OpenDesk Toolkit Training Guide provides the framework, technology and content to enable all teachers to develop the mindsets and habits of performing inside the e-classroom of interactivity and connectivity.

1. 1 OPENDESK TOOLKIT
OPENDESKIT TRAINING GUIDE
E-Classroom for Interactive and Connected Learning
Open Digital Education Solution ToolKit
John J. Macasio
john@onecitizen.net
Version 1.1

2. 2 OPENDESK TOOLKIT
INTRODUCTION
OPENDESKIT Training Guide is used in the E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING
WORKSHOP that empowers the teachers to lead and to teach the appropriate use of 21st century digital
tools in the classroom to actualize interactive and connected learning.
It introduces the basic competencies in using open standard software and Internet services
within the context of teaching effectively the learning competencies of basic education in writing,
reading, communication, visual arts, mathematics, sciences, languages, culture, and technology. The
digital solutions are meant to initiate technology literacy, information literacy, visual literacy, and
digital safety for all. OPENDESKIT stands for Open Digital Education Solution ToolKit
The acquisition of practical knowledge and free-ready-to-use digital tools are necessary for all
practicing teachers to openly lead interactive learning technologies based learning events inside the
classroom. It provides the means to understand and to fulfill the requirements of setting up the digital
instructional environment for anybody, at anywhere and anytime without re-inventing the wheel.
The ability to teach through the use of technology in learning depends on the formation of
concrete understanding and practical experiences on the part of all classroom teachers while using the
digital tools. The OPENDESKIT Training Guide introduces the usage principles, desktop programs and
web sites that are meant to find knowledge, influence information, create content, share results, build
interactivity, realize transactions, and affirm social values.
The open digital education solution toolkit makes available the collection of open standard
software and public web sites that build and sustain the confidence of all teachers to easily explore,
evaluate and align the use of computer, Internet services, and digital multimedia content in the
classroom. It provides the straightforward approach of defining the requirements, methodology,
software, websites, and the template on how to improve learning context and performance by
enhancing the teaching delivery with ICT.
OPENDESKIT Training Guide for all Teachers introduces to the educators the selection of best
practice references and open standard software that are re-usable to define, to design, and to
evaluate the existing practices and new plans for the integrative use of ICT in teaching and learning.
It proposes the globally shared performance specifications that identify the knowledge and
skills needed by the teachers to align the use of information and communications technology in
teaching and learning. It demonstrates the free to use, fully functional and standard-based desktop
software, Internet services and digital content that the teachers can evaluate for curricular
integration.
OPENDESKIT Training Guide is used during and after the E-CLASSROOM FOR TEACHERS
CAPABILITY BUILDING WORKSHOP, which also serves the training component of the software for
education aggregation project - Open Digital Education Solution ToolKit which finds, evaluates,
compiles and promotes open source and freeware programs for education. The software and websites
usage is categorized based on the publicly shared 21st century digital skills for the digital citizens, and
their application to the teaching process. The selected programs are designed to run in Microsoft
Windows, Linux, and Mac OS computer platforms.

3. 3 OPENDESK TOOLKIT
COPYRIGHTS AND DISCLAIMER NOTICE
The open content project is managed by an ICT services management practitioner and teacher
who believe on the principles of not-reinventing the wheel, practical alignment of open and free to use
technology and content to meet the educational outcomes intended for all learners. The project
website is located at www.aralanetdesk.com
The training design and materials evolved from the lesson learned acquired from direct
engagement with teachers and educational leaders who are tasked to implement the use of ICT in basic
education in both government and private institution of education.
The project challenges the educators to discover, test, plan, design, realize and evaluate the
prevailing and emerging digital learning products from different technology sources, and to be guided
by the globally accepted open standards and best practices. It includes the acquisition and sharing of
cost effective, no-locked-in and easy to use tools and standards for teaching and learning.
The OPENDESKIT Training Guide is an open content project. The training designer and
trainers DOES NOT REPRESENT the solutions and brand names mentioned in this open content project.
The usage policies of cited resources allow public linking, citing, sharing and promotion of their
services and content.
The cited documents, products and services are presented to freely promote discovery and
informed decision on the use of information and communications technology to realize the goals of
education for all. This guide IS NOT for commercial endorsement of products and work cited to
demonstrate the concepts and practices.
Educational Users must exercise DUE DILIGENCE in appraising the applicable use of the
concepts, framework, methodology, template and software in their school setting.
The education user must OBSERVE COPYRIGHT NOTICES, and the terms and conditions defined
by the developers and companies claiming ownership of the cited materials. All trademarks and
copyright notices belong solely to their respective owners who are recognized in the guide.
The OPENDESKIT Training Guide is licensed under the terms and conditions provided a
Creative Commons Attribution-Non-commercial-Share Alike 3.0 Philippine License.
The basic education teachers are FREE TO USE and FREE TO SHARE this open document as long
as proper attribution and respect of the copyrights limitations and acceptable use policy of the
cited materials are observed.

4. 4 OPENDESK TOOLKIT
TABLE OF CONTENT
INTRODUCTION ......................................................................................................... 2
COPYRIGHTS AND DISCLAIMER NOTICE .............................................................................. 3
TABLE OF CONTENT .................................................................................................... 4
E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP ........... Error! Bookmark not defined.
Training Needs: ..................................................................................................... 5
Training Goals: ...................................................................................................... 5
Training Design:..................................................................................................... 6
MODULE 1: PRINCIPLES AND PRACTICE OF EFFECTIVE TEACHING WITH ICT ................................... 7
Effective Teaching Principles ..................................................................................... 7
The Effective Teacher: ......................................................................................... 7
The Teacher Knowledge ........................................................................................ 8
ICT Use Principles in Learning .................................................................................... 9
Goals Grid of Effective Teaching with ICT ................................................................... 9
ACTIVITY: Teaching with ICT Goals Grid ...................................................................... 9
Process & Product - Effective Teaching Model with ICT ..................................................... 10
G.I.P.O.V. Worksheet of Teaching Process Definition..................................................... 11
ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process .............................................. 12
MODULE 2: PLAN, DESIGN, EXECUTE & EVALUATE ICT BASED LEARNING ..................................... 13
Instructional Planning and Design: Components and Stages ................................................. 13
ICT Based Teaching: Lesson Planning .......................................................................... 14
Lesson Plan Template of ICT Enhanced Teaching .......................................................... 14
Attributes of Learning Objective ............................................................................. 18
Verbs of Learning Competency ............................................................................... 19
Measuring Performance Outcomes ........................................................................... 20
ICT Based Teaching: Technology Configuration .............................................................. 21
Technology Configuration Reference Matrix ................................................................ 21
Computer Setup for Instructional Use ....................................................................... 22
MODULE 3: DISCOVER, REVIEW AND USE OPEN STANDARD SOFTWARE ......................................... 23
Digital Learning Materials Readiness Assessment Matrix ..................................................... 23
A. Instructional Design ............................................................................................ 24
B. Learning Content ............................................................................................... 24
C. Use of Multimedia .............................................................................................. 25
D. Learner Interface .............................................................................................. 25
Open Standard Software Kit ..................................................................................... 26
A. Study Helper Software......................................................................................... 26
COUNT, ADD, SUBTRACT, MULTIPLY AND DIVIDE .............................................................. 26
CALCULATION AND VALUE CONVERSION ........................................................................ 27
USING COMPUTER MOUSE ......................................................................................... 29
USING COMPUTER KEYBOARD .................................................................................... 30
READING NUMBER, LETTER, AND WORD ........................................................................ 31
B. Activity Builder Software...................................................................................... 32
WRITING, PUBLICATION, AND WEBPAGE ........................................................................ 32
DRAWING AND IMAGE CREATION ................................................................................. 33
VIDEO, SOUNDS AND MULTIMEDIA PRODUCTION ............................................................... 34
QUIZ AND ACTIVITY MAKER ....................................................................................... 35
DIGITAL SECURITY AND SAFETY .................................................................................. 36
MODULE 4: DISCOVER, REVIEW AND USE PUBLIC INTERNET SERVICES ......................................... 38
SEARCH THE INTERNET............................................................................................ 38
PUBLISH AND FIND FILES IN THE INTERNET .................................................................... 38
KNOWLEDGE HELPER IN THE INTERNET ......................................................................... 39
MODULE 5: INTERNET SAFETY – PLAN THE PROACTIVE WAYS ................................................... 40
Issues on Internet Safety and Security.......................................................................... 40
Twelve proactive ways towards Internet safety. ............................................................. 41
On-line Guidance on Internet Safety and Security ............................................................ 42
Internet Browser Security Features ............................................................................. 43
Computer Safety Availability Matrix ......................................................................... 44

