OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS

LIVING IN THE IT ERA

Course Title: LIVING IN THE IT ERA

Course No.: GE 110/111
Course Description: Science, culture and ethics of information technology, its influence on modern living and human relationships, and uses for personal, professional and human relationships, and
uses for personal, professional and social advancement.

This course explores the history, evolution, and impact of information and communication technologies (ICT) on society, daily life, and global institutions. Students will analyze the
uses of ICT, technological advancements, and their implications for social, economic, and educational development.

Course Credit: 3 Units (3 Units Lecture)

Placement: Second Year, Second Semester
Pre-requisites: None

Vision The PHILIPPINE ADVENT COLLEGE envisions being a Center of Excellence in Christian Education by promoting world class academic excellence globally competitive technical
education, skills and learning in an environment which stresses discovery and investigation without forgetting who the true Source of knowledge is.
Mission PHILIPPINE ADVENT COLLEGE is to offer an excellent and distinctive Christian Education designed to prepare its students mature productive lives of useful human service and
uncompromising personal integrity.
Philosophy PHILIPPINE ADVENT COLLEGE which advocates that God is the Source of true Education is committed to reflecting Christ’s in the total lifestyle of the Faculty and Students for useful
and fruitful citizenship in this present world and the fitness in the world to come.

Institutional Outcomes:
1. Graduates can display Christ-like characters in the practice of their profession, endowed with faithful service for God and humanity.
2. Graduates can demonstrate and share their knowledge, skills and attitude with expertise and specialization.
3. Graduates have the ability to engage activity in different workplace with respect to different cultural orientations.
4. Graduates can understand and practice the highest standard of ethical, social, professional roles and responsibilities.
5. Graduates have the ability to work harmoniously, effectively and efficiently as member and leader of the team.
6. Graduates who have the ability to identify and to address their educational needs by upgrading their skills and competence and to allow them to contribute to the
advancement of knowledge. Has the capacity to engage self-reflection and lifelong learning.
7. Graduates can appreciate and demonstrate strong to manage and facilitate in increasing participation and involvement in achieving ASEAN goal and objective that can
accelerate economic, and social growth of the country.
 PAC CORE VALUES
P- Professionalism and Academic Excellence- We shall perform A- Accountability and Integrity – As faculty and staff are held C-Committed to Serve God and Mankind – We shall serve God with
and discharge our duties and responsibilities with responsible in our professional, personal and spiritual growth. full commitment and dedication, as to serve students, parents and
professionalism, devotion, dedication and excellence; in teaching Serving with integrity and with strong relations to God and with mankind. Committed to prepare students to serve with excellent
and delivering quality services at all times. faithful adherence to the word of God. performance and with distinctive behavior as they practice their
profession.

Program outcomes:

1. Effectively communicate orally and in writing using both English and Filipino
2. Work effectively and independently in multi-disciplinary and multi-cultural teams
3. Act in recognition of professional, social, and ethical responsibility
4. Articulate the relationship of education to larger historical, social, cultural and political processes.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.

Level outcome: At the end of Level, the learners should be able to:
1. Effectively communicate orally and in writing using both English and Filipino
2. Work effectively and independently in multi-disciplinary and multi-cultural teams
3. Act in recognition of professional, social, and ethical responsibility
4. Articulate the relationship of education to larger historical, social, cultural and political processes.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.

Course Intended Learning Outcomes:

