond the physical issues are those
of the psychological issues that are becoming more prevalent such as Internet addiction.
Users need to be taught that there are inherent dangers of technology. Digital Citizenship
includes a culture where technology users are taught how to protect themselves through
education and training.
9. Digital Security (self-protection): electronic precautions to guarantee
safety.
In any society, there are individuals who steal, deface, or disrupt other people. The same
is true for the digital community. It is not enough to trust other members in the
community for our own safety. In our own homes, we put locks on our doors and fire
alarms in our houses to provide some level of protection. The same must be true for the
digital security. We need to have virus protection, backups of data, and surge control of
our equipment. As responsible citizens, we must protect our information from outside
forces that might cause disruption or harm.
B. Social, Ethical and Legal Responsibilities in the Use
of Technology Tools and Resources by Teachers

 Plato: The purpose of education is to cultivate the intellect, pursued for its own
sake, in order to uncover the universal themes and natural laws that the prepared
mind can discern beneath the surface confusion of life (Berman, 1990).
 Socrates: The purpose of an education is to prepare citizens to participate in public
affairs(Berman, 1990)

 "Social responsibility is a personal investment in the well-being of others and

of the planet (Berman, 1990). Social responsibility of education is a process
whereby the whole community transmits to the next generation appropriate
values, traditions, skills and cultural norms. Service learning promotes good deeds
and academic success.
 Teachers’ Responsibility:

 It is a teacher's responsibility to provide a nurturing and welcoming learning

environment for all students, and to take seriously the position of influence
that she is in. A teacher can influence what her students talk about, how
they think and what they become. Social responsibility demands that a
teacher not only cares about actual students; but also must understand and
prepare them and show them how fit into future community. So to prepare
students to be good citizens by providing them ways to help the institution
itself be a good citizen while learning to be good citizens themselves; To
foster and renew bonds of trust in the community; i.e., “social capital” and
to use the neutrality of the campus to provide a common ground where
differences of opinion and advocacy for particular points of view can be
addressed in an open and constructive ways and where people with similar
goals can come together and create ways to work together.

 The social responsibility of teachers’ emphasis on how:

1. To create leadership development opportunities for students and

to foster a commitment to social and civic responsibility;

2. To enhance the employability of graduates by providing

opportunities to build a strong resume and to explore career
goals;

3. To promote learning both for students and for community

members;

4. To play a role in creating capacity in the community to work on

complex societal problems.

5. To design a more effective way for the campus to contribute to

economic and community development;

6. To build support for public investment in higher education, both

to provide access and opportunity for students of all backgrounds
to pursue an education and to generate knowledge that will
address critical societal needs;
7. Scholarship of Discovery: contributes to the human stock of
knowledge and to the intellectual climate of a college or
university.

8. Scholarship of Integration: makes connections across the

disciplines, placing the specialties in larger context—often
educating non specialists.

9. “a philosophy of education that empowers individuals, liberates

the mind and cultivates social responsibility.”

10. Challenging encounters with important issues

11. More a way of learning than specific content

12. Prepares students to be intentional learners who can adapt to

new environments, integrate knowledge from different sources
and continue to learn throughout their lives

13. Prepares graduates who will be intentional, empowered,

informed and responsible.

14. Open up boundaries and stimulate the exchange of ideas using

some of the strategies of learning organizations:

15. Celebrate the diversity of the school community. Recognize all

of the intellectual levels of the students and allow them to
participate in the community.

16. Use the school wood shop classes to build furniture for homeless
shelters. Involve the art classes in designing the furniture or
decorating it. The concept of learning to use tools and equipment
is maintained and the end result is fewer little projects and one
larger project that helps the community and builds a sense of
classroom community.
 17. Incorporate environmental literacy into all of the content areas.
Teach students about the interdependence of life forms; that
materials flow through our ecosystems; that we are consumers
of resources; that humans have an effect on environmental
systems. Read about environmentalists, visit local rivers and
streams to observe ecosystems.

18. Create school democracies that have real power. Allow student
governments to make recommendations to parents and school
leadership groups. Assist students in learning the process of
decision making;

19. Encourage students to make small changes through group

action.

 Ethics has always been at the core of creating a thriving learning environment.
We are well accustomed to teaching students ethics through principled examples,
such as: these are the rules (don't push); here are reasons for the rules (don't
cause harm to others).

 In the Connected Age, it's easy to go online and download multimedia (illegally or
legally). There are even subscription sites that allow unlimited downloading of
movies, music, or games, which further blurs the line between what is free and
what is copyrighted. In fact, some students are confused that copying and pasting
is plagiarism because their source material didn't have an author, and therefore it
was ''common knowledge.''

 Plagiarism is a big ethical concern, especially with search engines that make it
easy to find any query. The widespread availability of knowledge also makes it
easier for students to fabricate research and fake a source. Reinforcing how to cite
authors, and why it's important to respect the intellectual property of others, will
help to minimize these occurrences. Requiring well-cited sources will also help
prevent any fabricated research.
 Electronic Communicators

 Electronic communication between teachers and students can be helpful,

but the line can become blurred between business and personal. Keep
electronic communications professional, and warn students of the dangers
of thinking that their emails and text messages are personal. Especially
when using school or business email systems, these types of
communications can easily be made public.

 Social Networks and Cyberbullying

 According to their company info page, Facebook has 1.79 billion active
users, and 66% of these users log on every day. That's a staggering
number! Some educators are using Facebook to share multimedia with
students, or as a way for students to connect and collectively brainstorm.
My college had a Facebook page for our cohort, and while the intentions of
connecting students through the page were positive, they provided no
guidelines for the page's use and it inevitably led to ethical issues. One
student began snapping pictures of a particular student and posting them
to the page, making fun of him at every turn. This repeated-over-time
pattern of hurtful behaviour was cyberbullying.

 Social Networks can also bring up ethical issues for teachers who are
''friends'' with their students. Teachers may learn things about their
 students, like seeing posts about underage drinking. A young student
doesn't understand that they have waived their right to privacy by posting
things on social networks, and they often feel that Facebook is anonymous
because there is no face-to-face interaction. This feeling also enabled my
classmate to cyberbully another student without feeling the full weight of
his actions. This is a teaching moment to help students understand that
Facebook is not a diary and it is not anonymous. Our actions and posts on
public social networks could one day prevent us from getting a job, or they
could cause us to become unemployed.

 Confidentiality

 Between utilizing online forums, social media, and other online

applications, schools are collecting a lot of information about students.
Reviewing the contract for data use and retention policies, as well as
being transparent with students and parents about district information
policies, including what is being collected and how it will be used.

How to Address Technology Related Ethical Issues

 It is important for teachers to outline both technology rules and the

reason for the rules. Focus on how technology can enhance or expand
the student's learning, and help them see how technology can connect
and build upon their real-life activities and learning.
 And, of course, create clear boundaries of what students can and
cannot do while on a classroom computer. Arlene Rinaldi
developed 10 Commandments for computer network users at Florida
Atlantic University. The commandments include not harming others,
not snooping, not using the computer to steal, not using other
people's intellectual output without authorization, and understanding
the social consequences of things you do on the Internet.
 Teaching Ethical and Legal Use of Technology Tools
 Computers should be used to support existing curriculum
 Do not allow computers to dictate teaching methods
 Do not allow student fascination with the computer overpower
learning
 Explains student responsibilities online
 Explains connection to learning and teaching
 Explains consequences form policy violations
 Educate students about copyright laws
 Equal access to computers regardless of gender, race or special needs

 Provide a protocol
 When something inappropriate appears on the computer screen:
close out program immediately, tell teacher immediately.
 Educators should discuss these procedures with students in advance
so they will know how to respond.
C. Intellectual Property Rights Applicable to the
Educational Setting: Copyright and Related Rights
Copyright Law

 Intellectual property includes literary or artistic works, inventions, business

methods, industrial processes, logos, and product designs. Nearly every
activity engaged in by students, staff, and faculty in schools involves the
production or use of intellectual property; examples include:

 Lesson Plans
 Student Assignments
 Lectures
 Videos
 Books
 School Websites
 Publications
 Reports
 Concerts
 Plays

 Most items used in education are legally protected intellection property,

often owned by someone other than the user. All members of school
communities are permitted to use protected intellectual property, but they
must engage in “fair use” or get advance permission of the owners. Users
must be careful not to use intellectual property unlawfully, or they risk
having to pay damages, fines, and/or court costs. Items in the public
domain, however, may be used without cost to the user or consent of the
owner. Intellectual property is any unique product of the mind or human
intellect.

 Intellectual property rights protect the interests of creators by giving them

property rights over their creations. IP is protected with laws (copyrights,
patents, etc.) which enable people to earn recognition of financial benefit
from what they invent or create. By striking the right balance between the
interests on innovators and the wider public interest.
  Legal issues affecting intellectual property in education involve both
creation and use of intellectual works. Intellectual property law balances
the rights of individuals to make, own, distribute, and profit from their
creations and the rights of the public to make use of knowledge and
inventions.