5. 5 OPENDESK TOOLKIT
E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP
Training Needs:
The everyday challenge of a classroom teacher is to fulfill the end-to-end process of
bringing about the learning objectives or outcomes of the curriculum. The teaching process has
to be managed effectively in the light of the constraints provided by the learner condition,
content quality and availability, activity tools usability, and national performance-criterion.
The teacher's accomplishment is viewed in terms of his or her ability to plan, design
execute, evaluate and improve the teaching process in order to make all students accomplish,
during and after the class, the expected outcomes of the curriculum. The teacher has to
provide the relevant environment to make all learners deliver the products that demonstrate
attainment of the performance expectations at the school and national levels.
In this context that the school based training E-CLASSROOM FOR TEACHERS CAPABILITY
BUILDING WORKSHOP is developed in order to demonstrate the blended use of digital tools to
improve the effective delivery of the teaching process that traditionally get good resource
input from non-digital and static learning materials.
Training Goals:
It prepares the teachers to define the effective structured learning model that
integrates the use of information and communications technology in the classroom. It gives
focus on bringing the digital tools that offers quality and relevant instructional inputs and
procedures to address the issues of least mastered or difficult to teach topics. It applies the
use of open standard software and Internet services in planning, designing, execution and
evaluation of learning. .
It describes the motivation and best practice templates to realize effective teaching by
showing the enhancement of instructional methodology and content through information and
communications technology. It examines the proactive ways to make safe the digital
experiences of the teachers and learners in using the computer software and Internet services.
At the end of the training the teachers are expected to deliver the following output:
1. Agreement on the goals and principles about effective use of ICT in teaching and learning
in the classroom.
2. Design of the ICT use configuration to guide the acquisition and setting up of the
technology hardware, software, network and bandwidth for teaching and learning in the
classroom.
3. School based resource mapping matrix of the educational software and Internet web sites
to suit the learning objectives of the targeted learning subject and topics in the classroom.
4. ICT enhanced lesson plan to contain the align use of the computer software and Internet
services as study helper and activity builder.
5. Basic computer operation skills on how install, run, and explore the use of computer
software; and to browse, search, run and explore the use of Internet services for teaching
and learning.
6. Plan the proactive ways of Internet safety in the use of software and web services in the
classroom.

6. 6 OPENDESK TOOLKIT
Training Design:
The E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP is designed to
happen in the school's classroom with any number of computers connected to the Internet. It
is learning ICT by using ICT. It is a contextual training workshop that guide the teacher on the
basics of “what to know”, “what to do” and “what to be” in planning, creating, and delivering
the learning events that use open standard software and Internet services in knowledge
acquisition, creation, sharing and evaluation.
The participating teachers must have knowledge on their subject matter, have teaching
ability, have enthusiasm to use technology, and have patience to read and follow instructions
in English. The ICT enablement of teaching and learning is to improve good pedagogical
practices, to enhance the curricular content references, and to enrich the non-digital
instructional resources.
The E-CLASSROOM FOR TEACHERS CAPABILITY BUILDING WORKSHOP requires three (3)
days full-time engagement of the teachers. It makes use of lecture presentation, template
walk-through, hands-on activity, and writeshops in the delivery of the following modules and
topics:
DAY 1 DAY 2 DAY 3
MODULE 1 MODULE 2 MODULE 3 MODULE 4 MODULE 5
Principles and Plan, Design, Discover, Review Discover, Review Plan Proactive
Practices of Execute & Evaluate and Use Digital and Use Public Ways of Internet
Effective Teaching ICT Based Learning Education Internet Services Safety
with ICT Applications
Topic 1: Topic 5: Topic 9: Topic 13: Topic 17:
Learning, End-to-End Stages of Digital Learning Internet Content Twelve Proactive
Teaching, and Instructional Resources Quality Ways on Internet
Effective Teaching Planning and Design Readiness Readiness Safety
Assessment Assessment
Topic 2: Topic 6: Topic 10: Topic 14: Topic 18:
ICT Use Principles Attributes of Install and Use Study Browse and Use Internet Browser
in Teaching and Learning Objectives Helper Software Study Helper Safety Features
Learning Web Sites
Topic 3: Topic 7: Topic 11: Topic 15: Topic 19:
ICT Use Instructional Method Install and Use Browse and Use Open Software for
Configuration and ICT Use Activity Builder Activity Builder Digital Safety
Model for Teaching Software Web Sites
and Learning
Topic 4: Topic 8: Topic 12: Topic 16: Topic 20:
ICT Competency ICT Enhanced Lesson School-based School-based Guidance on
Models for Plan for the Basic Resource Mapping of Mapping of Web Internet Safety,
Teachers Education Learning Software for Content and Ethical and
Competency Teaching and Application for Acceptable Use,
Learning Teaching and Privacy and
Learning Confidentiality,
Health Issues and
Cybercrimes.

7. 7 OPENDESK TOOLKIT
MODULE 1: PRINCIPLES AND PRACTICE OF EFFECTIVE TEACHING WITH ICT
Effective Teaching Principles
“For the computer to bring about a revolution in ….education, its introduction must be accompanied
by improvements in our understanding of learning and teaching.”
-Herbert Simon, Nobel Laureate
Information and communications technology (ICT) enables the teachers to effectively acquire,
create, evaluate, and share knowledge. It provides the digital tools to deliver the quality experience
that affects the motivation, engagement, confidence, performance and products of all learners
towards achieving the competency goals. The introduction of open software and Internet services are
meant to bring the enabling conditions for effective teaching.
Teacher effectiveness is critical to student achievement. Teaching effectiveness is an interaction
between subject matter knowledge and teaching ability. “When a teacher does this (process), it
results in this sort of student achievement (product).” “When a teacher causes this to happen
(process), it results in student learning (product).”
The Effective Teacher:
1. Make the learner focus and pursue clear learning goals. The teacher brings the outcome based
orientation in order to align the instructional method, content resource, and assessment
instruments to the achievement expectations defined for the students.
2. Present clear and simple content. The information has to build on what the students already
know. The teacher carefully selects learning material that is spirally designed, suitable to the
learner conditions, and aligned to the lesson objectives.
3. Engage the learner in learning by doing. Activity based learning is given time in building
contextual knowledge. The learning experience provides engaging and variety of activity to
sustain exploration and application. It provides the means for the learner to express freely and
to realize higher order thinking skills.
4. Teach with enthusiasm. The teacher shows excitement and passion in doing what will make the
learner successful. The teacher celebrates with the learners any achievement, and motivates
the learner to move forward based on lesson learned.
Information and communications technology provides the context to improve knowledge on the
subject-matter and to execute the teaching process that engages the student achieve the competency
outcomes.
The teacher’s challenge is for the teachers to discover, align and use the open software and
Internet services in doing the teaching tasks. A teaching modeling mindset has to be articulated and
observed in driving the use of open software and Internet services to deliver the outcome, to present
the content, to bring engagement, and to trigger excitement in teaching and learning.