1. Describe the foundational role of ICT in improving communication, decision-making, and daily life.
2. Explain the characteristics of different generations of computers and their technological advancements.
3. Identify the advantages and challenges of using ICT for institutional efficiency and communication.
4. Illustrate how ICT enhances communication, job opportunities, education, and social interactions.
5. Analyze the positive and negative impacts of ICT on society, including job opportunities and personal interactions.
6. Evaluate the societal implications of automation and AI in shaping the future workforce.
7. Demonstrate an understanding of the history and evolution of ICT and its foundational technologies.
8. Analyze the roles and applications of ICT in various sectors such as education, business, and government.
9. Evaluate the social, economic, and ethical impacts of ICT on individuals and institutions.
10. Apply ICT tools effectively for communication, problem-solving, and decision-making in real-life scenarios.
11. Reflect on the future trends in ICT, including Artificial Intelligence and Web 3.0, and their societal implications.
12. Critically examine the societal, ethical, and professional implications of technology integration in teaching and learning.
13. Equip students with skills to navigate, evaluate, and responsibly use digital information in both academic and real-world contexts.
14. Leverage ICT for continuous professional development, including networking, resource sharing, and participation in global teaching communities.

1.
 8. Provide examples of effective health and immunization record-keeping systems.
9. Identify and describe necessary screening and referral procedures to assess children’s developmental and health status.

LEARNING PLAN

BLENDED/FLEXIBLE LEARNING MODALITY

INTENDED LEARNING PERFORMANCE FACE TO FACE ONLINE/MODULAR RESOURCE
TIME FRAME ASSESSMENT
OUTCOMES COURSE CONTENT INDICATOR MEASUREMENT
MATERIALS
TEACHING AND LEARNING ACTIVITIES OF TASKS
(ILOS)
Week 1 At the end of the lesson the Unit 1 Students can explain the 1. Face-to-face 1. Online orientation Create a digital Rubrics on
students will be able to: evolution of information orientation on on Face-to-face timeline written activity
a. Explain the historical and communication 2. Syllabus/course orientation on showcasing the
development and key technology (ICT) and its outline 2. Syllabus/course historical
CHAPTER I: Introduction to
concepts of ICT. role in modern society. 3. Grading system outline development of
Information Technology 4. Course policy 3. Grading system ICT.
b. Differentiate between 1. Information and Students demonstrate an 4. Course policy
information, data, and understanding of the
Communication
knowledge with relevant ethical, cultural, and 5. Class Discussion 5. Online Class Create a visual Rubrics on
examples. Technology societal impacts of IT and Interaction Discussion and journal or poster visual journal
a. History of ICT innovations. 6. Create a vlog of Interaction showing these
c. Describe the foundational b. Uses of ICT in Our typical day in life 6. Create a vlog of ICT applications
role of ICT in improving daily Lives Capability to locate, and identify how typical day in life and their Rubrics on
communication, decision- c. Impact of ICT in evaluate, and use digital ICT tools (e.g., and identify how benefits. daily vlog on
making, and daily life. the Society information effectively. smartphones, ICT tools (e.g., ICT uses
email, social media) smartphones,
d. Illustrate how ICT Generate opportunities are used. email, social
enhances communication, for reflection on media) are used.
job opportunities, historical, social, cultural 7. ICT Innovations:
education, and social and political processes Creative Project 7. ICT Innovations:
interactions as they affect the day to Assign students to Creative Project
day lives of the students. brainstorm and Assign students
e. Analyze the role of ICT in design an to brainstorm and Quiz Evaluation
transforming traditional Actively engages innovative ICT design an
tasks such as banking, students to sustain solution for a real- innovative ICT
healthcare, and shopping interest in the subject world problem (e.g., solution for a
matter. an app for remote real-world
learning or a tool problem (e.g., an
f. Evaluate the impact of ICT Use varied teaching for workplace app for remote
on accessibility and quality methodologies collaboration). learning or a tool
of life. appropriate for diverse for workplace
learners. collaboration).
 Analyze and interpret 8. Quiz Evaluation
data and information after discussion
using appropriate tools though google
and procedures. form

