INFOTEP

ISO 9001 CERTIFICATION

TRAINING PROGRAM BASED ON WORK COMPETENCE

OFFICE AND INTERNET PROGRAM MANAGER

TRAINING MODALITY: QUALIFICATION

Santo Domingo, R. d.
August 29, 2014
This curriculum design model is an adaptation of the model developed and agreed upon in the VTI Network of which INFOTEP is a part.
 Index
CONTENT PAGE
INFOTEP..........................................................................................................................................................................................................1
Index.....................................................................................................................................................................................................................2
III- Qualification Map...............................................................................................................................................................................6
Minimum requirements:............................................................................................................................................................................9
1.1) Basic education :.............................................................................................................................................................................9
1.2) Specialized Education :..................................................................................................................................................................9
1.3) Other Studies and/or Skills :...........................................................................................................................................................9
1.4) Work experience :...........................................................................................................................................................................9
1.5) Special Personal Qualities:.............................................................................................................................................................9
RECOMMENDATIONS:.........................................................................................................................................................................9
VI-DESCRIPTION OF THE LEARNING MODULES.........................................................................................................................10
Teaching and learning strategies.............................................................................................................................................................21
Teaching and learning strategies.............................................................................................................................................................24
Teaching and learning strategies.............................................................................................................................................................28
Teaching and learning strategies.............................................................................................................................................................32
VIII .- BIBLIOGRAPHIC REFERENCES..........................................................................................................................................38
INFOTEP....................................................................................................................................................................................................39
X.- Suggestions for Improvement for the Review of the Training Program...............................................................................................40
VII.
1. PRESENTATION:

This Training Program, Manager of Office and Internet Programs, prepared in the Competency Curriculum Design Model, aims to

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achieve in the participants the competencies required in the labor field, through the acquisition of knowledge, skills, abilities and attitudes.
It is an instrument to support teaching work, guides the conduct of the teaching and learning process and contributes to improving the
quality and relevance of training.

The program contains the following sections:

CURRICULAR DESIGN MAP, which includes the modules that make up the training program.

GENERAL DATA OF THE QUALIFICATION , which includes: Code, Title, Objective of the qualification, Focused population, Entry
requirements, Modality, Duration, Theoretical hours, Practical hours, Approval date, Review time, Publication date, Type of qualification ,
Modules that make up the qualification, Exit profile, Professional Profile of the Facilitator.

LEARNING MODULES , which are made up of: Module code, Module title, General Objective of the Module, Correspondence with the
Competence Unit, Prerequisites, Duration in hours, Theoretical hours, Practical hours, Learning objectives, Contents (Know, Know do,
Know how to be), Evaluation criteria, Methodological strategies for didactic planning.

RESOURCE REQUIREMENTS (training environment).

MASTER LIST , all the Materials, Equipment, Tools, Furniture and Supplies that will be used in the development of the training action are
listed.

DOCUMENTARY REFERENCES, which include: bibliographical references, newspaper references or any type of publication, electronic
spaces and software that serve as support for the teacher and the participant.

For the application of this training program, the development of the following general teaching, learning and evaluation strategies is
recommended.

• The identification of knowledge, skills and abilities that the participant masters either through training or experience before starting the
training course.

Promote the acquisition or reinforcement of knowledge, abilities, skills and attitudes, with documentary and field research, teamwork,
visits to the productive sector or related fields, taking advantage of these experiences, to incorporate new learning to those already
existing in the participant. .

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• Promote the development and mastery of skills and abilities with frequent exercises and practices, in which real or simulated conditions
are created for solving problems, analyzing cases, or repeating work routines where the participant has the opportunity to transfer the
learning achieved. to different contexts and to develop other skills, such as decision making, teamwork, resource management, among
others.

This program must be reviewed every 2 years. The Standards and Teaching Development Management, through the Department of
Curriculum Development and Linkage, will follow up on its application in order to make the adjustments and amendments required, in
accordance with the technological advances in the area. For this purpose, we appreciate the observations that you send us in the attached
form. It may be completed, as the course develops, and then sent to the Standards and Teaching Development Management.