8. 8 OPENDESK TOOLKIT
The Teacher Knowledge
The effective engagement of the teacher to execute the teaching process depends on the
available information and capabilities in the person of the teacher. Lee Shulman, in his article
“Knowledge and Teaching: Foundations of the New Reform, published by Harvard Educational
Review in 1987, identified the core knowledge to be possessed by an effective teacher.
1. Knowledge of subject matter content
2. Knowledge of general pedagogical principles and strategies
3. Knowledge of learners, their characteristics, and how they learn
4. Knowledge of educational context
5. Knowledge of education goals, purposes and values.
Looking at the categories of teacher knowledge, here are some ideas on how the knowledge
are to be demonstrated by the teacher in the context of ICT use.
Knowledge of subject matter content is demonstrated by the ability of the teacher to present
clear and accurate information and logical ideas of the topic being taught. It includes the
competence to identify, analyze and differentiate appropriate content materials for the subject-
matter to be studied by the learner. And the capability to provide logical and precise answers and
reference materials to address the questions and problems poised on the subject-matter at any
situation.
Knowledge of general pedagogical principles and methods is demonstrated by the ability of the
teacher to design instruction in order to deliver the learning requirements of achieving prescribed
the learning competency of the curriculum. It includes the competencies to specify the tactical
procedures and the manner to acquire and use the re-usable digital resources in delivering the
teaching methodology. It also calls for the capability to realize an assessment framework to
measure the effective value of the instructional strategy with the use of interactive learning
technologies.
Knowledge of learners, their characteristics, and how they learn is demonstrated by the ability
of the teachers to define benchmarking model, and to formulate the pre-assessment instrument to
baseline the learner condition to build on towards the achievement of the targeted learning
competencies. It is also shown in the manner by which the teacher structured the learning model
to match learner’s ability to achieve the learning competency.
Knowledge of education context is demonstrated by the ability of the teacher to understand
and work around the constraints of the learning environment. It includes the competence to
properly appreciate the people, policy, process, technology and culture components of educational
context.
Knowledge of education goals, purposes and values is demonstrated by the ability of the
teachers to articulate the basic education curriculum learning competency in the design of the
instructional plan and learning evaluation. It includes the competencies to develop the technology
enabled learning events that realize quality education for all, and the positive values of the
community.
The availability of the core knowledge is a pre-requisite for the proper appreciation of the
teachers in using information and communications technology to realize acquisition and
presentation of content, to support the delivery of the instructional procedure, and to fill-the gaps
of education by providing the digital context to bring about instruction and learning

9. 9 OPENDESK TOOLKIT
ICT Use Principles in Learning
“The goal of technology integration is not just for teachers to show off new toys but to put technology
into the hands of students, and have them participate in higher level thinking, collaboration, and
project based learning.”
-Matthew Needleman
Los Angeles Unified School District
The value of using information and communications technology in teaching depends on the
underlying principles to justify the integrative use in learning. It provides the rationalization in
modeling instruction in the context of using computer software and Internet services.
Learning with ICT is to bring variety of instructional events and contextual experiences to
realize discovering, exploring comparing, collaborating, networking, doing, making, building,
arranging, figuring out, reflecting, sharing, publishing, evaluating, feed backing, changing,
etc.... of learning for all.
Learning with ICT brings information for all to realize knowledge acquisition, knowledge
creation, and knowledge sharing in order to achieve the performance goals of the basic
education curriculum for all learners.
Learning that is delivered through the use of computer applications, Internet services, other
technology platforms. and multimedia learning content must bring the extension, enhancement
and fill-in the gaps of education inside or outside the school premises.
The computer software, Internet services and multimedia learning content need to be
appropriately aligned to the instructional and learning outcomes, sound teaching methods,
learners conditions, and safety requirements.
Goals Grid of Effective Teaching with ICT
The goals grid is a brainstorming tool to identify the desired end and action to be pursued. The
goals are identified by posting and responding to the following:
1. What do you want that you don't have? (Achieve)
2. What do you want that you already have? (Preserve)
3. What don't you have that you don't want? (Avoid)
4. What do you have now that you don’t want? (Eliminate)
ACTIVITY: Teaching with ICT Goals Grid
With your experience and knowledge in performing the teaching tasks, identify the goals you seek to
realize in using ICT for teaching and learning.
ACHIEVE PRESERVE AVOID ELIMINATE

10. 10 OPENDESK TOOLKIT
Process & Product - Effective Teaching Model with ICT
“KNOWLEDGE is of two kinds… we know the subject ourselves, or we know where we can find
the information on it.”
-Samuel Johnson
What is learning? It is a process that results changes in the human understanding, human
behaviour and in the human capabilities to function or perform – (competency).
What is teaching? It is the process of creating and facilitating the events that affects learners
in their way to achieve learning. (performance)
The structured modeling of the learning and teaching process must clearly elaborate the goals,
the input, the procedures, products, and the means to validate-verify in order to deliver and measure
the performance expectations for all learners. Effective teaching model is not just implementing the
use of textbook in order to learn. It is not just bringing the learner in front of the teacher to
remember what are told to be known. It is defining and executing the learning events that build the
ability of the learner to acquire, to create, and to share knowledge. It is providing variety of active
experiences to make the learner deliver the product that actualized the learning competency goals.
LEARNING EVENTS
Presentation
Demonstration
Discussion
Hands-On
Projects
Practice Drill
Exploration
Experiment
Author
Evaluation
The challenge of effective teaching with ICT is how to bring the learning events that put
emphasis on interactivity or learning by doing. It is how to use the digital tools to improve, enhance
and optimize the instructional methodology that is normally supported by non-digital learning
resources. The ICT integration in teaching has to focus on making computer software and Internet
services as efficient and effective conditions to deliver the performance outcome expected by the
curriculum.

11. 11 OPENDESK TOOLKIT
The proper embedding of ICT use to deliver content and activity depends on the logical
definition and relationship between the learning goal, resource input, choice of instructional strategy
or methodology, the targeted product, and the means to validate and verify. It is in this context that
the teacher has to appraise the value of the acquired software and Internet services to become
valuable source of input and activity platform to deliver the learning results for all learners.
G.I.P.O.V. Worksheet of Teaching Process Definition
Grade/Year Level: Subject: Lesson Topic: Pre-Requisite Knowledge
GOAL INPUT PROCESS OUTCOME
VALIDATION AND VERIFICATION
The GOAL describes the state, the condition, and the changes that the learner must realize in
view of the learning ends envisioned by the basic education curriculum. It sets the kind of knowledge,
skills and behavior to be understood and demonstrated by the learner during the teaching process.
The INPUT presents both the digital and non-digital resources that must be acquired in order to
initiate the preferred teaching process and learning conditions to make the learner achieve the
competency objectives of the basic education curriculum.
The PROCESS involves the defined strategy or methodology in delivering the expected learner’s
products that fulfill the learning goal. It defines the learning procedure to engage the students in
achieving the learning outcomes.
The PRODUCTS represent the performance artifacts released by the learner, and that fulfill the
expected results envisioned by the designed input and process in achieving the curriculum competency
goals.
The VALIDATION and VERIFICATION represent the means to certify successful provision of
requirements and achievement of the results. It includes the way to check the claimed outcomes
realized by the learner.