Week 2 At the end of the lesson the CHAPTER II: History of Students can explain the Create a Digital Rubrics on
students will be able to: Computer: Basic Computing evolution of information 1. Invention Match-Up 1. Invention Match- Poster of the digital poster
Periods and communication Provide students Up different
a. Identify significant technology (ICT) and its with two sets of Provide students generations of
milestones in the evolution 1. Definition of role in modern society. cards—one with the with two sets of computer
of computers from the tally Computers names of inventions cards—one with
stick to modern systems. 2. Evolution of Students demonstrate an and another with the names of
Technology understanding of the inventors inventions (e.g.,
b. Explain the characteristics ethical, cultural, and "Jacquard Loom") Quiz Evaluation
3. Basic Components of
of different generations of societal impacts of IT 2. Students will work in and another with
computers and their a Computer innovations. pairs or small groups inventors (e.g.,
technological to match inventions "Joseph-Marie
advancements. Capability to locate, with their respective Jacquard")
evaluate, and use digital inventors.
c. Compare the information effectively. 2. Students will work
functionalities of early Ability to communicate 3. Compare and in pairs or small
computing devices (e.g., effectively through digital contrast two groups to match
abacus, slide rule) to platforms generations of inventions with
modern computers. computers their respective
Understanding of online inventors.
d. Describe the functions of ethics, cybersecurity, 4. Labeling the
key computer and privacy issues. components of a 3. Online comparison
components, including computer using a and contrast two
input, output, storage, and Generate opportunities diagram. generations of
processing units. for reflection on computers
historical, social, cultural
e. Differentiate between and political processes 4. Labeling the
various input and output as they affect the day to 5. Quiz evaluation components of a
devices and their roles in day lives of the students. computer using a
educational settings. diagram using
Actively engages Canva.
f. Demonstrate students to sustain
understanding of interest in the subject 5. Quiz evaluation
computer memory types matter. through google
and their purposes. form
Use varied teaching
methodologies
appropriate for diverse
learners.
 Analyze and interpret
data and information
using appropriate tools
and procedures.
Week 3 & 4 At the end of the lesson the CHAPTER III: The Web and the Students can explain the 1. Online Think- Written Rubrics on
students will be able to: Internet evolution of information 1. Think-Pair-Share – Pair-Share – evaluation of the written
and communication students will students will Web evaluation
a. Distinguish between Web 1. The Web technology (ICT) and its discuss the discuss the
1.0, Web 2.0, and Web a. Web 1.0 role in modern society. different Web in the different Web in
3.0 technologies and their b. Web 2.0 Capability to locate, Internet and the the Internet and
implications for education c. Web 3.0 evaluate, and use digital Components of the Components Quiz Evaluation
and communication. 2. The Internet information effectively. Internet of Internet
Ability to communicate Watch how internet
b. Identify the features of a. Brief History of effectively through digital works 2. Online Flash
different types of websites, Internet platforms https://www.you Cards
such as e-commerce, b. Major tube.com/watch? Identification-
educational, and social Components of Understanding of online v=J8hzJxb0rpc students will be
networking sites. the Internet ethics, cybersecurity, group into 3
c. Uses of Internet and privacy issues. members
c. Explain the impact of https://
d. Internet Terms www.youtube.co
social media and 3. Quiz Evaluation
collaborative tools on and Definition m/watch?
global connectivity and v=x3c1ih2NJEg Prelim exam
learning.
https://
www.youtube.co
m/watch?
v=Dxcc6ycZ73M