 Illustrations of the law of intellectual property in law of intellectual property

in education include copyright and patent infringement for improper use of
protected works, and trademark licensing and protection of names, logos,
symbols, and pictures used to identity schools.

Copyright Issues

 By far, the most applicable category of intellectual property law in school is

copyright.
 Copyrights are intangible rights granted through the federal Copyright Act to an
author or creator of an original artistic or literary work that can be fixed in tangible
means of expression such as hard copies, electronic files, videos, or audio
recordings.
 Copyright law protects literary, musical, dramatic, choreographic, pictorial,
sculptural, and architectural works as well as motion pictures and sound
recordings.
 Each copyrightable work has several “copyrights”- the exclusive rights to make
copies of the work, prepare derivative works, and perform or display the work
publicly.

 With some important exceptions, two of which are highlighted here, teachers and
students may not use the copyrighted works of others without permission of the
copyright holders. The first exception, fair use, is the most important and most
often cited.

 The fair use of a copyrighted work, “for purposes such as criticism, comment, news
reporting, teaching (including multiple copies for classroom use), scholarship, or
research, is not an infringement of copyright.”

 If the use is a fair use, then the user need not obtain advance consent of the
copyright holder. Determining whether the use is fair requires the application of
four factors:
  Purpose and character of the use
 Nature of the copyrighted work
 Amount and substantiality of the portion used in relation to the work as a
whole
 Effect of the use upon the potential market for or value of the work

 The second exception is also fairly common in schools; it is not an infringement

for teachers and students to perform or display a copyrighted work in the course
of face-to-face or online/distance education teaching activities. For electronic
display or performance, the school must comply with several additional
requirements.

 Copyrightable works created today are protected from the time the work is fixed
in a tangible medium of expression until 70 years after the death of the
author/creator.

 Once a copyright term expires, the work goes into the public domain.

 A copyright is collection rights which can be given away, sold, leased, or licensed.
Fair Use

 In some cases you are allowed limited use of copyrighted material (fair use)
without having a license or permission of the author.

 The fair use provision allows limited use of copyrighted material under certain
circumstances. Fair use applies mainly when the work is used for the purpose of
the criticism, parody, comment, news reporting, teaching (including multiple
copies for classroom use), scholarship, or research.

Commentary and Criticism

 If you are commenting upon or critiquing a copyrighted work—for instance, writing

a book review—fair use principles allow you to reproduce some of the work to
achieve your purposes. The underlying rationale of this rule is that the public reaps
benefits from your review, which is enhanced by including some of the copyrighted
material. Additional examples of commentary or criticism are provided in the
examples of fair use case.

Parody

 A parody is a work that ridicules another, usually well-known work, by imitating it

in a comic way. Judges understand that, by its nature, parody demands some
taking from the original work being parodied. Unlike other forms of fair use, a fairly
extensive use of the original work is permitted in a parody in order to “conjure up”
the original.
 D. Digital Safety Rules

Rule 1: Research before you register

The internet has revolutionised the way we live our lives, enabling us to read the news,
enjoy entertainment, carry out research, book our holidays, buy and sell, shop, network,
learn, bank and carry out many other everyday tasks.
However, there are a number of risks associated with going online. These result from
either visiting malicious websites or inadvertent disclosure of personal information.

The Risk
The risks of visiting malicious, criminal or inappropriate websites include:
 Viruses and spyware (collectively known as malware).
 Phishing, designed to obtain your personal and/or financial information and possibly
steal your identity.
 Fraud, from fake shopping, banking, charity, dating, social networking, gaming,
gambling and other websites.
 Copyright infringement – copying or downloading copyright protected software,
videos, music, photos or documents.
 Exposure to unexpected inappropriate content.

Use the Internet Safety

It is very easy to clone a real website and does not take a skilled developer long to
produce a very professional-looking, but malicious site.

Being wary of malicious, criminal or inappropriate websites:

 Use your instincts and common sense.

 Check for presence of an address, phone number and/or email contact – often
indications that the website is genuine. If in doubt, send an email or call to establish
authenticity.
 Check that the website’s address seems to be genuine by looking for subtle
misspellings, extra words, characters or numbers or a completely different name from
that you would expect the business to have.
 Roll your mouse pointer over a link to reveal its true destination, displayed in the
bottom left corner of your browser. Beware if this is different from what is displayed
in the text of the link from either another website or an email.
 If there is NO padlock in the browser window or ‘https://’ at the beginning of the web
address to signify that it is using a secure link, do not enter personal information on
the site.
 Websites which request more personal information than you would normally expect to
give, such as user name, password or other security details IN FULL, are probably
malicious.
 Avoid ‘pharming’ by checking the address in your browser's address bar after you
arrive at a website to make sure it matches the address you typed. This will avoid
ending up at a fake site even though you entered the address for the authentic one –
for example ‘eebay’ instead of ‘ebay.
 Always get professional advice before making investment decisions. Sites that hype
investments for fast or high return – whether in shares or alleged rarities like old wine,
whisky or property – are often fraudulent.
 Be wary of websites which promote schemes that involve the recruitment of others,
receiving money for other people or advance payments.
 If you are suspicious of a website, carry out a web search to see if you can find out
whether or not it is fraudulent.
 Be wary of websites that are advertised in unsolicited emails from strangers.

Secure Websites

Before entering private information such as passwords or credit card details on a website,
you can ensure that the link is secure in two ways:

 There should be a padlock symbol in the browser window frame, that appears when
you attempt to log in or register. Be sure that the padlock is not on the page itself ...
this will probably indicate a fraudulent site.
 The web address should begin with ‘https://’. The ‘s’ stands for ‘secure’.

Cookies

Cookies are files on your computer, smartphone or tablet that websites use to store
information about you between sessions. Most of the time they are innocuous – carrying
out tasks such as keeping track of your username so that you don't have to log into a
website every time you visit it, and storing your usage preferences. However, some are
used to track your browsing habits so that they can target advertising at you, or by
criminals to build a profile of your interests and activities with a view to fraud.

 Set your browser to warn you when a cookie is installed. Note that some sites will not
work if you block cookies completely.
 Some browsers will let you enable and disable cookies on a site by site basis so you
can allow them on sites you trust.
 Use an anti-spyware program that scans for so-called tracker cookies.
 There are also cookie management programs that can delete old cookies and help
manage them. In addition you can use settings in some browsers to delete unwanted
cookies.
 Use a plain text email display instead of HTML email so that tracking files and cookies
cannot be included in email files.
 UK websites must gain your permission to enable cookies.

Rule 2: Discriminate

Without saying anything too contentious about a proper definition of “technology,” we

can perhaps say that a common-sense description might be that a technology is a way
to get something done. By speaking of a ‘discriminatory technology’ we must mean a way
of getting something done which produces a discriminatory effect.

 By speaking of “discrimination” we clearly do not intend the word in the sense in

which a gourmand has “discriminating taste,” although the two senses are related.
Discrimination in the political sense has to mean something like ‘when a morally
irrelevant characteristic is allowed undue influence in a determination of individual
or distributive justice.’

 For discrimination of this political kind to take place, there must first be
discrimination in the amoral sense of drawing distinctions—in this case, distinctions
between persons. This may seem to be a trivial conceptual point: of course a
distinction must be first made before it can be given undue influence. But this
point is of deep and historical consequence, for, arguably at least, the most
prominent way that discrimination has been overcome is not by equalizing the
judgments made about one group who has been distinguished from another, but
instead by ceasing to make the distinction between these groups to begin with.
Rule 3: Think before typing

Teenagers posting personal information on line has been an issue for a while. Also with
the advent of cyber bullying it has made what teens post on line even more of an issue.
Many teenagers have committed suicide due to cyber bullying.

Sharing much too much:

 It's about time we realize that not everything we do in our life needs to be
documented online. Many of us have become addicted to documenting practically
every breath we take on social media, from eating a doughnut to taking a train
ride. Is it any wonder that overshare was The Chambers Dictionary's word of the
year in 2014? Even digitally savvy teens think people are divulging TMI online. In
a 2015 Pew Research Survey 88 percent of teen social media users agreed that
people share too much of themselves on social media. Everyone needs to
understand the importance of social sharing for your platform—versus oversharing
for your ego. A 2015 UCLA study revealed that people who overshare on social
media are at a higher risk of being cyber shamed. This study suggests oversharing
of personal information leads bystanders to blame and not feel for the victim.

Sharing inappropriate material:

 The Internet is unforgiving. Before texting, tweeting, emailing, posting, or sharing
anything, consider how you'd feel if your words or images went viral. Is your
human need for approval, for eliciting likes and retweets, driving you to share
questionable material? Does the content convey how you truly want to be
perceived? You should have zero expectation of privacy when it comes to
cyberspace.