12. 12 OPENDESK TOOLKIT
ACTIVITY: Create G.I.P.O.V. of ICT Based Teaching Process
Pre-requisite Knowledge:
Grade/Year Level: Subject: Lesson Topic:
GOAL INPUT PROCESS OUTCOME
Learning Outcome Software and Internet
Instructional Method Learning Product
-based on PLC Resources
- to read Word Processor TEACHER-LED Reports
- to write Desktop Publishing Lecture Assessment Results
- to count Calculation Spreadsheet Direct Instruction Project Artifacts
- to compute Slide Presenter Demonstration Worksheets
- to identify Multimedia Authoring Practice Drill Sound Record
- to differentiate Video Editor Video Production
- to define Audio Editor LEARNER-CENTERED Multimedia Presentation
- to illustrate Image and Drawing Editor Cooperative Learning Published Documents
- to draw Web Page Maker Discussion Forum
Worksheet Maker Case Studies
Test Maker Discovery Learning
Math Study Helper Journal and Diary
Science Study Helper Brainstorming
English Study Helper Debates
e-Mail
Weblog
Wiki
File Sharing
Knowledge Base
Virtual Laboratory
Internet Digital Library
VALIDATION AND VERIFICATION MEANS:
Performance Rubric Rating
Formative Evaluation Results
Summative Evaluation Results

13. 13 OPENDESK TOOLKIT
MODULE 2: PLAN, DESIGN, EXECUTE & EVALUATE ICT BASED LEARNING
The effective use in teaching of information and communications technology depends on the
planned design of the instructional content and procedures. The application of the open software and
Internet services to the teaching process must be consistently aligned to the defined outcomes,
methodology, content, and metrics. The assembled digital instructional materials must be reviewed to
match the requirements of both formative and summative evaluation. The following are the key items
to be concretized in the various stages of instructional planning and design. It is based on the Principles
of Instructional Design by Gagne, Briggs and Wagner.
Instructional Planning and Design: Components and Stages
• The INSTRUCTIONAL GOAL speaks of the expected state of accomplishment to be realized by the
learners based on the targeted competency defined in the basic education curriculum.
• The INSTRUCTIONAL ANALYSIS defines the knowledge and skills to be acquired and performed by
the learners in order to accomplish the instructional goal. It lists down topics to be mastered.
• The ENTRY BEHAVIOUR identifies the pre-requisite level of understanding, ability and attitude of
the learner. It provides the profile of what the students already know, and what to build on.
• The PERFORMANCE OBJECTIVES define the criterion references to properly measure the learner’s
achievement of the instructional goals. It provides the means to validate and verify results.
• The INSTRUCTIONAL METHODS speak of the strategy to deliver the performance objectives. It
involves the selected instructional activities to engage the learner.
• The INSRUCTIONAL MATERIALS are digital learning materials which are reviewed to support the
content and process requirements of the instructional method.
• The FORMATIVE EVALUATION is the means to measure the learning accomplishment of the learner
after the execution of the planned instruction. It done through the conduct of written tests
and activity output assessment using a performance rubric.
• The SUMMATIVE EVALUATION is to measure the total learning accomplishment of the learner
through the conduct of the National Achievement Test based on DepEd PLC.
Plan the
Summative
Performance Rubric
Evaluation
& Basic Test Items (8)
Software and
Internet Sites Develop the
Performance Formative
Criterion References Assemble and
Evaluation
(7)
Least Mastered Review
Topics Develop Instructional
Performance Materials
Objectives (6) Lesson Plan
Conduct Identify (4)
Select
Instructional Entry Instructional
Analysis Behaviour Method
(2) (3)
ICT-Enhanced
(5)
Instructional Delivery
Configuration to
Define
Instructional
Match Instructional
Goals Method.
Basic Education Learning Competency Standard
(1)
Learner Profiles and Education Context

14. 14 OPENDESK TOOLKIT
ICT Based Teaching: Lesson Planning
The lesson template is designed to logically structure and document the outcomes, content,
requirements, and procedures in using open software and Internet services in performing the teaching
tasks.
Some critical items to define during the formulation of a lesson plan that bring software and
Internet as input to the teaching and learning process:
1. Specify the performance objectives in terms of what the students must be able to understand and be
able to do, in conformity to the prescribed learning competencies of the basic education curriculum.
(Specific and measurable)
2. List down the specific knowledge items to be understood or activity to be performed in order to deliver
the learning objectives. Mark the knowledge items or performance area considered among the least
mastered competency according to the results of the National Achievements Test.
3. Name the software title or Internet sites, and classify the reviewed e-leaning object according to
learning activity or instructional tasks it will bring about in order to realize the stated learning
outcomes of the topic. (e.g. Cell Functions – Simulation)
4. Identify the possible placement of the educational software, multimedia objects and web applications in
the teacher's lesson plan. (motivation, review, concept presentation, activities, assignment, or
assessment), and describe the classroom layout to implement the lesson plan with ICT use.
Lesson Plan Template of ICT Enhanced Teaching
This lesson plan template is based on Preparing to Use Technology: A Practical Guide to
Curriculum Integration – Blanche O'Bannon, Kathleen Puckett, Kathleen G. Puckett, 2007
SUBJECT AREA: GRADE/YEAR LEVEL:
LESSON TITLE: TIME ALLOTTED:
LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.)
In this lesson, the students shall learn the following category of knowledge items. The student is
expected to realize the following learning activities. The learning process requires the following
condition or ICT resources to achieve learning the lesson. The student shall deliver the following
learning products. The student performance will be evaluated based on the following performance
metrics.
CLASSROOM LAYOUT AND GROUPING OF STUDENTS:
Where will the learning take place?
How will the room be organized with the computers?
(Make a visual representation or diagram of the facility or classroom layout.)
How will the students be grouped:
• class group
• individuals
• pairs
• small groups, etc

15. 15 OPENDESK TOOLKIT
LEARNING OBJECTIVES:
Identification of the specific learning outcomes that are expected to happen based on the Philippine
Learning Competency of Basic Education.
The learner is expected to:
• Define….
• Describe…
• Differentiate
The learner given the ICT learning condition is able to:
• Calculate
• Compose
• Illustrate
MATERIALS, RESOURCES AND TECHNOLOGY:
1. Non-Digital Materials for this Lesson
a. Printed Text Book
b. Manual Manipulative
c. Chalk Board
d. Illustration Board
e. Printed Workbook
f. Material Item 6
2. Technology Components for this Lesson
a. Computer
b. Software
c. Network
d. Printer
e. Scanner
f. Multimedia Device
MATERIALS, RESOURCES AND TECHNOLOGY:
3. Computer Software for this Lesson
a. Windows Operating System
b. Edubuntu Operating System
c. Math Educational Software
d. Science Educational Software
e. Creativity and Productivity Software
f. Software Title
4. Web Site for this Lesson
a. www.google.com
b. www.prongo.com
c. www.ipl.org
d. www.wikipedia.org
e. www.sitename.com

16. 16 OPENDESK TOOLKIT
STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE:
Do the students have the adequate knowledge to complete the lesson successfully?
What pre-requisite knowledge or skills from previous lessons that the students must have in order to
complete the current lesson content?
What initial technology knowledge and skills that the students must have to properly use the
computer, software and Internet to learn the lesson?
INSTRUCTIONAL PROCEDURES:
1. Motivation:
Define the importance of the lesson to motivate the student. And how to relate lesson to
previous lesson or real-life situation. Identify how the ICT based materials will be use to bring
motivations of the lesson.
2. Presentation:
Identify the knowledge items or concepts to be understood, and the manner the content will
be presented to the students through the use of ICT tools.
3. Activities:
Identify the sequential activities of the performance item to be executed in this lesson. It
describes the methodology and ICT tools to be used in developing the activity products.
a. Step 1
b. Step 2
c. Step 3
d. Step 4
4. Closure:
Identify how the lesson shall be summarized and how to introduce future lesson.