https://
www.youtube.co
m/watch?
v=5o8CwafCxnU

2. Flash Cards
Identification-
students will be
group into 3
members

3. Quiz Evaluation
 Prelim exam
Week 5 & 6 At the end of the lesson the Unit 2 Students can explain the 1. Analyze a real- 1. Analyze a real- Create a poster Rubrics on
students will be able to: evolution of information world case where world case where highlighting 5 poster
and communication ICT raised ethical ICT raised ethical key rules of
a. Discuss the importance of technology (ICT) and its concerns concerns through netiquette for
CHAPTER 1: The Netiquette
being a responsible role in modern society. Google Docs students or
netizen by following the and the Computer Ethics Discuss the professionals.
rules of common courtesy 1. Netiquette Students demonstrate an implications and Discuss the
online and the informal understanding of the propose solutions implications and
a. What is
“rules of the road” of ethical, cultural, and to address the propose solutions
cyberspace. Netiquette societal impacts of IT issues. to address the
b. Discuss the difference b. Ten innovations. issues through Quiz Evaluation
between privacy and Commandments 2. Ethical Dilemma Google Docs Rubrics on
security. of Computer Capability to locate, Role-Playing role-playing
c. Explain various risks to Ethics evaluate, and use digital Present students 2. Analyze and Edit
internet privacy. 2. Cybercrimes information effectively. with ethical Online Posts
d. Enhance critical thinking Ability to communicate dilemmas related to students will be
a. What is
by evaluating ethical effectively through digital computer ethics provided with
dilemmas in cyberspace. Cybercrime platforms In pairs, students samples of poorly
e. Recognize the b. Common Forms role-play the written emails,
implications of of Cybercrimes Understanding of online situation and forum posts, or
cybercrimes c. Criminal ethics, cybersecurity, discuss the best social media
Activities and privacy issues. course of action. messages.
3. Internet Threats Students will
3. Analyze and Edit identify the
Online Posts issues and
students will be rewrite the
provided with messages
samples of poorly following proper
written emails, netiquette rules
forum posts, or through Google
social media docs.
messages.
Students will 3. Role-Playing
identify the issues Cybercrime
and rewrite the Scenarios
messages following Provide
proper netiquette scenarios where
rules. students take on
roles
4. Role-Playing Groups act out
Cybercrime their scenarios,
Scenarios demonstrating
Provide scenarios how to handle
 where students cybercrimes and
take on roles the
Groups act out their consequences
scenarios, involved.
demonstrating how After each
to handle performance,
cybercrimes and discussion of the
the consequences actions taken
involved. and how they
After each align with existing
performance, laws.
discussion of the
actions taken and 4. Identify the
how they align with Cybercrime and
existing laws. Internet Threats
Provide a list of
5. Identify the cybercrime
Cybercrime and scenarios.
Internet Threats Ask students to
Provide a list of identify:
cybercrime The specific type
scenarios. of cybercrime.
Ask students to The legal
identify: implications
The specific type of based on
cybercrime. Philippine laws.
6. The legal The appropriate
implications based response for the
on Philippine laws. victim
The appropriate understanding.
response for the
victim.
5. Quiz Evaluation
7. Quiz Evaluation
Week 7 & 8 At the end of the lesson the CHAPTER II: Digital Students can explain the 1. Collaborative 1. Collaborative Digital Poster Rubrics on
students will be able to: Technology and Social Change evolution of information lesson discussion online lesson "Digital digital poster
a. Explain the role of ICT in and communication discussion Technology for
social change. 1. Introduction to the technology (ICT) and its 2. Addressing Digital Positive Social
b. Identify the strengths, Digital Age role in modern society. Addiction and 2. Addressing Change"
weaknesses, a. The ICT and Its Mental Health Digital Addiction
opportunities, and Role in Social Students demonstrate an Students and Mental
imminent threats of the Change understanding of the investigate the Health
digital age. ethical, cultural, and psychological Students Quiz Evaluation
c. Articulate basic, but b. Theories in societal impacts of IT effects of excessive investigate the
fundamental definitions of innovations. screen time, psychological
 complex issues and Technology gaming, or social effects of
dynamics that humans Capability to locate, media usage. excessive screen
encounter every day, such evaluate, and use digital time, gaming, or
as technology, social information effectively. 3. Each group social media
progress, development, Ability to communicate develops a set of usage.
and digitalization. effectively through digital strategies to
d. Evaluate the mental health platforms promote healthy 3. Each group
risks of extreme digital technology usage. develops a set of
technology use. Understanding of online strategies to
ethics, cybersecurity, 4. Quiz Evaluation promote healthy
and privacy issues. technology
Proficiency in creating usage.
digital content Midterm Exam
4. Quiz Evaluation

