CONTENT
Developing an ICT Project for Social Change covers the following topics:
1. planning and conceptualizing an ICT Project for Social Change;
2. research for ICT Projects, audience profiling (demographics and psychographics);
3. designing and copywriting for ICT Projects; and 4. developing and constructing the ICT project.
Samples of these advocacies or projects include, but are not limited to:
1. antidrug campaigns;
2. youth election volunteer mobilization;
3. animal welfare and rights;
4. environmental conservation and action; and
5. contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and internet addiction.
LEARNING COMPETENCIES
1. Identify a local or regional cause or issue for social change related to specific professional tracks that can be addressed or tackled using an ICT Project for Social Change.
2. Analyze how target or intended users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, value, and user experience.
3. Integrate rich multimedia content in design and development to best enhance the user experience and deliver content of an ICT Project for Social Change.
4. Develop a working prototype of an ICT Project for Social Change.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. assist students to curate local community resources, namely:
a. identify and gather art ideas and materials available in the community;
b. organize materials reflective of the group’s content, theme, and purpose;
2. guide students to make decisions on the appearance and content of a website such as to:
a. develop an appropriate design based on the previous knowledge acquired in the course;
b. plan the details involved in the various phases of building a website; and
3. assist students to identify possible items in the website which may be considered as invasion of privacy, items that could endanger minors, or items that could affect community norms and mores.
ACTIVITY No. 10
Divide your students into groups and direct them to collaborate and develop an ICT Project for Social Change. Guide them through four steps, which should make this task doable. They are as follows:
Step 1: Planning and conceptualizing an ICT Project for Social Change
Guide Questions
1. What are some sample advocacies in the field of TVL?
2. What is it that you want to change in your community?
3. Is there something that many people ignore because either they have become accustomed to taking things for granted, or because they think that things cannot be changed?
4. What is it that you feel strongly about the TVL track that you think can contribute something to create a change?
Ask your students to identify a local or regional cause or issue for social change related to the TVL track that can be addressed or tackled using an ICT Project for Social Change.
An example would be the lack of a centralized market for the local products and services produced within the community. A sample solution is to create a bridge between producers and consumers through ICT.
Such an ICT platform can provide the interface where local producers and service providers can advertise their products and services.
Consequently, the community will have a centralized market where they can present the varied choices of products and services available to the community.
Aside from the economic aspect, such a website can contribute to creating a common ground or forum, and encourage a mindset where local residents strengthen and expand their market to nearby towns, well-established companies and restaurants, and even to foreign markets instead of competing with each other.
Now, ask the groups to discuss, research, and identify a local or regional cause or problem. Remind the group that they should also think about the value that their solution can contribute to the community.
Step 2: Research for ICT Projects, Audience Profiling, (Demographics and Psychographics)
Guide Questions
1. What are the local products or services prevalent in your community? Who usually avail of such services and products in your community and in the nearby towns? Can you make a list of products and services available in your community?
2. How can the advocacy website help in the trade and transfer of goods in the community?
3. Who are the target audience, users, and collaborators of this advocacy website?
4. How will the users of this website respond to a call to action?
Ask your students to do a survey of the visitors and users of the website using an online survey tool. Formulate questions so they can find out what courses of action the users/members of the site are willing to do.
Step 3: Designing and Copywriting for ICT Projects Guide Questions
In terms of content
1. What guidelines will you put out to guide the users on what and how they can contribute to the website?
2. What mission statement will you use? What about a tagline? Will you use one?
3. What sections will you include?
4. Will you upload forms such as registration forms, lists of products and services, consumer profile, product and services descriptions, planting calendars, or harvest calendars? What other forms can you think of?
In terms of design
1. How will you design the website? Which platform will you use?
What colors will you use? What font?
2. Will you include background music? In what format will you upload them?
3. Will you include videos? What kind of videos? What editing software will you use?
4. Will you include photos? In what format will you upload them? Do you need to edit the photos?
5. What kind of content would encourage or motivate you to participate in a call to action?
In terms of value
1. What do you think will motivate the intended audience to participate in this website?
2. What are the possible effects of the website on the product and service providers in the community?
3. What are the possible effects of the website on the consumers in the community?
4. If so, how do you incorporate these points in the design and content of your website?
Step 4: Develop and construct your group’s ICT advocacy project, which is based on the context of your local community.
Instruct the students to create a group website (separate from the one in the previous lesson) as a platform to document their project online.
Here’s a link to a Google Site Template that could be useful for this purpose: https://sites.google.com/site/projectwikitemplate_en/
The students will develop a working prototype of an ICT Project for Social Change. The prototype could take the form of a printed infographic or even hand-drawn on a poster-sized material.
ASSESSMENT
Essay: How can ICT be a tool in connecting all stakeholders in your community? What are the implications of your community having a ‘virtual’
counterpart online?
Using a concept map, show the intricacies of the following elements: service and product providers, consumers, ICT, income, tapping into local community resources, etc.
Further explain your answers through an essay in not more than five sentences.
Unit 3 websites/pages referred to
*others not included here are already in the student reader
https://sites.google.com/site/projectwikitemplate_en/