17. 17 OPENDESK TOOLKIT
SUPPLEMENTAL ACTIVITIES:
1. Additional activities to expand the lesson
2. Remediation activities for the student needing more instruction and practices
3. Assignments
ASSESSMENT AND EVALUATION:
How will you measure the student’s success? Formally or informally? Formal evaluation of student
work requires that a grade is taken while informal might be monitoring of work, or class discussion.
1. Describe the assessment process:
-Written Test –Quiz, Unit Test, Periodical Examination
-Activity Output Evaluation –Activity Worksheet
-Computer based Testing
-On-line Test
2. Define the criteria for achievement, and performance levels:
-Basic questions that all students must be able to answer
-Difficult question that some student may be able to answer
-Performance Rubrics and Rating Reference
3. Describe the plan on how to provide feedback to the student:
-Individual consultation
-Printed Report
-e-mail
STUDENT PRODUCTS:
What artifact(s) or products will result from the lesson?
1. Report
2. Worksheet
3. Newsletter
4. Diary
5. Diagram
6. Slideshow
7. Video and Sound Production
8. Drawing
9. Created Object
10. Test Results
11. Discussion Forum
12. Website
Name of Teacher: Reviewed and Approved: Version:
Date:

18. 18 OPENDESK TOOLKIT
Attributes of Learning Objective
In an outcome based teaching process that makes use of ICT, the clear specification of the
learning objectives enables the teachers and learners to pursue the proper results, metrics, and
condition of learning. The learning objective has to contain the following attributes:
LEARNING OBJECTIVES DEFINE:
PERFORMANCE CONDITION CRITERION
Describes what the learner is Describes the circumstances Describes the level of
expected to do or able to under which the performance of competence to be measured on
demonstrate the learner is expected to the learner
happen
EXAMPLE:
“A student will be able to calculate “Given a multimedia periodic table, “Given a multimedia periodic table
the atomic mass of a molecule.” a student will be able to calculate a student will be able to calculate
the atomic mass of a molecule.” the atomic weight of a molecule to
2 significant digits within .01
atomic units.”
ACTIVITY: LEARNING OBJECTIVES DEFINITION
Select a used lesson plan, and re-state the learning objectives of identified learning topic in
terms of performance, condition, and criterion. The condition must identify the ICT based tools to
bring performance requirement.
LEARNING TOPIC: TARGET LEARNER: DURATION:
Learning Objective 1:
PERFORMANCE CONDITION CRITERION
Learning Objective 2:
Learning Objective 3

19. 19 OPENDESK TOOLKIT
Verbs of Learning Competency
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
Observation and Use old ideas to Use information, Seeing patterns, Use old ideas to Compare and
recall of create new ones, use methods, organization of create new ones, discriminate
information, generalize from concepts, theories parts, recognition generalize from between ideas,
knowledge of given facts, relate in new situations, of hidden given facts, and assess value of
dates, events, knowledge from solve problems meanings, and relate knowledge theories,
places, knowledge several areas, and using required identification of from presentations,
of major ideas, predict, draw skills or knowledge components make choices
mastery of conclusions based on reasoned
subject matter argument, verify
value of evidence,
recognize
subjectivity
List Summarize Apply Analyze Combine Assess
Define Describe Demonstrate Separate Integrate Decide
Tell Interpret Calculate Order Modify Rank
Describe Contrast Complete Explain Rearrange Grade
Identify Predict Illustrate, Connect, Substitute Test
Show Associate Show Classify Plan Measure,
Label, Distinguish Solve Arrange Create Recommend
Collect Estimate Examine Divide Design Convince
Examine Differentiate, Modify Compare Invent Select
Tabulate Discuss Relate Select Compose Judge
Quote Extend Change Explain, Formulate Explain,
Name Classify Infer Prepare Discriminate
Who, Experiment Generalize Support
when Discover Rewrite Conclude
Where Compare,
Summarize

20. 20 OPENDESK TOOLKIT
Measuring Performance Outcomes
Performance Rubric
Performance rubrics describe and measure the level of performance in relation to the defined level of
maturity. It defines the salient criteria to evaluate, and the performance descriptors to indicate the
state of achieving the goals. The rubrics help learners set goals and assume responsibility for their
learning—they know what comprises an optimal performance and can strive to achieve it.
Criterion or LEVEL OF PERFORMANCE (Scale)
Performance
Dimension 4 3 2 1
Performance Descriptors
Criterion 1
YES, AND MORE YES YES, BUT NO
Criterion 2
Exceeds Expectation Meet Expectation Progressing Not there yet
Criterion 3
No Errors Few Errors Some errors Frequent Errors
Criterion 4
Broad Adequate Limited Very limited
Knowledge Test
The written test measures the level of understanding, recall, and application of the students on the
presented knowledge. The questions are designed to measure level of knowledge mastery.
Knowledge Area Basic Easy Questions Basic Difficult Questions
(All student must answer correctly) (Some students are able to answer
correctly)
Concepts Multiple Choice Multiple Choice
Definitions Open Ended Question Open Ended Question
Procedures Supply Missing Item Supply Missing Item
Computational Rules Solve a Problem Solve a Problem
Events True or False True or False
People

21. 21 OPENDESK TOOLKIT
ICT Based Teaching: Technology Configuration
The enabling interrogative: What digital citizenship skills and open digital environment that all
students, teachers, and administrators need to learn effectively in a life-time, and to live productively
in the emerging digital society?
The response requires understanding on the component of technology based environment. The
teacher must recognize and differentiate the categories of configuration items that define the ICT
based learning environment. The school must be able to document the inventory of technology
materials and standards to be incorporated in the use of ICT in teaching and learning.
Technology Configuration Reference Matrix
1 2 3 4 5 6
OPERATING APPLICATION DATA & FILE SECURITY COMPUTER NETWORK
SYSTEM SOFTWARE TYPES PROGRAMS DEVICES BANDWIDTH
The program The program The digital The program The touchable The availability
installed and run installed and run information installed and run parts of and amount of
by the computer by the computer created, by the computer technology to connectivity to
user in order to user in the captured, saved, user in the perform data the intranet and
control the computer to changed, computer to capture, storage Internet highway
availability and perform the printed, and protect the and processing.
activity of the functions shared by the integrity of the It includes the
devices attached related to computer system from physical parts to
to the computer learning, application for unwanted display, to print,
and application authoring, the computer intruders and and to send the
installed in the searching, user. program information
computer. It calculating, designed to generated by
provides the presenting, endanger the computer
interaction communicating, performance processing.
interfaces in etc.., level, and the
order for the privacy and
computer user confidentiality
to enter data of data and
and execute the transactions.
functions
required to
generate
information.
Examples of Associated Technology Products
- Microsoft - Word Processing xxx.doc - Firewall Desktop Computer Wireless Network
Windows Software xxx‘odt Laptop Computer Wired Network
Operating System - Calculation xxx.xls - Anti-virus Microprocessor Mobile Network
- Ubuntu Linux Spreadsheet xxx.ppt Computer Memory
Operating System Software xxx.avi - Anti-Malware Video Card xxxMBPS upload
- Edubuntu Linux - Slide xxx.mpeg Motherboard and download
Operating System Presentation xxx.flv - Anti-Spyware Hard Disk
- PCLinuxOS Software xxx.png Display Monitor xxxKBPS upload
Operating System - Drawing xxx.jpg - File Cleaner Printer and download
- Fedora Linux Software xxx.swf Network Card
Operating System - Image Editing xxx.pdf - File Encryption Modem
- Macintosh Software xxx.css Network Hub
-Video Editing xxx.html - Data Backup Network Router
Software xxx.xml LCD Projector
- Internet Browser - Content Filter
- Educational
Software