Sharing with the wrong people:

 You should frequently review the settings on your social media accounts and make
sure you actually know who are connecting with. Who's in your Facebook friends
and cell-phone contact lists? Do you actually know them? Would you be
embarrassed if you accidentally butt-dialed one of them? In 2010, Jimmy Kimmel
dubbed November 17 National Unfriend Day, a time to review your contact list and
weed out your true friends from your virtual acquaintances. Just because you've
set your privacy settings as high as possible doesn't mean you are 100 percent
 secure from trolls or a friend turned foe. You may believe that you're only sharing
this with your core group, but remember, you don't always have control over what
photos others choose to take and share.

Sharing without dignity:

 When we see adults, politicians, celebrities, or athletes acting childish or bullish
online, it sends the wrong message to our fellow adults and to our kids. Many of
these people are role models who our youths look up to. But when we have videos
circling of hip-hop stars sniffing cocaine over a woman's breasts and politicians
trashing the reputation of private citizens or getting caught with their digital pants
down, like Anthony Weiner, over and over again (and over yet again), we have
crossed a line.

Sharing with negativity:

 Everyone knows people who use their social media feed as a venting machine. The
complaining never stops, whether it's their bleak life, their horrible job, or their
dismal dating scene. Worse is when they impose their negative thoughts on your
good fortune—you've just landed your dream job, and they make an
unenthusiastic remark like, "Not a great company to work for." Yes, we've all
experienced the Negative Nellies and Debbie Downers in our world, and we don't
want to be one of them—especially online. From the moment you are given the
privilege of your first keyboard, your virtual résumé begins. It's up to you to
maintain and create a positive persona. It's true, we can't be happy all the time,
and it's fine to reach out for support in times of grief. But the good news about
the Internet, and even your smartphone, is that you can turn it off if you're having
a bad day. Also, never post something in haste or anger that you might later
regret—log off instead. I like to say, "When in doubt, click out." Remember, once
you post a comment, a thought or a picture, it is on the internet forever. No matter
what you do, you can never totally erase it. Also if you hurt someone, you cannot
change that fact either. On last point to remember, colleges are now searching for
your posts on line when you apply to their college. They can find posts you thought
you erased and those posts may cost you being accepted to a college. This year,
Harvard University withdrew their acceptance offers to approximately 100
applicants because of posts they discovered after the acceptance letters had been
mailed. Bottom line, on line posting can have very serious negative impacts on
your life or other people's lives that you are not intending to hurt.
Rule 4: Required ID

ID cards can increase building security in a number of ways. Using photo ID cards
makes it easy for security personnel to quickly identify each employee or visitor,
minimizing the risk of impersonation and theft. By restricting access to a building
to allow only those with ID cards to enter, each company will be able to lower the
possibility of unauthorized visitors entering the building. Many ID cards also include
extra security features, such as holographic overlays or magnetic stripes, to further
enhance building safety.

Rule 5: Trust your gut

So often we’re told to “Just trust your gut,” but what does it actually mean and more
importantly, how do you do it?

 Gut instinct, or intuition, is your immediate understanding of something; there’s

no need to think it over or get another opinion—you just know. Your intuition
arises as a feeling within your body that only you experience. Because the feeling
is so personal, no one else can weigh in to tell you if you’re in touch with your gut
instinct or not. You alone have to make the call. Because of this, trusting your
intuition is the ultimate act of trusting yourself.

 Listening to your intuition helps you avoid unhealthy relationships and situations.
Throughout your life, many people will have ideas about what’s best for you, some
held with good intentions and some coming from a place of deceitful, harmful,
selfish intent. It’s sometimes hard to tell which category someone falls into, but if
you put aside all of those external opinions and instead listen to the advice of your
own intuition, it will guide you to what is truly best for you.

 The process of trusting your gut is not as simple as the phrase implies, though,
especially when certain habits and circumstances pull us strongly and often
unconsciously in the opposite direction. Luckily, our intuition is so deeply
instinctual that even if we’ve been out of touch with it for our entire lives, it’s still
there inside of us, waiting for us to summon its wisdom.
 E. Cyber Bullying

Cyberbullying is bullying that takes place over digital devices like cell phones, computers,
and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social
media, forums, or gaming where people can view, participate in, or share content.
Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean
content about someone else. It can include sharing personal or private information about
someone else causing embarrassment or humiliation. Some cyberbullying crosses the line
into unlawful or criminal behaviour.

Law and Sanctions

Anti-Bullying Act of 2013 (RA 627)

 An act requiring all elementary and secondary schools to adopt policies
to prevent and address the acts of bullying in their institutions
This law finds applicability in school-related bullying, student-student bullying
in particular, which covers those uttered in social media.

 “Bullying”, as defined, refers to any severe or repeated use by one or

more students of a written, verbal or electronic expression, or a physical
act or gesture, or any combination thereof directed at another student
that has the effect of actually causing or placing the latter in reasonable
fear of physical or emotional harm or damage to his property; creating
 a hostile environment at school; infringing on the rights of another; or
materially or substantially disrupting the education process. (Sec. 2, RA
10627) These acts are collectively called “cyber bullying” when
committed online. (Sec. 2-D, RA 10627) This covers social bullying
aiming to belittle another individual or group or gender-based bullying
that humiliates another on the basis of perceived od actual sexual
orientation and gender identity. (Sec. 3, B-1, RA 10627, Implementing
Rules).

Civil Code on Damages (Art 2176, Civil Code)

 One who posts in social media, causing damage to the reputation of
another may be liable to the subject for damages and this can be a valid
cause of action under to be alienated from his friends or vex or humiliate
another on account of his religious beliefs, lowly station in life, place of
birth, physical defect or other personal condition. (Art. 26, Civil Code)

What to do if you are at the receiving end of cyber bullying?

 As a minor, tell your parents or guardian. It is best to share this also to
your class adviser or the school’s guidance office. Parent’s, its best to
inform the principal about the incident. As required by law, schools thru
the Principal or his/her designate, should conduct an investigation.

 As an adult, tell someone you trust, and if harassment is work related,

it is wise to give your HR a heads-up.

 When cyber bullied using social media, report the account, photos and
videos to social media, report the account, photos, and videos to social
network providers.
 F. Netizens in Cyberspace Active Citizenship

Citizenship is an old value that is now being applied to a new medium, the Internet.
Citizenship has been around for a long time, but now it is taking on a new meaning.
Cyber citizenship is a term that refers to being responsible when using the Internet.
What you do on-line when no one is looking tells a lot about your character and morals.
You are the first generation to be born into a world that already had computers. This
means that you need to learn the rights and consequences of living in a digital world.
You need to learn how to navigate through all the information that is available on-line.
Cyber Citizenship is kind of like the manners and etiquette of the Web.
Using the Internet often allows some anonymity (people don't know who you are).
This can be freeing in the sense you may feel more comfortable to share your thoughts
and ideas online compared to in class when you are definitely visible to everyone. Wikis,
YouTube, blogs, etc. all allow the average person to share their opinions which is great.
To be a part of the digital world and to participate in this sharing of information, certain
responsibilities are required.

So how can you be a Good Cyber Citizen???

1. Remember that whatever you post anywhere online could be visible to the public.
Even if something is written on a "private" facebook page, if a friend sees it, they
can spread it to their friends.

2. If you wouldn't say something to a person's face, than you shouldn't write it
anywhere on-line. If you have a problem with someone go to that person or an
adult to help work it out.

3. Use the Internet to help you with your schoolwork, but give credit to the sources
you use and don't believe everything that is online...it's not all true.

4. Use the Internet to learn more about anything your interested in, use it to help
you research what college you want to go to, and use the Internet to stay
connected with friends in your town or throughout the world.

5. Make sure you verify information before you share it or use it in a project. Some
of the information on the web is not accurate and you should search many sites
to see if the facts are true. Also, you shouldn't add to any information to the web
that isn't true.
 6. Only give certain information out. (See the Personal Safety Website).

7. Don't answer any questions that make you uncomfortable.

8. Always make sure you've told an adult if you decide to meet someone that you
might on the Internet.

9. Always be aware of copyright laws and give credit where credit is due.

10. Only use the computers that you're allowed to use. No Hacking...it's a crime!

Why is being a Good Cyber Citizen important?

1. It keeps the Internet free from hurtful statements.

2. It creates a culture of more and more reliable information.

3. It allows people to be given credit for what they've created.

4. More criminals or bullies can be caught when kids are honest and talk to adults.

5. Keeps your information private.

How to have proper Online Netiquette

Follow these simple rules to ensure that you make wise choices when sending e-mails.