Midterm Exam

Week 9 & 12 At the end of this module, Unit 3 Students can explain the 1. Collaborative 1. Collaborative Creation of Rubrics on
learners are expected to: evolution of information lesson discussion online lesson vision board vision board
a. Identify what are the and communication 2. Watch what is IoT discussion depicting the
current and emerging technology (ICT) and its https://youtube.c future of ICT
CHAPTER 1: IT Culture and
trends in technology; role in modern society. om/watch? 2. AI in Real-Life
b. Understand how Society Applications
v=LlhmzVL5bm8
technology affects culture 1. Internet of Things Students demonstrate an Students will
and society trough through understanding of the &si=l2IrW_TGScZ have a research
a. How IoT Works s2qT7
the different ethical, cultural, and different Quiz Evaluation
advancements in b. Why IoT is societal impacts of IT applications of AI
technology; Important innovations. Choose one
c. Asses the positive and c. Pros and Cons of 3. AI in Real-Life application and
negative effects of said IoT Capability to locate, Applications create a
advancement. d. IoT Security and evaluate, and use digital Students will have presentation or
d. Understand how AI is information effectively. a research different poster explaining
Privacy Issues applications of AI
applied in real-world Ability to communicate how it works and
e. The Future of the Choose one
situations. effectively through digital its impact on
Internet of Things platforms application and daily life.
2. Current Trends and create a
Emerging Understanding of online presentation or 3. Discuss ethical
Technologies ethics, cybersecurity, poster explaining considerations,
a. Current Trends in and privacy issues. how it works and its such as privacy
impact on daily life. concerns and job
Information
displacement due
Technology 4. Discuss ethical to AI.
b. Emerging Trends considerations, Students will
in Information such as privacy present their
Technology concerns and job findings to the
 3. Millennials and the displacement due class,
Rise of Information to AI. highlighting both
Society Students will positive and
a. Generation of present their negative
findings to the implications of AI
Millennials class, highlighting in the chosen
4. Millennials and News both positive and area.
b. What is News negative
c. Forms and Types implications of AI in 4. Quiz evaluation
of Social Media the chosen area.
Semi Final Exam
5. Quiz evaluation

Semi Final Exam

Week 13-16 At the end of this module, you Unit 4 Students can explain the 1. Collaborative 1. Collaborative Themed Graphic Rubrics on
should be able to: evolution of information lesson discussion online lesson Design Project graphic design
a. Understand the basic and communication 2. Watch graphic discussion project
concepts like colors, technology (ICT) and its design principles
CHAPTER 1: Imaging and
typography, images; role in modern society. https://youtu.be/ 2. Infographic
b. Understand the principles Design for Social Impact Creation Quiz Evaluation
MELKuexR3sQ
and techniques of design 1. Graphic Design Students demonstrate an
using applications to understanding of the Understanding 3. Research the
Fundamentals
develop contents for social ethical, cultural, and definition and
a. What is Graphic the Principles of
campaigns; and societal impacts of IT history of graphic
c. Discuss the importance of Design innovations. Design - YouTube design.
having a good design to 2. Branding and Identity 3. Infographic
communicate visually. 3. Layout and Capability to locate, Creation 4. Create an Rubrics on
Understand and apply the Composition evaluate, and use digital infographic that infographic
basic elements of graphic information effectively. 4. Research the highlights the key making
a. Proximity definition and
design Ability to communicate elements of
b. White space history of graphic
d. To understand the effectively through digital graphic design.
essence of graphic design c. Alignment platforms design. Use free graphic
and its application in d. Contrast design tools like
visual communication. e. Repetition Understanding of online 5. Create an Canva or Adobe
4. Typography ethics, cybersecurity, infographic that Express to
and privacy issues. highlights the key complete the
a. Types of Fonts elements of graphic
b. Choosing a Font activity.
design. 5. Present your
or Typeface Use free graphic infographic in
5. Color design tools like class, explaining
a. Color Scheme Canva or Adobe how each
b. Understanding Express to element
Color Profiles complete the contributes to a
activity. good design.
 6. Images 6. Present your
a. Image File Types infographic in class, 6. Quiz evaluation
explaining how
each element
contributes to a
good design.
7. Quiz evaluation
At the end of the lesson the CHAPTER II: Photo Imaging Students can explain the 1. Research the 1. Research the Themed Rubrics on
students will be able to: and Post Processing evolution of information following basic following basic Photography theme
a. Understand the basic and communication types of types of Project photography
concepts like colors, 1. Photography technology (ICT) and its photography photography project
typography, images a. Basic Types of role in modern society.
b. identify and understand Photography 2. Create a 2. Create a
the basic types of Students demonstrate an presentation that presentation that
photography and their understanding of the explains each type, explains each Quiz Evaluation
unique characteristics. ethical, cultural, and its key features, type, its key
c. experience different types societal impacts of IT and examples of features, and
of photography firsthand. innovations. where it's used. examples of
where it's used.
d. practice creativity and Capability to locate, 3. Photo Walk Activity
apply basic photography evaluate, and use digital Students will be 3. Photo Walk
concepts to a specific information effectively. given time for a Activity
theme. Ability to communicate photo walk in Students will be
effectively through digital around the school given time for a
platforms campus photo walk in
around the
Understanding of online 4. Capture images school campus
ethics, cybersecurity, that fit at least three
and privacy issues. of the different 4. Capture images
photography types that fit at least
three of the
5. Edit your photos different
using basic post- photography
processing tools types