22. 22 OPENDESK TOOLKIT
Computer Setup for Instructional Use
One Computer for Each Student
The set up can be used to allow self-directed learning of students using the computer software
and Internet services to learn and to solve mathematical problems, to do writing activity, to explore
science researches, to listen and converse in English, to participate in on-line discussion or web based
seminars, or publish learning products. It can also be used to administer computer based quiz or
practice test. In this scenario, the classroom with computers can be classified as Virtual Mathematics
Laboratory, Virtual Speech Laboratory, Virtual Science Lab, or Virtual Creative Writing Lab.
Some Computer for Each Group of Students
The set up can be used to allow group project, cooperative and collaborative learning. The
computer is used to document brainstorming session, focus group discussion, and group product review.
The computer is also used to perform collaborative authoring of a publication, video and sound
production, or a project idea.
Some Computer for Each Class of Students
The set up can be used to perform lecture presentation, activity demonstration, or video
broadcast. The selected student is called to perform the computer based activity in front of their
classmates. It is in the manner a student is called to recite an answer or to perform chalkboard
activity in front of their classmates. In this scenario, the use of the computer needs to be supported
with good digital projector and sound box, or an interactive smart board to enhance the presentation
experience of the learners.

23. 23 OPENDESK TOOLKIT
MODULE 3: DISCOVER, REVIEW AND USE OPEN STANDARD SOFTWARE
Digital Learning Materials Readiness Assessment Matrix
Digital learning resources covers all learning materials that are produced through the use of
computer applications and digital processes, such as electronically published documents, web-based
learning, computer-based learning, virtual classrooms, multimedia presentation, and digital
collaboration. The instructional content are delivered through the Internet, intranet/extranet
(LAN/WAN), audio and videotape, satellite broadcast, interactive TV, CD-ROM, and other digital form.
The usability assessment matrix provides the measuring tool to identify and rate the
pedagogical, content, and technical characteristics of the digital learning resources which will be used
to deliver outcomes, information, and activity of teaching and learning.
SOFTWARE AND INTERNET REQUIREMENTS
Title of the Software or Internet Application:
Author and Site Links Delivery Format: Instructional Use:
Computer Devices: Operating System and Application: Network and Internet Bandwidth
Target Grade or Year Level: Subject Area: Covered Topic
Pre-requisite Knowledge and Skills:
Achievable Learning Competency: (Based on approved BEC, PLC)
1. Performance Criterion 1
2. Performance Criterion 2
3. Performance Criterion 3
4. Performance Criterion 4

24. 24 OPENDESK TOOLKIT
SOFTWARE AND INTERNET CONTENT READINESS ASSESSMENT
The following are assessment items to indicate the readiness of the software and Internet services for
teaching and learning.
Mark 4 – if you fully agree, 3 - if you partially agree, 2 - if you don’t agree, and 1 – if you cannot
determine.
READINESS CHARACTERISTICS 4 3 2 1
A. Instructional Design (30%)
1. The learning objectives and goals of the computer software or Internet
application are defined and clearly stated.
2. The presentation of the content supports the specified learning objectives and
goals.
3. The organization of the content, including all related activities, accurately
reflects the learning objectives and goals specified.
4. The learning objectives and goals of the software or Internet application match
the specific standards of learning competencies.
5. The instructional content of the software or Internet material addresses various
needs of the students. (introduction, supplement and review)
6. The instructional content can be used in varied settings (in or out of school)
7. The e-learning application supports the desired instructional strategy.
8. The software or Internet material provides a clear measure of
achieving/meeting learning objectives and goals.
9. The software and Internet application encourages and supports reflection, deep
thinking, knowledge integration and making connections.
4 3 2 1
READINESS CHARACTERISTICS
B. Learning Content (40%)
10. Its scope is appropriate for the intended learning objectives and intended
learners.
1. There is proper sequencing of topics.
2. Its presentation (of the lesson) is clearly conveyed.
3. It facilitates the user’s exploration of the area of knowledge both within and
beyond the learning experience.
4. It appropriately identifies the intended learner/s ( Grade 1, Grade 2…1st, 2nd,
3rd, 4th , etc.
5. It provides adequate information to meet the intended learning objectives.
6. It is accurate and error free.
7. It covers the learning scope prescribed in the curriculum.
9. It reflects authentic and situational context (e.g. cultural values, etc.)
10. It reflects best practice and contemporary understanding of the discipline and
the knowledge domain.

25. 25 OPENDESK TOOLKIT
READINESS CHARACTERISTICS 4 3 2 1
C. Use of Multimedia (10%)
1. The multimedia presentations used are clear, no misconceptions, nor
misinterpretations by the learners.
2. Multiple representations are used to help learners construct inter-related
knowledge.
3. Media elements are of high visual and aural quality.
4. Multimedia materials are not biased to any learning style.
READINESS CHARACTERISTICS 4 3 2 1
D. Learner Interface (20%)
1. The design (of the software and Internet application) is visually appealing and
attractive.
2. The design is consistent relative to the responses and reactions of learners.
3. There is clear instruction on the proper use of the material.
4. The (design) program responds appropriately to learners’ actions.
5. There are multiple forms of navigations.
6. Icons used (for navigation) reflect its actual use.
7. These icons are readily clickable and lead to desired content/material.
8. Learners decide what they need to learn, what order and how deeply they want
to concentrate on specific topics.
Are you recommending the use of this software or Internet based learning YES NO
material
COMMENTS:

26. 26 OPENDESK TOOLKIT
OPEN DIGITAL EDUCATION SOFTWARE KIT
The kit introduces the open standard software to discover, design and deliver ICT enabled
learning and teaching for all. OpenDESK enables all teachers to freely install, test, review, and use
educational applications that support the competency goals of the basic education for all.
It provides the digital tools and thinking framework to build the school based model on how to
shape the computer based learning environment as condition to enhance or to-fill the gaps of teaching
and learning.
The open standard software is education-ready application that is free to use and free to copy.
The selected open standard software works with Windows, Linux, and Macintosh desktop operating
systems.
The computer software stacks provide the study helper and activity builder that are necessary
to acquire knowledge and to build skills in writing, reading, mathematics, sciences, and arts. The
teachers are free to match the particular educational software to the specific learning outcomes,
instructional method, learning content, and learning activity outlined in their lesson plans.
OpenDESK Project does not sell, resell or license any of the software presented in the openDESK
coaching sessions. The software are free to download, to copy, to share, to install, and to use subject
to the terms and conditions provided in the freeware and open source licenses.
A. Study Helper Software
COUNT, ADD, SUBTRACT, MULTIPLY AND DIVIDE
Competency Area:
• Mathematics
Objectives:
• To recognize the computer programs that make students develop mastery in solving problem
related to counting, addition, subtraction, multiplication and division
• To run, install and navigate the use of the study helper program in mathematics in any
computer.
• To play computer games that make the student solve challenging mathematical problems.
• To generate and use computer generated flash card to solve counting, adding, subtracting,
multiplying and dividing problems.
• To create and print computer generated math practice worksheet in order for the student to
do paper-pencil practice and drill.
Activities:
• Math practice drill using mathematics computer game
• Math practice drill using computer generated flash cards
• Math practice drill using computer generated problem worksheets
Software:
Title Level Download Site
1. 2PLUS2 Primary www.funnymathforkids.com
2. ADDITION GAME Primary www.shaplus.com
3. MULTIPLICATION GAME Primary www.shaplus.com
4. BIG DADDY'S MATH DRILL Primary www.dicarlolaw.com/shareware.html