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5
 III- Qualification Map

PROGRAM
OFFICE PROGRAM MANAGER
AND INTERNET
LEARNING Note: The learning modules in a training program are presented in a sequential numerical order, however, the basic and
MODULES

Module No. 1 Module No. 2

HUMAN FORMATION. (Transversal Module) OPERATING SYSTEMS. ( TECHNICAL module )

25 HOURS 15 HOURS

-----------------------------------------------------------------l
Module No. 3 Module No. 4
BASIC DIGITATION. ( TECHNICAL module ) WORD PROCESSORS. ( TECHNICAL module )

10 HOURS 20 HOURS
::::::::::::::::::::::::::::::::::::::::::::::::::::::::

Module No. 5 Module No. 6

SPREADSHEETS. ( TECHNICAL module ) INTERNET MANAGEMENT. ( TECHNICAL
module )
20 HOURS
10 HOURS
transversal modules (of those programs that have them) may be developed simultaneously with the technical modules, the latter, if they must
maintain the order that is indicated in the program

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IV- GENERAL DATA OF THE QUALIFICATION

QUALIFIC
CODE: 1817 ATION:
OFFICE AND INTERNET PROGRAM MANAGER

QUALIFICATION OBJECTIVE: At the end of the course, participants will be able to demonstrate their knowledge and skills in configuring
computer equipment, installing and updating programs, preparing text documents skillfully and quickly, and managing spreadsheets. , search
and download files over the Internet , according to the instruction manual.
FOCUSED POPULATION: Young people and adults of both sexes, with skills and interests to work in the IT occupation.

ENTRY REQUIREMENTS:
Be at least 16 years old and have passed the 8th. Course.
HOURS HOURS
MODALITY Qualification DURATION: 100 Hours . THEORETICA 40 hours. PRACTICES: 60 Hours.

APPROVAL REVIEW L:
29/08/2014 Every two (2) years NO. OF 3
DATE TIME REVISION:
QUALIFICATION TYPE: SECTOR: PROFESSIONAL BRANCH PROFESSIONAL FAMILY

National Commerce and Service Information Technology Computing

CODE: MODULES THAT MAKE UP THE QUALIFICATION:
1. HUMAN TRAINING.

2. OPERATING SYSTEMS.
3. BASIC DIGITATION.
4. WORD PROCESSORS.
5. SPREADSHEETS.

6. INTERNET MANAGEMENT.
PROFESSIONAL OUTPUT MANAGER OF OFFICE AND INTERNET PROGRAMS
EXIT PROFILE: The participant will be competent if:

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a) Develop attitudes and values that allow you to integrate into the work environment appropriately, operating in an environment of trust
and participation.
b) Handles personal computer equipment, according to the facilitator's instructions .
c) Configure personal teams, according to the activity to be carried out .
d) Handle the computer keyboard skillfully and quickly, according to technical instructions.
e) Prepare text documents, according to instructions received.
f) Prepare spreadsheets, according to requirements.
g) Search using Internet tools, according to instructions.
h) Download files, documents and images from the Internet, according to instructions received.
i) Create and manage email accounts, according to supplier regulations and requirements.

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 v. TECHNICAL PEDAGOGICAL PROFILE OF THE PROGRAM FACILITATOR (A)

OFFICE AND INTERNET PROGRAM MANAGER

Minimum requirements:

1.1) Basic education :

Technical Bachelor or Computer Technician

1.2) Specialized Education :

Methodological Training for Facilitators

1.3) Other Studies and/or Skills :

N/A

1.4) Work experience :

One (1) year of professional work in the area of IT/Office Program Management

1.5) Special Personal Qualities:

Good diction.
Ease of expression.
Analytical capacity.
Good presentation.
Position oriented.

RECOMMENDATIONS:
Have updated knowledge in the area of IT/Office Program Management.

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 VI-DESCRIPTION OF THE LEARNING MODULES
LEARNING MODULE No. 1
Module Code TITLE OF THE LEARNING MODULE
HUMAN FORMATION
At the end of the learning module, participants will have the ability to develop attitudes and values that allow
General Objective of the
them to integrate into the work environment appropriately, managing themselves in an environment of trust and
Module
participation, according to the behavioral aspects that are required.
Correspondence with the
N/A
unit of competence:
Prerequisites: N/A
THEORETICAL
DURATION IN HOURS: 25 Hours 15 hours PRACTICAL HOURS: 10 Hours
HOURS:
CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
1. Analyze the philosophy and - Legal and legal framework - Responsibility. - The philosophy and
operation of INFOTEP, - Creation of INFOTEP operation of INFOTEP
according to the - Philosophy (mission, vision) is analyzed, according
institution's quality policies. - Financing to the institution's
- Technology centers, operational policies.
centers, community centers
and INFOTEP VIRTUAL.