1. Make sure you have the correct address and you are sending the information to
the correct person. You want it to get to the right place. Check the spelling of the
address and make sure you know if it's a family address or a personal address.
Also, make sure the link is correct and works if you are posting something on your
website, blog, social network site, etc.

2. Check information before sending or posting. You don't want to contribute to more
false statements/information/stories on the web. Don't forward junk mail or chain
letters to family or friends.

3. Proofread and spell check anything you send or post online. Re-read what you
wrote to make sure it is what you are wanting to say. Think about how another
person would interpret it. If they could take it another way from what you
intended, change it.
 4. Keep your comments clean. Don't attack others online or say anything that could
be hurtful.

5. Keep your personal information and your friends private. Don't forward e-mails or
pass on information that was given to you without permission.

6. Watch out for spam and other fraud e-mails. Never reply to them.

7. Think twice about what you're sending or posting. If you're going to write
something personal or private think twice. Messages can get misdelivered, adults
can monitor kids messages, and kids can send e-mails out to others without
permission.

Cyber Character for Netizens

“Cyber Citizenship” is ethical citizenship for

internet computer users we call “Netizens”.
“Citizenship”
 Your community needs you to be involved in
making the internet a better place. Base your
behavior on the question “How am I affecting
others?”Honor those authorities who are
trusted with administrating internet sources
and webpages. Hacking, griefing, and other
malicious behavior hurts all of us who spend
time with computers and digital information.
Use reliable, non-biased sources for
information.

Cyber Character
 Being the best person you can be on the internet and working with computers
helps the world we live in.The computer and the internet can give one a feeling
that “no one is looking.” Your character is defined by “what you do when no one
is watching you.” Being a good “cyber citizen” will make your life better, as well
as those around you on the internet.

Fairness
 Dishonesty has no place on the internet. Finger pointing or critical comments will
reflect upon you as an unfair or partial person. Cheating is popular in our society
and on the internet rise above it. Observe guidelines and acceptable use policies
for social communities, blogs, and other interactive places. Copyright laws are for
those who have legal rights to the content they’ve created. Stealing their work is
not fair.

Responsibility
 Cyber citizens must be accountable for their online actions. Be known for being
truthful and using kind words, not for harming or damaging others through your
actions. Just because you can do something does not mean it should be done.
 G. Netiquette (Social Conventions Online)

What is internet etiquette?

Internet Etiquette is a set of guidelines for online communication. These
guidelines include best practices for effective communication, ethics and
manners that apply specifically to the online space.

Rules of Netiquette:
1. Remember the human
 People communicating online should remember that they’re dealing
with other human beings, and should treat them the same way they
would in person.

2. Standards of Behaviour.
 It can seem easy to get away with moral and ethical infractions or
with law-breaking online. People should always behave the same
way online that they would in the real world.

3. Know Where You Are.

 Just as in real life, different spaces on the internet have different
social mores and codes of conduct. What might be acceptable in an
online message board is not when posting professional blog content.

4. Respect Other People’s Time.

 The internet is full of content and communications seeking the user’s
attention. Being respectful by being brief and concise or by not
expecting an immediate response is likely to be appreciated.
5. Make Yourself Look Good.
 Avatars, word choice, bios and other such things should always
convey the right message. Politeness is important.

6. Share Expert Knowledge.

 When sharing information online, it’s important to ensure that the
information is of good quality, is true and is helpful.

7. Keep Flame Wars Under Control.

 In general, protracted arguments (“flame wars”) can make
participants seem impulsive or rude; avoiding them is usually the
best course of action.

8. Respect Other People’s Privacy.

 People online should not share other people’s personal information
or seek it out. It’s typically unethical and often illegal.

9. Don’t Abuse Your Power.

 Those others should do their best not to use either unethically.

10. Be Forgiving of Other’s Mistakes.

 Those communicating online should bear in mind that netiquette is
a constant process for everyone, and give others the benefit of the
doubt when possible.

11. Email
 Be conscise, Simple layout, Avoid capslock, be careful with private
info, compressed attachments, no chain letters.

12. Message boards

 Search before you start thread, Avoid capslock, don’t spam, avoid
spelling/grammar errors, don’t be phony, clarify source before
arguing.

13. Facebook
 Don’t over post. Do not invite to videos. Don’t poke people. Be real.
Reply to comments. Don’t misuse new poll features-ask it once. Keep
private messages. Don’t have a facebook status “domestic”.
Netiquette for Online Students (“Do’s and Don’t’s)

1. Be Scholarly
Do: use proper language, grammar and spelling, be explanatory, justify your
opinions, credit the ideas of others; cites and link to scholarly resources.
Don’t: Misinforming others when you may not know the answers. If you are
guessing about something, clearly state that you don’t have all of the
information.

2. Be Respectful
Do: Respect privacy, respect diversity and opinions that differ from your own,
communicate tactfully and base disagreements on scholarly ideas or research
evidence.
Don’t: Sharing other person’s professional or personal information.

3. Be Professional
Do: Represent yourself well at all times. Be truthful, accurate and run a final
spell check. Write in a legible black font, and limit the uses of emotions.
Don’t: participating in a hostile interactions (flaming)

4. Be Polite
Do: Address others by name or appropriate tittle, and be mindful of your tone.
Be polite as you would in a face to face situation.
Don’t: Using sarcasm, being rude or writing in all capital letters (shouting).
Written words can be easily misinterpreted, as they lack facial expression, body
language and tone of voice.
 H. Educational Sites and Portals

Difference Between Website and Portal

 Website vs. portal are distinct terms, but there exists a correlation
between the two. Website and portal both have a web-based
interface; a website is the collection of web pages whereas a portal
acts as a gateway to world wide web and provides many services.

 Portal - is user-centric which means a user can probably provide

information and data.

 Website – is the group of web pages in which are placed in a location

on the internet and accessed through a web address. Content on a
website is globally visible, publically used, remains same for the
different individuals. Users need not to login for accessing the
website. The user can perform any specific task, and the website
supports it.

The increase in the use of technology in daily life activities has led to the growth and
popularity of Internet portal sites. Portals are gateways that provide information ranging
from general to specific interests.
Four generally recognized classifications of Web portals:
1. Horizontal - such as Excite, Lycos, MSN, orYahoo! provide services such as
news, entertainment, weather, stock information, e-mail accounts, or provide
links to other searching or sponsored sites.

2. Vertical - or niche portals (or vortals) provide services to public audiences

searching for specific content or interest.

3. Enterprise information portals - (also called enterprise resource portals or

corporate portals) provide restricted access to private resources of an
organization.
 4. B2B portals - sometimes referred to as industry portals, are a relatively new
phenomenon designed to sell particular goods to consumers online; they are
corporate in nature yet vertical in application.

Educational Web portals would best fit into the vertical portal category and will be the
focus of this article.

Educational portals are Web portals designed to give users a resource for locating and
navigating to Web-based resources that support educational endeavours. These
resources may include links to Web pages and files with information provided for a specific
educational exercise, links to external Web sites (Web sites that are not part of the
educational portal), illustrations of concepts including animations, means for accessing
software, communication tools, and other electronic resources employed in teaching and
learning. Considering this basic conception of educational portals, it would appear that
they are all merely vertical portals designed as public gateways to educational resources.
This classification is too narrow. What is important to recognize is that educational portals
serve both as public gateways to information and as private gateways to the resources a
particular institution or organization wants to make available only to its members.
Recognizing this provides a framework for classifying educational portals into two types:
educational resource portals and instructional portals. The focus will be to clarify this
classification.

Every individual wants to receive the best of education to achieve his or her dreams.
However, the more the institution is good, the higher the fees they charge. Students
usually leave their education incomplete and do blue collar jobs to meet their basic
ends. Moreover, these students collect money to complete their masters later in career.
Apart from those who can afford expensive higher education, some handful of students
gets scholarships.

In the age of internet and MOOCs, do we really need to spend huge amount on getting
degrees? One can equally quench his third for knowledge by joining online classes.
Online classes are not only cheap but also conveniently arranged for those who are
working. What else a student would want if he gets free classes that too online. There
are websites that provide free online courses or have resourceful material for students.
These websites are bejeweled with informative podcasts, videos and notes, they also
take time-to-time assessment tests. Indeed, there should be free flow of knowledge
and it is beneficial for the students and teachers both.
It's a myth to say that online education will go in vain, as the job market is more based
on our skills, rather than our degrees. What you know matters more than from where
you have learnt. Nowadays, agencies hire students on the basis of their knowledge and
ability to solve problems, keeping aside their grades or degrees.