27. 27 OPENDESK TOOLKIT
5. REKENTEST MATH OPERATION Primary www.4x4software.nl/english
6. KIDS ABACUS Primary www.caltrox.com
7. TUXMATH Primary www.tux4kids.alioth.debian.org
8. TUX MATH SCRABBLE Intermediate www.new.asymptopia.org
9. IKODEKO MATH WORKSHEET All Level www.ikodeko.com
10. PAUKER FLASH CARD Intermediate www.pauker.sourceforge.net
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
CALCULATION AND VALUE CONVERSION
Competency Area:
• Mathematics
Objectives:
• To use math calculators to check the answers given in a paper-pencil computation test.
• To use value conversion program to check the answers given in a paper-pencil test on
convertion of mathematical units and numerical systems.
• To use drawing and simulation program to illustrate geometry principles and to solve basic
pre-algebra problem.
• To practice solving fraction problem.
• To enter data into a calculation spreadsheet, and to use the embedded mathematic functions
to generate computational results.
Activities:
• Use calculators to solve paper-pencil math problem
• Practice drill on solving fraction problem and convert units of measurement
• Draw geometric shapes and solve geometrical measurement problem
• Prepare a calculation spreadsheet to enter numeric data and apply mathematical formula.

28. 28 OPENDESK TOOLKIT
Software:
Title Level Download Site
1. UNIT CONVERTER Primary www.tvalx.com
2. BRILLIANT OWL CONVETER Primary www.software.brilliantowl.com
3. ROMAN ARABIC NUMERAL CONVERT Primary www.tvalx.com
4. CALCUL Primary www.luziusschneider.com
5. FRACTION Primary www.greyolltwit.com/fractions2.html
6. PERCENT Primary www.breaktru.com/percent.html
7. TRIANGLE SOLVER Intermediate www.evanolds.com/mathprogs.html
8. PLANE EQUATION Intermediate www.evanolds.com/mathprogs.html
9. GEOMETRY MASTER Intermediate www.caltrox.com
10.MATH GRAPH PLOTTING Intermediate www.padowan.dk/graph
11.GEOGEBRA Intermediate www.geogebra.org
12.RUNITER SMART CALCULATOR Intermediate www.calculator.runiter.com
13.ILOC CALCULATOR Intermediate www.iloc.com/products/index.html
14.PROJECT CALCULATOR Intermediate www.pietrosoft.tk
15.NUMERIC SPREADSHEET Intermediate www.projects.gnome.org/gnumeric/
16.DR GEO Intermediate https://gforge.inria.fr/frs/download.php/
12131/drgeo-oneclick-8.09.zip
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3

29. 29 OPENDESK TOOLKIT
USING COMPUTER MOUSE
Competency Area:
• Technology Use
Objectives:
• To recognize the activities performed with a computer mouse
• To move the mouse cursor and perform pointing, button click, clicking and holding, dragging
and dropping
• To use the mouse in activating commands and functions presented by the computer interfacing
program.
• To use the mouse in drawing lines, creating shapes, and scribbling text
• To use the mouse to insert letter and images at any part of the screen page.
Activities:
• Point and select object in the screen page or desktop
• Move and place objects in the screen page or desktop of the computer display
• Highlight and change or move objects in the screen page or desktop of the computer display
• Point, hold, drag, and release the cursor to create lines and shapes.
• Scroll up and scroll down the screen page of the computer display
Software
Title Level Download Site
1. MOUSE TRAINER All Level www.rekenwonder.com
2. CATCH THE RED NOSE MOUSE Primary www.geocities.com/kalvinau2003
3. CONNECT THE DOTS All Level www.brightermindsmedia.com
4. SEAN MAGIC SLATE Primary www.familygames.com
5. PYSYCACHE Primary www.pysycache.org
6. DRESS UP Primary www.brightermindsmedia.com
7. DESENE ANIMATE Primary www.desene-animate.ro
8. PICTURE PAIR Primary www.greyolltwit.com/freeware.html
9. KEA COLORING BOOK Primary www.keasoftware.com
10.DOODLE PAD All Level www.greyolltwit.com/doodlepad2.html
11.WHITEBOARD All Level www.wellcraftedsoftware.com
12.PICTURE PUZZLE All Level www.geocities.com/kalvinau2003
13.ICTURE PUZZLE 2 All Level www.janjdesign.com/PicPuzzle

30. 30 OPENDESK TOOLKIT
Evaluation Rubric:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
USING COMPUTER KEYBOARD
Competency Area:
• Technology and Language
Objectives:
• To recognize the activities performed with a computer keyboard
• To recognize the parts of the keyboard and their use in talking with the computer.
• To recognize the English alphabet, numbers, writing functions and mathematical functions in
the keyboard layout
• To recognize the add-on keys to activate a letter, number, math operators, and writing
characters.
• To place the fingers to the right position of activating the selected keyboard key.
• To develop the typing skills to write letters, numbers, words, and paragraph in the screen
page of the computer.
• To move, activate, edit, insert, and change the objects in the computer screen page through
the use of assigned function and special keys.
• To use the keyboard in doing writing with the computer
• To use the keyboard in doing calculation with the computer.
Activities:
• Type number and letters in the screen page of the computer display.
• Enter a computer command to execute a function in the menu, tool bar, and text box
appearing at the screen page of the computer display.
• Type special writing characters to write a composition in the screen page of the computer
display.
• Activate function and special keys to move, erase, return and insert objects in the screen page
of the computer display.
• Practice proper finger placement and speed typing
Software
Title Level Download Site
1. KEYBOARD EXPLORER All Level www.rekenwonder.com/keyboard.htm
2. KID'S TYPING Primary www.brightermindsmedia.com
3. KIRAN'S TYPING Primary www.greyolltwit.com/doodlepad2.html
4. BRUCE UNUSUAL TYPING WIZARD Primary www.typing.qcalculus.com

31. 31 OPENDESK TOOLKIT
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
READING NUMBER, LETTER, AND WORD
Competency Area:
• Language
Objectives:
• To recognize, to install, and to run the computer program that offer reading activities
• To navigate the program interface through the use of the computer keyboard and mouse.
• To do the computer based exercises that build reading ability, the vocabulary, and the
recognition of number, letters, and words.
• To perform the recognition activity of relating images and symbols being represented by
letters, numbers, words, and operators.
• To read digitally published written document in text and PDF formats
• To use digital dictionary to learn definitions, synonyms, translations, and sounds
Activities:
• Play number, letter, words, and objects recognition game
• Build crossword puzzle and word scrabble game
• Read about countries, short stories, etc...
• Find the word meaning in the digital dictionary.
• View reading document saved in PDF.
Software
Title Level Download Site
1. CHILDSPLAY Primary www.schoolsplay.org
2. SEBRAN Primary www.wartoft.nu/software/sebran
3. LEARN ABOUT COUNTRIES Primary www.wartoft.nu/software/seterra
4. GCOMPRIS Primary www.gcompris.net/-en-
5. JILLETTER Primary www.jiletters.sourceforge.net
6. BABYLON DICTIONARY Primary www.babylon.com
7. WHIRLWORD Intermediate www.familygames.com/freelane.html
8. SPELLATHON Intermediate www.ourceforge.net/projects/spellathon
9. WORD DUMMY Intermediate www.caltrox.com