Note: It is required that at the time of the development of this module and due to the multiplicity of topics, such as: Environmental protection, consumer
law and cooperatives, the facilitator holds talks of one (1) hour.

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 CONTINUED... 1
CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
2. Analyze concepts and - Human formation - Responsibility - The concepts and
principles of human • Concept principles of human
formation, according to - Importance. Items - Cooperation. formation are
content. - Role of the participant in analyzed, according
Vocational Training - Respect and active to content, correctly.
- Labor relations and the listening.
importance of work
- Study habit:
• Generalities
• Study habits techniques.

3. Analyze personality factors, - Personality concept - Commitment. - The personality factors

according to explanations. - Structure and characteristics of are analyzed,
personality according to
- Personality factors explanations,
- Inheritance correctly.
- Around
- Self-knowledge
- Characteristics of the mature
personality.

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 CONTINUED... 1
CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
4. Assess strengths and - Self-esteem: - Perform role-playing of - Responsibility - He evaluates his strengths
weaknesses and develop • Selfconcept various situations to and weaknesses,
emotional balance, self- • Image and personal care promote balanced - Cooperation according to explanations
control and the skills to
handle difficult situations,
• Techniques to promote
self-esteem.
- Respect and active
in an efficient manner.
self-esteem.
according to explanations. listening. - Emotional balance (self-
• Proper management of control and skills) to
emotions handle difficult situations
develops them
• The motivation: appropriately.
• Concept
• Guys.
- Demotivating factors
- Conflicts and frustrations.
5. Define your expectations and - Life expectancy and - Formulate life project. - Initiative - Your expectations and
develop your life project, prioritization development of your life
depending on the type of - Goal planning - Cooperation project are defined
project. - Techniques for formulation correctly, depending on
of a life project - Responsibility. the type of project.
- Structure of a life project and life
strategies.

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 CONTINUED... 1
CONTENTS
KNOW HOW TO
KNOW KNOW TO DO
LEARNING OBJECTIVES BE EVALUATION CRITERIA
6. Develop skills for peaceful - Develop conflict resolution - Initiative - The skills for peaceful conflict
conflict resolution, skills. resolution, leadership and
leadership and - Communication concept - Creativity teamwork are developed,
teamwork, according to - Types of communication according to requirements,
requirements. - Comunication elements - Cooperation. correctly.
- Factors that favor communication
- Communication and its
dimensions
- Communication in the company
- Peaceful conflict resolution
- Leadership and its types
- Work equipment and its
characteristics
- Decision-making techniques.
7. Develop attitudes, tools - Concepts of quality and labor - Apply techniques on - Initiative - The attitudes, tools and
and techniques that productivity effective time techniques that allow you
allow you to improve management. - Cooperation. to improve your productive
your productive skills - Organization and planning of skills and quality in work
and quality in work tasks - Apply planning - Responsibility. performance are
performance according techniques and tools developed, according to
to instructions. - Rational time management. for work. instructions, correctly.

- Professional ethics.

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 CONTINUED... 1
CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
8. Develop capabilities to - Social groups and the family: - Develop capabilities. - Responsibility - The capacities to integrate
integrate into your • Concept into their family,
family, community and • Importance - Initiative community and productive
productive environment
according to moral and
• Family classification
environment are
developed appropriately
social norms. • Parents' Role - Commitment. according to moral and
• Role of children social norms.
• Criteria for selecting couples
• The pregnancy
• Importance of the family
budget
• Marriage: Definition,
objectives and types.

- Divorce concept, causes and

consequences

- Domestic violence.
- Causes and effects.

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 CONTINUED... 1
CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
9. Easily use inclusive - Concepts, generalities and - Use inclusive language. - Responsibility - The ease of inclusive
language, evidencing importance of gender: language is used,
behaviors according to • Equality evidencing behaviors,
the gender approach in • Equity - Commitment.
according to the gender
each of the dimensions
of life.
• Sex
approach in each of the
dimensions of life, in an
• Gender appropriate manner.
• Gender equality
• Gender approach
• Vocational training and
gender focus.
- Importance and results obtained
with the gender equality model
- Youth violence. Causes and
effects
- Sexual and reproductive health
(STI prevention, HIV/AIDS,
unplanned pregnancy)
- Human rights
- Fundamental principles of the
labor code and fundamental
conventions of the Labor
Organization (ILO).