Top ten websites providing free education to students:

1. EdX: edx.org - This website can be most preferred by the students as it

was founded by Harvard University and MIT in 2012. EdX is an online
learning destination and MOOC provider, offering high-quality courses from
the world's best universities and institutions to learners everywhere. Out of
the 90 universities, it includes top global rankers.
2. Academic Earth: academicearth.org – The website gives huge array of
academic options to student from traditional to contemporary studies. They
provide online degree courses from accounting and economics to
engineering and also carries material on niche subjects like behavioural
psychology. Moreover, it has have a collaboration with a bunch of reputed
colleges such as University of Oxford, Massachusetts Institute of
Technology, Stanford University and many other. Keeping in mind the
interest level of the students, the portal has videos and podcasts in all the
subjects.

3. Internet Archive: archive.org - From anything to everything, internet

archive is an authentic website storing the originals from various big
websites. For example, American libraries include the collection of free book
directly attached with the college libraries' websites. This is one of the best
websites imparting free and accessible knowledge. However, it does not
give admission or certificates for learning.
4. Big Think: bigthink.com - Big Think has over 2,000 fellows who have
received great fame in their forte. These experts write articles and record
tutorials for the students, later the content is further refined by the editorial
team of the website, giving authentic material to the students. Students can
make great use of this website by creating their own distinct ideology, as it
provide various opinions on one subject. Moreover, students can get views
from experts as well.

5. Coursera: courser.org - The moment a student opens this website, he is

bound to get sucked into the number of courses available in his topic of
interest. It is a user-friendly website. Students can find big universities and
a sharable electronic Course Certificate. "Courses include recorded video
lectures, auto-graded and peer-reviewed assignments, and community
discussion forums. When you complete a course, you'll receive a sharable
electronic Course Certificate," assures the website.
6. Brightstorm: brightstorm.com - High school scholars can use this site
for reference, rather an interactive reference website, which will mitigate
their learning problems. Of course, it is not easy for a student to
comprehend the intricate technical terminologies, so the website is making
the textbooks easier for students. They provide help in all subjects from
mathematics to science, history and other subjects. Entrance exams are
generally quite gruelling for students, and this website can solve the
problem. They have arranged the topics symmetrically, clearing the air and
structure of the competitive exams.

7. CosmoLearning: cosmolearning.com - Unlike other websites, this

portal provides academic as well as skill-based learning to the students.
Students can either refer to the material being provided or enrol themselves
in any of the 58 courses. The website is synthesised with three main
options, including educational material, courses and documentaries. The
subjects have been divided into two sections, namely extra-curricular and
academic subjects.
8. Futures Channel: thefutureschannel.com - This is not just an online
portal, but an educational channel for the learners. Unlike other websites,
it only represent the significant data catering the problems faced by
students. For example, students generally face problem in algebra, so they
have created special section for the same.

9. Howcast: howcast.com - It's a one-stop website for all the subjects,

none of the above portals have these many arenas. Keeping the essence of
inquisitiveness alive, the portal functions on the common key words
including the word 'how'.
10. Khan Academy: khanacademy.org - Khan Academy is an online
coaching It gives a win-win situation to the students by giving them the
liberty to learn on their pace, as it has a personalised dashboard to gauge
the progress report. It has all the traditional school subjects including math,
science, computer programming, history, art history, economics, and more.
Moreover, it has lessons from kindergarten to calculus, all at one stop. To
enhance the content for the students, it has partnered with NASA, the
Museum of Modern Art, the California Academy of Sciences, and MIT. Also,
the content is available in 36 languages.
 I. Online Communities of Learning

 The main difference is that they are all used for different purposes and to reach
different audiences. Not all people use every social platform.

1. Facebook - used to contact friends and family. Also to update them with
what is happening in your life. It is also used for advertising business and
products.

Founders:

Facebook: February 2004, Cambridge Massachusetts United States

 2. Twitter – used more a quick fix of news and information, you have limited
amount of characters you can write a post with.

Twitter: March 21, 2006. San Francisco California United States

 3. Instagram – used for pictures story, you can post an update without
including a picture, people used it to show their life and business visually.

Instagram: October 6, 2010. San Francisco United States

Kevin Systrom
 4. Webinar – short for web-based seminar, a webinar is a presentation,
lecture, workshop or seminar that is transmitted over the web using video
conferencing software.

A webinar is an online seminar that turns a presentation into a real-time conversation

from anywhere in the world. Webinars allow large groups of participants to engage in
online discussions or training events and share audio, documents or slides – even when
they’re not in the same place as the meeting host or in the same room where the event
or presentation is taking place.
 J. Online Resources

Open source

- Refers to something people can modify and share because its design is publicly
accessible.
- Open source licenses grant computer users permission to use open source
software for any purpose they wish.
- Open source software is software with source code that anyone can inspect,
modify, and enhance.

Difference between Open source software and other types of software

Open source software is different. Its authors make its source code available to others
who would like to view that code, copy it, learn from it, alter it, or share it. LibreOffice and
the GNU Image Manipulation Program are examples of open source software.

Advantages

1. Control
2. Training
3. Security
4. Stability

Disadvantages

1. Difficulty of use
2. Compatibility issue
3. Liabilities and warranties

Popular Types

 Mozilla's Firefox web browser

 Thunderbird email client
 PHP scripting language
 Python programming language
 Apache HTTP web server
Multimedia resources, video sites

Multimedia -is a broad term for combining multiple media formats. Whenever text,
audio, still images, animation, video and interactivity are combined together, the result is
multimedia. Slides, for example, are multimedia as they combine text and images, and
sometimes video and other types.
Multimedia resources- bring another dimension to every classroom experience,
opening new channel of communication and collaboration.
Video Sites- A website that lets people upload and share their video clips with the public
at large or to invited guests.

Features of multimedia:
TEXT AND GRAPHICS
 Slideshow or Presentation
 Prezi
 Diagrams
 Infographics
AUDIO
 Podcast
VIDEO
 Screencapture
 Lecture Capture
 Animation
 Glass screen
OTHER
 Webinars and Online meetings
 Blogs
 Interactive Content

Advantages
 Enhance the effect of text presentation
 Improves quality of presentation and retains the attention of audience
 Can be used for educational as well as entertainment purpose
 Quick and easier to operate for instructor
 Can be modified easily
Disadvantages
 Complex to create
 Time consuming
 It can be expensive
Finding Images

While including photos in learning materials is a noble idea, including stolen photos in
them is not. If you just copy and paste any photo you find on the web into your lesson,
you might be a thief.
Seven options to those who want to include photos in learning materials but
don’t want to be internet thieves:
Option 1: MAKE YOUR OWN
Option 2: USE CREATIVE COMMON IMAGES
Creative Commons is an organization that has made it much easier for people to share
artwork. They have established a set of licenses that artists can place on their work that
automatically gives others permission to use that work in their own projects under specific
terms and conditions.
Where to find creative common images
 Free Stock Photo Sites
 Flickr
 Photos for Class
 Google Image Search

How to give proper attribution

If students use an image that requires attribution, students should simply add a line of
text underneath the image providing four pieces of information

T = the title of the image

A = the author (or artist)
S = the source (or where it is located online)
L = the license for the image
In Online- If you use the image in a blog post or on a website, you can place the
attribution in the caption or on a line of text below the image.

In a Video or Slide Presentation- Attribution can be placed in small print right on the
slide or frame where the image appears.

Music, Audio, and Webcast

Here are some apps which can be used as online resource for music, audio, and webcast:
 Spotify is completely legal way to stream music online and listen to podcasts. The
company licenses tracks from major and minor record labels to include in its large
music library, and pays the rights holders an undisclosed amount based on the
number of times spotify users listen to each track.

 iTunes is a media player, media library, Internet radio broadcaster, and mobile
device management application developed by Apple Inc. ... Content could be
purchased through the iTunes Store, or imported from CDs, with iTunes as the
software letting users manage their online and physical purchases, used to play,
download, and organize digital audio and video (as well as other types of media
available on the iTunes Store) on personal computers running the OS X and
Microsoft Windows operating systems. The iTunes Store is also available on the
iPhone, iPad, and iPod Touch.
 SoundCloud is a social music platform that anyone can use to share and listen
to music for free. If you're already familiar with other popular social networks like
Facebook and Twitter, you can think of SoundCloud as a similar type of service,
but for music enthusiasts of all kinds.

 Amazon Music is a music streaming platform and online music store operated by
Amazon.com. Launched in public beta on September 25, 2007, in January 2008 it
became the first music store to sell music without digital rights management from
the four major music labels, as well as many independents.

 Tidal Streaming Service is the first global music streaming service with high
fidelity sound, hi- definition video quality, along with expertly curated playlists
and original content making it a trusted source for music and culture.
 Youtube Music is a music streaming service and mobile app developed by
youtube it provides a tailored interface for the service oriented towards music
streaming, allowing users to browse through songs and music videos on youtube
based on genres, playlists, and recommendations.