6. Share student 5. Edit your photos

photos with the using basic post-
class, specifying processing tools
the photography
type for each image 6. Share student
and explaining your photos with the
creative choices. class, specifying
the photography
7. Quiz evaluation type for each
image and
 explaining your
creative choices

7. Quiz evaluation
At the end of the lesson the CHAPTER III: Creating Students can explain the 1. Students will be 1. Students will be Themed Rubrics on
students will be able to: Infographic for Social evolution of information provided with provided with Infographic themed
Campaigns and communication images of various images of various Design creation infographic
a. identify and differentiate technology (ICT) and its infographics and a infographics and design
the types of infographics 1. Types of Infographics role in modern society. list of infographic a list of
based on their 2. Different Formats and types. infographic types.
characteristics and Uses of Infographics Students demonstrate an Quiz Evaluation
applications. understanding of the 2. Students work in 2. Students work in
ethical, cultural, and pairs or small pairs or small
b. explore the versatility of societal impacts of IT groups to match groups to match
infographics in different innovations. each infographic to each infographic
formats and their its correct type. to its correct
applications in social Capability to locate, type.
campaigns. evaluate, and use digital 3. Discuss the
information effectively. reasoning behind 3. Discuss the
c. apply knowledge of Ability to communicate the matches and reasoning behind
infographic types and effectively through digital evaluate why the the matches and
formats by creating an platforms chosen design fits evaluate why the
effective visual for a social its purpose. chosen design
campaign. Understanding of online fits its purpose.
a. analyze and improve the ethics, cybersecurity, 4. The instructor
design of infographics for and privacy issues. provides samples
specific campaigns. of infographics with 4. The instructor
varying quality. provides samples
of infographics
5. In small groups, with varying
analyze the quality.
strengths and
weaknesses of 5. In small groups,
each sample in analyze the
terms of clarity, strengths and
layout, and weaknesses of
relevance to the each sample in
campaign’s terms of clarity,
message. layout, and
relevance to the
6. Quiz evaluation campaign’s
message.