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 CONTINUED... 1
CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
10. Develop skills to face - Social and work risk behavior - Manage prevention - Commitment - The skills to face
psychosocial risks, - Definition of drugs techniques. psychosocial risks are
according to - Types of drugs - Responsibility. developed, according to
established standards. established standards,
- The addition - Carry out identity role
in an appropriate
- Consequences play.
manner.
- (youth gangs, violence,
others).

11. Apply the basic - The employment contract, work - Carry out exercises to - Cooperation - The basic principles and
principles and concepts hours and licenses and breaks calculate labor benefits, concepts of the labor
of the labor code
regarding rights and
• Elements of the work acquired rights and
compensation
- Responsibility. code regarding rights
and duties in the
contract
duties in the workplace
in the Dominican
• Modalities of the workplace in the
Dominican Republic are
employment contract. - Perform salary calculation
Republic, according to - Salary: Types of salaries applied, according to
exercises
the labor code. - Employment of minors the labor code,
old correctly.
- Perform vacation
- Syndical freedom calculation exercises.
- Work authorities:
• Sanctions and
responsibilities.

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 METHODOLOGICAL STRATEGIES FOR DIDACTIC PLANNING

Teaching and learning strategies

The strategies must promote the understanding, analysis, construction and transfer of knowledge, raised in the contents, to achieve the learning result.

The recommended teaching and learning strategies for content in the cognitive and attitudinal areas are:
Presentation by the teacher with active participation of the people who make up the group, Document analysis

These strategies must be congruent and relevant with the content and learning objectives and must include:
Individual activities, team activities and group activities.

The recommended teaching and learning strategies for content in the psychomotor area are:

Workshop or laboratory practices, simulation, demonstration and execution through individual activities, team activities and group activities that
promote the development of abilities, skills and attitudes.

Organize talks on environmental protection, consumer law and cooperativism in coordination with collaborating institutions.

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 LEARNING MODULE No. 2

Module Code TITLE OF THE LEARNING MODULE

OPERATING SYSTEMS

General Objective of the

At the end of this learning module, participants will be able to handle computing tools and apply basic
Module
knowledge in the management of Operating Systems. according to instructions and procedures.
Correspondence with
N/A
the unit of competence:
Prerequisites: N/A
HOURS
DURATION IN HOURS: 15 hours THEORETICAL HOURS: 5 Hours 10 Hours
PRACTICES:

CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
1. Interpret generalities of - Hardware concept. - Connect input and - Order - The generalities of the
the operating system - OS Concept output devices (Mouse, operating system
and peripherals, - OS environment keyboard, Scanner, - Initiative and peripherals are
according to the - Storage devices. Printer, Monitor. interpreted
explanations and - File Extension . - Light - Stake correctly,
procedures. correctly a PC and its according to the
peripherals. - Empathy explanations and
procedures.

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 CONTINUED…2
CONTENTS
EVALUATION
KNOW KNOW TO DO KNOW HOW TO BE
LEARNING OBJECTIVES CRITERIA
2. Manage the operating - Work area (Desk). - Add icons to the - Initiative. - Changes to the
system environment, - Program execution. desktop. desktop graphical
according to - Search for files and - Run programs, files and - Responsibility. environment are
procedures. folders. folders. made according to
- Window management. - Search files and folders. - Order. the facilitator's
- File and folder explorer. - Manage windows. instructions.
- Recycle Bin. - Customize toolbar. - Empathy.
- Manage operating
system directory tree. - Perseverance.
- Manage folders and
files.
- Manage recycling bin.

3. Configure the - Control Panel. - Add and remove - Order. - The operating system
operating system - Start menu and taskbar. Programs. environment
environment, - Configure devices and - Initiative. configures it,
according to the system. according to the
procedures. - Configure Start Menu - Stake. procedures.
and Taskbar.
- Empathy.

- Perseverance.

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 CONTINUED…2
CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
4. Install software, according - Software: - Install application - Order. - The application
to instructions and • Update software. software is installed
procedures. • Upgrade - Update software. - Initiative. correctly, according to
• Software classification. - Configure software. the facilitator's
- Uninstall software. - Stake. instructions.
- Types of software
- Perseverance. - The types of software
(system, application)
are identified
according to their
classification.