 Skype is a telecommunications application that specializes in providing video chat

and voice calls between computers, tablets, mobile devices, the Xbox One console,
and smart watches via the Internet, also provides instant messaging services.
Users may transmit text, video, audio and images.
  Facebook Messenger is a free mobile messaging app used for
instant messaging, sharing photos, videos, audio recordings and for group chats.
The app, which is free to download, can be used to communicate with your friends
on Facebook and with your phone contacts.

Locate Web Resources by Topic

A web resource, or simply resource, is any identifiable thing, whether digital, physical, or
abstract. Resources are identified using Uniform Resource Identifiers. In the Semantic
Web, web resources and their semantic properties are described using the Resource
Description Framework.

An example for this is the OPAC or the Online Access Catalog of Caraga State University
Library. It uses Destiny Library Manager. In this site, you can easily locate the books you
want to borrow or read.

Other Online Resources

Google Research

It is a web search engine developed by Google. It is the most used search engine on
the World Wide Web across all platforms, with 92.62% market share as of June
2019, handling more than 5.4 billion searches each day.

The order of search results returned by Google is based, in part, on a priority rank system
called "PageRank". Google Search also provides many different options for customized
search, using symbols to include, exclude, specify or require certain search behavior, and
offers specialized interactive experiences, such as flight status and package tracking,
weather forecasts, currency, unit and time conversions, word definitions, and more.

Wikipedia
It is a free encyclopedia, written collaboratively by the people who use it. It is a special
type of website designed to make collaboration easy, called a wiki. Many people are
constantly improving Wkipedia, making thousands of edits every minute. All these
changes are recorded here and here.
Accordingly, Wikipedia is a “ not so” reliable source since anyone can edit it.

DO’S and DON’TS in using these apps:

1.) Use these apps more responsively.

2.) Do consider other languages.

3.) Do not these apps for fraud.

4.) Always cite the references if ever you do a research.

5.) Sharing or uploading pornographic videos using these apps is strictly

prohibited.
 K. Collaborative Projects

Collaborative projects allow groups of people to work together to create online content.
Online collaborative projects offer teachers and students the opportunity to work with
students and teachers around the world.

 Two types of online collaborative project

 Wikis- On Wikipedia, anyone can modify the content of articles by adding,

removing, or changing text, images, and links. Although Wikipedia may be the
most popular example of a wiki, public accessibility is not a wiki requirement.
Private wikis in Confluence or your course management system can provide
valuable online collaborative spaces for research groups.

 Social Bookmarking- Social Bookmarking allows users to collect, organize,

share, and discover online resources. Individuals create profiles on social
bookmarking sites then save and tag web pages. Other users can visit the social
bookmarking site and search for public bookmarks by popularity, keyword, or
user profile. Two of the most popular social bookmarking sites
are Diigo and Delicious.
Example of a collaborative project:

 Problem-based project or Problem-based learning

- Problem-based learning originated in the 1960s and is a teaching pedagogy that

is student-centred. Students learn about a topic through the solving of problems
and generally work in groups to solve the problem where, often, there is no one
correct answer. In short, ‘it empowers learners to conduct research, integrate
theory and practice, and apply knowledge and skills to develop a viable solution
to a defined problem,’ (Savery, 2006).

To facilitate problem-based learning, we recommend the following steps:

1. Students are assigned to permanent groups to explore the problem, organize their
thoughts, and define the concepts or elements of the problem.

2. Students identify resources related to the problem.

3. Students attempt to determine the nature of the problem.

4. Students pose questions about the problem.

5. Students record and discuss learning issues.

6. Students list the learning issues in order of their importance and assign them to
individuals or to the whole group.

7. Students discuss needed resources with the instructor as well as constraints that
may interfere with solving the problem.

8. Students select an initial response to the problem using criteria they develop such
as cost, materials needed, political processes, environmental constraints, etc. to
determine if the response is an acceptable solution.

9. Students determine what must be done to arrive at an acceptable solution, review

and analyze the learning issues, and work towards integrating their knowledge.

10. Students choose a solution to the problem and evaluate that solution.

11. Students determine ways to monitor their solution.

12. Students continue to determine new learning issues related to the problem.
 Project-based learning

- Project-based learning is an instructional approach where students learn by

investigating a complex question, problem or challenge. It promotes active
learning, engages students, and allows for higher order thinking (Savery, 2006).
Sample of a project-based learing activity is:

1. Geocaching- is a real-world, outdoor treasure hunting game using

GPS-enabled devices. Participants navigate to a specific set of GPS
coordinates and then attempt to find the geocache (container) hidden
at that location.

2. Design an app - students love using the newest apps and games, so
take it to the next level by having them design their own. With Apple
developer tools, kids can learn how to create an app or online game.
They can learn about technology and problem-solving skills while
engaged in what they love.
L. Technology Tools for Collaborative Work

1. Google drive

 A Service offered by Google that allows you to store and share files online.
The service was launched on April 24, 2012 and provides 5 GB of free
storage. Additional storage can be purchased for a monthly fee. The goal
of Google Drive is to provide a central place to store your files online so that
you can access them from anywhere. Additionally, you can access your
Google Drive from multiple devices, since the software is available for
Windows, Mac OS X, Android, and iOS platforms. The service also provides
a web-based interface that allows you to organize your files and search for
documents by filename or content. Besides online file storage, Google Drive
provides tools for sharing files and collaborating on projects with other users
over the Web. For example, instead of emailing large attachments, you can
send links to the files from your Google Drive to one or more users. You
can also use the web-based Google Docs applications to create or edit
documents online. When you share a document with other Google Drive
users, everyone can view and edit the document at the same time. Google
Drive allows you to view over 30 file types directly in your web browser.
These include Google's proprietary formats, as well as other popular file
types, such as Adobe Photoshop and Illustrator documents.
2. Edmodo

 an educational technology company offering a communication,

collaboration, and coaching platform to K-12 schools and teachers. The
Edmodo network enables teachers to share content, distribute quizzes,
assignments, and manage communication with students, colleagues, and
parents. Edmodo is very teacher-centric in their design and philosophy:
students and parents can only join Edmodo if invited to do so by a teacher.
Teachers and students spend large amounts of time on the platform, both
in and out of the classroom. Edmodo is a learning management system for
schools and school districts & for college purpose. It's free to use, but also
offers premium services.It Provides a free platform for teachers,Students &
for parents

3. Bubbl.us

 a sleek, quick, beautiful tool for mind mapping. Used many times and
always come away satisfied. It is a great resource for organizing your
thoughts. Share and collaborate with others.It's so user-friendly & creates
great visuals of connected learning.
4. Wikispaces

 is best for collaborative projects. Wikispaces makes it simple for a teacher

to invite a class to help create a website, for example, or for a group of kids
to organize their own website.

5. Google Classroom

 a free web service, developed by Google for schools, that aims to simplify
creating, distributing, and grading assignments in a paperless way. The
primary purpose of Google Classroom is to streamline the process of sharing
files between teachers and students. Google Classroom combines Google
Drive for assignment creation and distribution, Google Docs, Sheets and
Slides for writing, Gmail for communication, and Google Calendar for
scheduling. Students can be invited to join a class through a private code,
or automatically imported from a school domain.
 M. Trends and Issues in ICT in the 21st Century

Researches related with the use of ICT in the classroom

Research Title: Teachers’ Acceptance of ICT and its Integration in the

classroom (2016)

Abstract:

The purpose of this study is to identify factors that affect teachers’ motivation to use
information and communications technology (ICT) in the classroom. The study aims to
determine the extent to which selected variables, such as personal experience, school
environment and technological factors, influenced teachers’ tendency to accept and utilize
ICT in teaching. Design/methodology/approach – The study used primary data sources
from Mazandaran, Iran, that included field notes and semi-structured interviews. Findings
– Results revealed that adequate support from administrators, directives to teachers to
use ICT, appropriate ICT skills and knowledge as well as adequate resources were
important factors that influenced the utilization of ICT in the classroom. Findings also
showed that insufficient technical support discouraged teachers from using ICT in
teaching, while increasing adequate equipment and technical support in schools
encouraged teachers in this respect. Research limitations/implications – Because this
study was conducted on a small number of participants, its findings may not apply fully
to other educational institutions. Practical implications – The results from this study would
be helpful to educational departments and institutions in their formulation of policies to
encourage the use of ICT in education. The findings would also give a better insight of
what constitutes an environment that is conducive for learning where ICT is integrated
into the classroom. Originality/value – By focusing on teachers’ intention, this study
provides important insights into which factors influence teacher attitude to use ICT into
classroom. As a result, the finding will help the development of e-learning quality
enhancement and assurance strategies.
Research Title: Teaching and Learning with Technology: Effectiveness of ICT
Integration in Schools (2015)

Abstract:

Integration of Information, Communication, and Technology (ICT) will assist teachers to

the global requirement to replace traditional teaching methods with a technology-based
teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the
main elements in transforming the country to the future development. The Ministry of
Education, through the latest Education Blue print (2013-2025), insights the importance
of technology-based teaching and learning into the schools’ national curriculum. This
study aims to analyze teachers’ perceptions on effectiveness of ICT integration to support
teaching and learning process in classroom. A survey questionnaire was distributed
randomly to the total of 101 teachers from 10 public secondary schools in Kuala Lumpur,
Malaysia. The data for this quantitative research were analyzed for both descriptive and
inferential statistic using SPSS (version 21) software. The results indicate that ICT
integration has a great effectiveness for both teachers and the students. Findings indicate
that teachers’ well-equipped preparation with ICT tools and facilities is one the main
factors in success of technology-based teaching and learning. . It was also found that
professional development training programs for teachers also played a key role in
enhancing students’ quality learning. For the future studies, there is a need for
consideration of other aspects of ICT integration especially from management point of
view in regard to strategic planning and policy making.
Research Title: Students and Teachers Perceptions of ICT Use in Classroom:
Pakistani Classrooms (2016)

Abstract:

The use of Information and Communication Technology (ICT) has become a major driving
force in transforming education throughout the world. The usage of ICT in Pakistan has
increased many folds in the last 10 years. The latest educational policy of the Government
of Pakistan has stressed on using ICT in schools. The curriculum documents have also
suggested teachers to integration ICT in their classrooms teaching and learning
processes. This study focuses on the use of ICT in schools of Pakistan and it is restricted
to four major cities of Pakistan. The study investigates students’ and teachers’ use of ICT
in their everyday life. The study also explores students’ views of their teachers using ICT
in classroom teaching learning and assessment. The data were collected using survey
questionnaire from students studying in secondary schools (classes 7, 8, 9, 10& 11.) and
teachers teaching to secondary classes. The schools were invited to participate in this
study. The study finds that students and teachers have access to computers in schools
and at home and they use computer for different purposes, such as, entertainment,
communication, and education. The study also highlights differences amongst teachers
and students about what technology to be used in classroom and for what purposes. The
study discovers two opposite views. On the one hand teachers believe they use ICT
effectively while on the other hand students disagree with their teacher’s idea of ICT
integration in classroom.

Research Title: Exploring Teacher Perceptions and Motivations to ICT use in

Learning Activities in Indonesia (2019)

Abstract:

This study aims to investigate the perceptions and motivations of state senior high school
teachers in rural districts in Indonesia towards ICT use in learning activities. In 2013,
Indonesian government launched an ICT-based curriculum known as 2013 Curriculum.
According to this curriculum, ICT must be integrated into all subjects as learning
resources and media. Even though there are growing numbers of research investigating
teacher perceptions and motivation to ICT use in teaching and learning process, little has
focused on teachers in rural districts in Indonesia. Research on ICT use in education in
Indonesia generally focuses on teachers in urban areas. The data of this study were
collected through a set of questionnaires administered to 616 senior high school teachers
from four rural districts in Indonesia. The questionnaire reliability was analyzed using the
Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the
descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as
the data were not normally distributed. Even though this study has limitation related to
sample size, the results contribute to the existing theory and practice related to ICT
integration in Indonesia. This study could be an incentive for improving readiness of
teachers in rural areas regarding ICT use in learning activities.

Research Title: Students’ Perceptions of the Use of ICT in a Higher Education

Teaching and Learning Context: The Case of a South African University (2014)

Abstract

The aim of this paper was to investigate students' perceptions of ICT usage by staff and
students at a South African University. A researcher crafted questionnaire-interview
(Questaview) was anonymously administered to a randomly selected group of fifty
students to enlist their views on the extent to which they and academic staff utilise ICT
during learning and teaching. There were a total of 44 usable returns. Data were
analysed thematically after interrogating the responses through coding. Results showed
that students perceived 'technology for learning' to mean a computer. They were
satisfied with its use and functionality since commencing their studies. Students also
reported that most lecturers do not use ICT for teaching. Students perceived ICT
particularly the computer, as impacting positively on their academic success, academic
access and other curricular issues. We concluded that despite the challenges such as an
underutilisation of other ICT's by lecturers, the students perceived ICT in their learning
as useful. Students' perceptions in the use of ICT by themselves and their lecturers did
not differ much. Moreover, they suggested ways in which lecturers could use more ICT
for teaching and learning purposes. On this basis, the paper suggests that universities
should sustain their ICT e-learning programmes and training by channelling financial
support if student academic performance and quality are to be enhanced. The positive
impact of such initiatives makes a strong case for massive investment in e-learning
programmes especially among academic staff.
Researches on the Effects of ICT in the Pupils

Research Title: The effects of integrating mobile devices with teaching and
learning on students' learning performance: A meta-analysis and research
synthesis (2016)

Abstract:

Mobile devices such as laptops, personal digital assistants, and mobile phones have
become a learning tool with great potential in both classrooms and outdoor learning.
Although there have been qualitative analyses of the use of mobile devices in education,
systematic quantitative analyses of the effects of mobile-integrated education are lacking.
This study performed a meta-analysis and research synthesis of the effects of integrated
mobile devices in teaching and learning, in which 110 experimental and quasi
experimental journal articles published during the period 1993–2013 were coded and
analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of
mobile devices to education. The effect sizes of moderator variables were analyzed and
the advantages and disadvantages of mobile learning in different levels of moderator
variables were synthesized based on content analyses of individual studies. The results
of this study and their implications for both research and practice are discussed.

Research Title: The impacts of ICT on the students' Performance: A Review of

Access to Information (2015)

Abstract:
The study was on the Impact of Information and Communication Technology (ICT) on
the students and his/her information to access in the Gomal University, Dera Ismail
Khan. A sample of 50 respondents (students) was selected from the department of
Political science, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.
However, related literatures were reviewed from textbooks, journals and past researches.
The research instruments were questionnaire which was statically analyzed with
contingency tables while the hypotheses were tested by using the mean statistic. The
results of the present study showed a diverse response of the student regarding
the impact of ICT’s on the students and their access to information.
Research Title: The Influence of Information and Communication
Technologies on Students' Academic Performance (2010)

Abstract:

The present study investigated the Influence of Information and Communication

Technologies (ICTs) on students’ achievement. One hypothesis was postulated and
tested in the study as follows: there will be no statistically significant relationship
between Information and Communication Technologies (ICTs) on students’
achievement. A total of 120 participants were employed for the study. They were
selected through simple random sampling technique (Yes/No). A 16-item questionnaire
on the usage of Information and Communication Technologies (ICTs) on students’
academic performance was employed. It was scored on Yes/No format with a norm of
19.5. The questionnaires were distributed to them to fill in their classrooms. The second
part of the questionnaire focused on students’ knowledge and experience of computers
and internet services. The design adopted for this study is a cross-sectional one
because of differences in the participants’ characteristics. Chi-square statistical tool was
used because of the nature of data collected. The results indicated that there was no
statistically significant relationship between Information and Communication
Technologies (ICTs) and students’ academic performance with X2=2.06; critical F value
of 3.84 with 0.05 level of significance. Discussions were made based on the findings,
implications and recommendations of the study.

Research Title: ICT Adoption Impact on Students’ Academic Performance:

Evidence from Saudi Universities (2015)

Abstract:

This study investigates and explores the adoption of information communication

technology by the universities and the impact it makes on the university students’
academic performance. The study also examines the moderators’ effect of gender, GPA,
and student majors on the relationship between ICT and academic achievement. By using
a quantitative research approach and a sample size of 1000 students, data were collected
about the ICT adoption in universities and the relative performance of students belonging
to four Saudi universities. Structure equation modelling was chosen to determine the
validity of the research model. The Analysis of Moment Structures (AMOS), specially used
for structural equation modelling and path analysis, was used as the research tool. The
findings reveal that there exists a relationship between ICT adoption and academic
performance in a conservative environment. An additional finding also stated that ICT
adoption resulted in the improvement of the performance of female students more than
the male. However, students’ IT major was found to be making no impact on students’
academic achievement. A discussion of findings, limitations, and suggestions for future
research has been provided in the study. Finally, it also provides implications of the
current study to the existing knowledge.