Final Exam 6. Quiz evaluation

 Final Exam

COURSE POLICIES:
I. Attendance
1. Each student is expected to be prompt in coming to class whether in regular or in makeup meetings.
2. Absences should not exceed 20% of the total class meetings. In case of accumulating absences beyond 20%, the students shall be dropped.
3. Excused absences are for causes such as illness, natural disaster, and death in the immediate family, and approved field trips. An excuse slip signed by the parent/guardian/or a medical
certificate from the physician (if absence is due to illness) must be presented when the student returns to class.
4. In the event the teacher fails to show up on time (Unannounced), the student must wait until 15 minutes on the said class schedule.

II. Classroom Behavior

1. Students are expected to behave and dress in a manner becoming a refined lady/gentleman. The school uniform is required on designated days.
2. Participation in any class activity whether indoor or outdoor is expected.
3. Expression of opinions shall be duly respected regardless of the position taken which will not affect a student’s grade. However, it is the teacher’s responsibility to guide the discussion towards the
acceptable position.
4. Distractive behaviors such as shouting, jeering, bullying, boisterous laughter unnecessarily moving around or going out of the classroom, using a cellular phone or other electronic gadgets, not used
in connection with the class activity and other disturbing acts shall not be tolerated.

III. Course Requirement

1. Quizzes are expected either before or after the discussion, whether announced or unannounced.
2. Attendance is a must.
3. Group/individual reporting will be done and the assigned topic must be prepared ahead of time.
4. There will be four major examinations such as: Preliminary, Midterm, Semifinal and Final.

Grades Computation: Use the parameters in computing grades for prelim, midterm, semifinal and final grades
Parameters Percentage
Attendance / Participation 10%
Quizzes/ Assignment 25%
Reports/Performance Task/Return Demonstration 30%
Major Examination/ Evaluation 35%
100%
To compute the Final Grades: Formula: (Carreon Method) Student’ s score/Teacher ‘s Score x 50 +50
 Prelim Grade 30 % Semi Final Grade 40 %
Temporary Midterm Grade 70% Temporary Final Grade 60%
Final Midterm Grade 100% Final Grade 100 %
Note: To get the FINAL STUDENT’S GRADES, cumulative computation is used 40% from Midterm Grade and 60% from the Final Grades.
Example: Midterm Grades 90 = 40% = 36
Final Grades 95= 60% = 57
Student’s Grades 93 %
100 %

REFERENCES;
Living in the IT Era, Antonio L., Cecilia M., Polytechnic University of the Philippines
Muhammad Adam, Faisal. (2016). "Information and Communication Technology (ICT), Social Changes and Transformation". 10.13140/RG.2.2.22371.60960.
Debasish. “Technological Change: It's Meaning and Process.” Economics Discussion, 11 Aug. 2015, www.economicsdiscussion.net/articles/technological-change-its-meaning-and process/4447.
Tikam, Madhuri V. “Impact of ICT on Education.” International Journal of Information Communication Technologies and Human Development (IJICTHD), IGI Global, 1 Oct. 2013, www.igi-global.com/article/impact-of-
ict-on-education/102982.
“The Social Impact of ICT.” Ericsson.com, 13 Dec. 2019, www.ericsson.com/en/reports-and papers/networked-society-insights/social-business/social-impact-of-ict.
“Digital Age.” Digital Age Dictionary Definition | Digital Age Defined, www.yourdictionary.com/digital-age.
https://www.slideshare.net/LeahLewman/elements-of-art-shape-88242623
https://www.youtube.com/watch?v=J8hzJxb0rpc
https://www.youtube.com/watch?v=x3c1ih2NJEg
https://www.youtube.com/watch?v=Dxcc6ycZ73M
https://www.youtube.com/watch?v=5o8CwafCxnU
https://youtube.com/watch?v=LlhmzVL5bm8&si=l2IrW_TGScZs2qT7
https://youtu.be/MELKuexR3sQ
Understanding the Principles of Design - YouTube

Prepared by: Noted by: Approved:

MARIANNE A. LUALHATI GLAIZA MAE VANIZA G. DALAGAN, MAED ARLENE B. BERAGO, RN,MN,MAN
Instructor Coordinator, Education Department Vice President- Academic