32. 32 OPENDESK TOOLKIT
10.ATLAS OF WORD HISTORY Intermediate www.atlasofworldhistory.com
11.FOXIT PDF READER Intermediate www.foxitsoftware.com
12.THESAGE DICTIONARY Intermediate www.sequencepublishing.com
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
B. Activity Builder Software
WRITING, PUBLICATION, AND WEBPAGE
Competency Area:
• Language and Communication Literacy
Objectives:
• To generate computer generated handwriting worksheet to make the students do pencil-paper
handwriting practice handwriting.
• To identify and plan the delivery of the writing and publishing activities in the computer that
the students can performed in producing the learning product of a subject.
• To recognize the functional features of a word processing program to create a written
document.
• To recognize the functional feature of a desktop publishing program to create different kinds
of publication like newsletter, brochures, banners; the functional feature of a web page
authoring program to write a publication for the Internet.
• To perform technical action on using the mouse, keyboard, screen navigation, commands and
functions execution, and desktop interface interaction and file activities on saving, printing,
sending, and mail merging, deleting and exporting.
• To perform writing action in composing a sentence, paragraph, and document page.
• To execute document formatting; insertion of text, images, tables, and creating links to file
folders, documents, and websites. To execute document editing, language editing and
outlining and table of content.
Activities:
• Handwriting worksheet generation for paper-pencil activity
• Write simple sentences in the screen page of computer display
• Compose and edit a pagraph in the screen page of a computer display
• Compose and edit a letter, a simple story, a simple essay, a simple activity report using a
word processing program, and make a daily diary book.
• Compose a simple story with graphical images using a word processing program.
• Compose, edit and publish a desktop publication and a web page for the Internet.
• Export to PDF a written composition and send to email a written composition.

33. 33 OPENDESK TOOLKIT
Software
Title Level Download Site
1. IKODEKO HANDWRITING WORKSHEET Primary www.ikodeko.com/worksheetmaker
2. CHRISTINA WORD Primary www.computerbuddies.us/childrens.htm
3. DESKTOP WRITER FOR KIDS Primary www.splinterware.com
4. WORDFILE4ME Primary www.byronsoftware.org.uk
5. ABI WORD Primary www.abiword.com
6. IDAILYDIARY Intermediate www.idailydiary.com
7. OPENOFFICE WRITER Intermediate www.openoffice.org
8. SCRIBUS PUBLISHING Intermediate www.scribus.net
9. NVU/KOMPOZER WEB AUTHORING Intermediate www.nvu.com
10.LANGUAGE TOOL -GRAMMAR CHECK Intermediate www.languagetool.org
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Perform learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
DRAWING AND IMAGE CREATION
Competency Area:
• Technology and Visual Literacy
Objectives:
• To recognize the activities performed with a computer mouse
• To perform moving the mouse, pointing, button click, clicking and holding, dragging and
dropping
• To use the mouse in performing the action of drawing lines and shapes.
• To use the mouse in activating the commands and functions of a computer program
• To use the mouse to insert letter and images at any part of the screen page.
Activities:
• Point and select object in the screen page or desktop
• Move and place objects in the screen page or desktop of the computer display
• Highlight and change or move objects in the screen page or desktop of the computer display
• Scroll up and scroll down the screen page of the computer display

34. 34 OPENDESK TOOLKIT
Software:
Title Level Download Site
1. COLOUR IT Primary www.digitalworkshop.com
2. KEA COLORING BOOK Primary www.keasoftware.com
3. GINKGO PAINT Primary www.greenforest.hu/ginkgo.html
4. DOODLE PAD Primary www.greyolltwit.com/doodlepad2.html
5. DRAWING FOR CHILDREN Primary www.drawing.gamemaker.nl
6. TUXPAINT Primary www.tuxpaint.org
7. PAINTSTAR Intermediate www.wang.zhenzhou.googlepages.com
8. PHOTOSCAPE Intermediate www.photoscape.org
9. GIMP Intermediate www.gimp.org
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Produce learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
VIDEO, SOUNDS AND MULTIMEDIA PRODUCTION
Competency Area:
• Technology and Visual Literacy
Objectives:
• To recognize the activities performed with a computer mouse
• To perform moving the mouse, pointing, button click, clicking and holding, dragging and
dropping
• To use the mouse in performing the action of drawing lines and shapes.
• To use the mouse in activating the commands and functions of a computer program
• To use the mouse to insert letter and images at any part of the screen page.
Activities:
• Point and select object in the screen page or desktop
• Move and place objects in the screen page or desktop of the computer display
• Highlight and change or move objects in the screen page or desktop of the computer display
• Scroll up and scroll down the screen page of the computer display

35. 35 OPENDESK TOOLKIT
Software:
Title Level Download Site
1. ZSVIDEO EDITOR Intermediate www.zs4.net
2. AUDACITY SOUND EDITOR Intermediate www.audacity.sourceforge.net
3. WAVOSAUR Intermediate www.wavosaur.com
4. OPENOFFICE IMPRESS Intermediate www.openoffice.org
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Produce learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
QUIZ AND ACTIVITY MAKER
Competency Area:
• Technology and Visual Literacy
Objectives:
• To recognize the activities performed with a computer mouse
• To perform moving the mouse, pointing, button click, clicking and holding, dragging and
dropping
• To use the mouse in performing the action of drawing lines and shapes.
• To use the mouse in activating the commands and functions of a computer program
• To use the mouse to insert letter and images at any part of the screen page.
Activities:
• Point and select object in the screen page or desktop
• Move and place objects in the screen page or desktop of the computer display
• Highlight and change or move objects in the screen page or desktop of the computer display
• Scroll up and scroll down the screen page of the computer display
Software:
Title Level Download Site
1. LS QUIZ MAKER Primary www.luziusschneider.com
2. HEXMAZE MAKER Primary www.puz.com
3. CROSSWORD PUZZLE MAKER Intermediate www.cribbage.ca/entrec_download_en.htm
4. MAZECREATOR Intermediate www.mazecreator.com

36. 36 OPENDESK TOOLKIT
Evaluation:
TASKS or PERFORMANCE CRITERIA DEVELOMENT RATING
NONE BEGINNER ACCOMPLI EXPERT
Not 50% Done SHED 95% Done
Started 75% Done
1. Install, open and navigate the program 0 1 2 3
2. Name functional features of the program 0 1 2 3
3. Define learning activities out of the program 0 1 2 3
4. Generate learning product from the program 0 1 2 3
DIGITAL SECURITY AND SAFETY
Competency Area:
• Technology
Objectives:
• To recognize the activities performed with security and safety software
• To perform the tasks of activating security features of the operating system
• To use antivirus software to understand virus program, malwares and privacy intruding
software.
• To understand and perform fitted action to security alerts.
• To understand and perform file back-up and unwanted files cleaning.
Activities:
• Configure and activate security features of the operating system
• Install and run antivirus software
• Run file backup software
• Run unwanted files cleaner
• Setup and use proxy server for controlled use of on-line content
Software
Level Download Site
1. CLAMWIN ANTIVIRUS All Level www.pysycache.org
2. AVAST HOME ANTIVIRUS All Level www.brightermindsmedia.com
3. MICROSOFT SECURITY ESSENTIAL All Level www.microsoft.com/security
4. COMODO ANTIVIRUS FIREWAL All Level www.greyolltwit.com/doodlepad2.html
5. FCLEANER ALL Level www.fclearner.com
6. CCLEANER All Level www.piriform.com/ccleaner
7. IZARC ARCHIVER All Level www.izarc.org
8. 7ZIP FILE COMPRESSOR All Level www.7-zip.org/
9. AXCRYPT FILE ENCRYPTION All Level www.axantum.com/axcrypt
10.INTERNET PROXY All Level www.analogx.com