Research Title: Impact of ICT on Students’ Academic Case of Selected

Secondary Schools in English (2014)

Abstract:

This paper focused on the impact of information and communications technology (ICTs)
on students’ academic performance. Five secondary schools in Enugu were selected for
the study. Data on students’ familiarity and attitude towards ICTs, and information on
the possible relationship between students’ use of ICTs and study habits were collectedt
hrough questionnaire and interview methods. The results of the data analysis revealed
that students have a positive attitude towards ICTs. As such they use them to facilitate
learning; that students constantly change their study habits based on the type of
ICT they use to ease studies; that ICTs can and will empower teachers and learners,
transforming teaching and learning processes from being highly teacher-dominated to
student-centered, and that this transformation will result in increased learning gains for
students. The result shows that male students use the internet generally more than the
female students. It was recommended that ICTs facilities and training be made
available to students. Students should be encouraged to use ICTs with a better
allocation of time between the various uses.
References:

https://opensource.com/sites/default/files/styles/image-full-size/public/lead-
images/OSDC_Resource_Main_Page.png?itok=BS2hUvA5
https://cdn1.vectorstock.com/i/1000x1000/33/15/laptop-multimedia-vector-743315.jpg
https://www.stopbullying.gov/cyberbullying/what-is-it/index.html
https://www.inhousecommunity.com/article/cyber-bullying-philippines/
https://www.inhousecommunity.com/article/cyber-bullying-philippines/
http://www.soeagra.com/ijert/ijertmarch2013/8.pdf
https://study.com/blog/ethical-issues-with-using-technology-in-the-classroom.html
https://www.getsafeonline.org/protecting-your-computer/safe-internet-use/
https://patch.com/california/pleasanthill/why-it-s-important-think-posting-line
https://www.joinonelove.org/learn/yes-trust-gut-heres/
https://fairuse.stanford.edu/overview/fair-use/what-is-fair-use/
http://what-when-how.com/portal-technologies-and-applications/web-portals-designed-
for-educational-purposes/
https://www.indiatoday.in/education-today/featurephilia/story/free-education-953499-
2017-01-06
 CURRICULUM VITAE

Name : Erica Goloran

Address : P-5, Patin-ay, Prosperidad, AgSur
Email : bauyaer@gmail.com
Phone : 09097774734

Personal Details
 Date of Birth : January 11, 1999
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary: Patin-ay Cental Elementary School

P-3, Patin-ay, Prosperidad, Agusan del Sur

2011-2012

High School: Mt. Carmel College of San Francisco

Brgy 2, San Francisco, Agusan del Sur

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge

Date: October 22, 2019
Place: Caraga State University
 CURRICULUM VITAE

Name : Sheila A. Dedios

Address : P-5, Tiniwisan, Butuan City
Email : sheeyladedios@gmail.com
Phone : 09302440046

Personal Details
 Date of Birth : September 27, 2000
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary: Bogo Elementary School

Pitogo, Pres. Carlos P. Garcia, Bohol

2011-2012

High School: Mayor Inocencio B. Mendez High School

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge

Date: October 22, 2019
Place: Caraga State University
 CURRICULUM VITAE

Name : Sheilamae Bocabal

Address : Purok-11, Brgy. Noli, Bayugan City
Email : sheilamaebocabal@gmail.com
Phone : 09466520503

Personal Details
 Date of Birth : May 22, 1999
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : Noli Central Elementary School

Noli, Bayugan City

2011-2012

High School : Mayor Inocencio B. Mendez High School

Poblacion Bayugan City

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge.

Date: October 22, 2019
Place: Caraga State University
 CURRICULUM VITAE

Name : Marjorie M. Genquinscas

Address : P-3, Banza, Butuan City
Email : Marjorie. genquinscas@gmail.com
Phone : 09381384698

Personal Details
 Date of Birth : March 13, 2000
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : Osmena Sr. Elementary School

Osmena, Bayugan City

2011-2012

High School : Bayugan National Comprehensive High School

Narra Avenue, Bayugan City

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge.

Date: October 22, 2019

Place: Caraga State University
 CURRICULUM VITAE

Name : Flordeliza P. Engalan

Address : P-10, San Vicente, Butuan City
Email : florengalan@gmail.com
Phone : 090945283957

Personal Details
 Date of Birth : November 21, 1999
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : San Vicente Elementary School

San Vicente, Butuan City

2011-2012

High School : San Vicente National High School

San Vicente, Butuan City

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge.

Date: October 22, 2019

Place: Caraga State University
 CURRICULUM VITAE

Name : Jerico B. Canomay

Address : Sulpicio St. Luz Village, Butuan City
Email : canomayjerico@gmail.com
Phone : 09484893065

Personal Detail
 Date of Birth : September 26, 1999
 Sex : Male
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : Pareja Elementary School

Pareja Subdivision, Brgy. Bayanihan, Butuan City

2011-2012

High School : Asian College Foundation

Estipona, Brgy. Libertad, Butuan City

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge

Date: October 22, 2019
Place: Caraga State University

CURRICULUM VITAE
Name : Caryl Noreen Altar Butalon
Address : P-1, -A Km. 2 Baan Highway, Butuan City
Email : butaloncarylnoreen@gmail.com
Phone : 09103893605

Personal Details
 Date of Birth : January 23, 1998
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : Butuan Central Elementary School

A.D, Curato St., Butuan City

2010-2011

High School : Agusan National High School

A.D, Curato St., Butuan City

2016-2017

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge

Date: October 22, 2019
Place: Caraga State University

CURRICULUM VITAE
Name : Dores A. Galamiton
Address : P-5, Lower Doongan, Butuan City
Email : dors.gal33@gmail.com
Phone : 09097950216

Personal Details
 Date of Birth : July 30, 1985
 Sex : Female
 Marital Status : With live-in Partner
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : Agusan Pequino Elementary School

Brgy. Agusan Pequino, Butuan City

1997-1998

High School : Agusan National High School

A.D, Curato St., Butuan City

2001-2002

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge

Date: October 22, 2019
Place: Caraga State University

CURRICULUM VITAE
Name : Meliza B. Cardoza
Address : P-6, Baan Km 3, Butuan City
Email : MelizaCardoza@gmail.com
Phone : 09385080276

Personal Details
 Date of Birth : January 9, 2000
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : F.R Sibayan Central Elementary School

Butuan City

2011-2012

High School : Saint Joseph Institute of Technology

Motilla Blvd, Butuan City

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge.

Date: October 22, 2019
Place: Caraga State University

CURRICULUM VITAE
Name : Bilmar Gil J. Cabajes
Address : P-2, Brgy. Poblacion, Cagdianao Dinagat
Email : bilmarccabajes0713@gmail.com
Phone : 09461154195

Personal Details
 Date of Birth : July 7, 2000
 Sex : Male
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : Cagdianao Central Elementary School

P-3, Poblacion, Cagdianao, Dinagat Islands

2011-2012

High School : Cagdianao National High School

Poblacion Cagdianao, Dinagat Islands

2015-2016

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge.

Date: October 22, 2019
Place: Caraga State University
 CURRICULUM VITAE

Name : Arkhlyn Clet Abellana

Address : P-5, Brgy. Bading, Villanueva Village
Email : Arkhlyna12@gmail.com
Phone : 09128310122

Personal Details
 Date of Birth : October 2, 1999
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : Bading Elementary School

P-5, Bading Butuan City

2011-2012

High School : Saint Joseph Institute of Technology

Montilla Boulevard

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge.

Date: October 22, 2019
Place: Caraga State University
 CURRICULUM VITAE

Name : ANGELO ARIOLA

Address : P-1A Brgy. Silad Mahogany, Butuan City
Email : angeloariola@gmail.com
Phone : 09771644231

Personal Details
 Date of Birth : Feb. 14, 1993
 Sex : Male
 Marital Status : Single
 Nationality : Filipino
 Language known: Tagalog, English, Bisaya

Education Qualification
Elementary: Riverside Central Elementary School

P-5A Riverside, Butuan City

2000-2006

High School: Agusan National High School

2006-2012

College : Caraga Sate University

Ampayon, Butuan Ci
2018-Present

I declare that the above information is true to best of my knowledge

Date: October 22, 2019
Place: Caraga State University
 CURRICULUM VITAE

Name : Hyacinth Elyzah R. Dela Cruz

Address : P-3, San Jose, Prosperidad, AgSur
Email : Elayelyy18@gmail.com
Phone : 09480391839

Personal Details
 Date of Birth : March 23, 2000
 Sex : Female
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : San Jose Elementary School

P-2, San Jose, Pros., AgSur

2011-2012

High School : Agusan del Sur Colleges Inc.

Narra Avenue, Poblacion, Bayugan City

2017-2018

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge.

Date: October 22, 2019
Place: Caraga State University
 CURRICULUM VITAE

Name : Jessryl Labastida

Address : P-5, Maguimbuhaton, Agusan Pequeno
Email : jessry.labastida@gmail.com
Phone : 09465082368

Personal Details
 Date of Birth : April 19 1992
 Sex : Male
 Marital Status : Single
 Nationality : Filipino
 Language known: English, Tagalog, Bisaya

Education Qualification
Elementary : Agusan Pequeno Elementary School

Agusan Pequeno, Butuan City

2010-2011

High School : Agusan Pequeno National High School

Montilla Boulevard

2013-2014

College : Caraga Sate University

Ampayon, Butuan City

I declare that the above information is true to best of my knowledge.

Date: October 22, 2019
Place: Caraga State University