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 METHODOLOGICAL STRATEGIES FOR DIDACTIC PLANNING

Teaching and learning strategies

The strategies must promote the understanding, analysis, construction and transfer of knowledge, raised in the contents, to achieve the
learning result.

The teaching and learning strategies recommended for contents of the cognitive and attitudinal areas are: Presentation by the teacher
with active participation of the people who make up the group, Document analysis

These strategies must be congruent and relevant with the content and learning objectives and must include: Individual activities, team
activities and group activities.

The recommended teaching and learning strategies for content in the psychomotor area are:

Workshop or laboratory practices, simulation, demonstration and execution through individual activities, team activities and group
activities that promote the development of abilities, skills and attitudes.

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 LEARNING MODULE No. 3
Module Code TITLE OF THE LEARNING MODULE
BASIC DIGITATION

General Objective of the

At the end of this learning module, participants will be able to show their abilities and skills in handling basic
Module
computerized typing applications, according to procedures.
Correspondence with
N/A
the unit of competence:
Prerequisites: N/A

HOURS
DURATION IN HOURS: 10 Hours THEORETICAL HOURS: 03 Hours 07 Hours
PRACTICES:

CONTENTS
EVALUATION
KNOW KNOW TO DO KNOW HOW TO BE
LEARNING OBJECTIVES CRITERIA
1. Handle generalities - Correct position for writing and its - Take a correct - Initiative. - Complies with the
about the fingering benefits. posture. program initiation
program, according to - Working conditions. - Classify the types of - Stake. requirements
instructions - Importance of fingering programs. according to
- Classify the levels of instructions.
teaching.

2. Start Computerized - Types of programs. - Manage Levels or - Order. - Manages

typing program, - Types of practices. complexity. computerized
according to - Select practices. - Initiative. typing programs,
instructions. according to the
- Stake. facilitator's
instructions.
- Perseverance.

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CONTINUED…2
CONTENTS
EVALUATION
KNOW KNOW TO DO KNOW HOW TO BE
LEARNING OBJECTIVES CRITERIA
3. Enter text correctly, - Position of the fingers on the - Carry out quality - Order. - The numeric
according to guide keys. practices. keypad handles it,
instructions and - Scope of letters, numbers and - Perform speed - Initiative. according to
procedures. signs. practices. instructions and
- Average fingering rhythm. - Use numeric keypad. - Stake. correctly.
- Carry out
alphanumeric text
- Perseverance. - The alphanumeric
practices.
keyboard handles
it, according to
practice and with a
minimum error
rate.

- The quality and

speed level is
carried out
according to the
proposed
standards.

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 METHODOLOGICAL STRATEGIES FOR DIDACTIC PLANNING

Teaching and learning strategies

The strategies must promote the understanding, analysis, construction and transfer of knowledge, raised in the contents, to achieve
the learning result.

The teaching and learning strategies recommended for contents of the cognitive and attitudinal areas are: Presentation by the
teacher with active participation of the people who make up the group, Document analysis

These strategies must be congruent and relevant with the content and learning objectives and must include: Individual activities, team
activities and group activities.

The recommended teaching and learning strategies for content in the psychomotor area are:

Workshop or laboratory practices, simulation, demonstration and execution through individual activities, team activities and group
activities that promote the development of abilities, skills and attitudes.

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LEARNING MODULE No. 4
Module Code TITLE OF THE LEARNING MODULE
WORD PROCESSORS
General Objective of the At the end of this learning module, participants will be able to prepare text documents, using a word
Module processor, according to instructions and procedures.
Correspondence with
N/A
the unit of competence:
Prerequisites: N/A
HOURS
DURATION IN HOURS: 20 Hours THEORETICAL HOURS: 06 Hours 14 Hours
PRACTICES:

CONTENTS
EVALUATION
KNOW KNOW TO DO KNOW HOW TO BE
LEARNING OBJECTIVES CRITERIA

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 CONTINUED …4
- Start of Word Processor. - Create new document. - Order. - The applications
- Toolbars and/or ribbons. - Create document with for document
- Scroll bars function. default format. - Stake. preparation are
1. Manage applications for
- Steps to Create, Save, Close - Insert clip art image. handled,
the preparation of
and Open documents. - Perform spelling and - Creativity. depending on the
documents, according
grammar check. format.
to format. - Perseverance.
- The different types
of documents are
designed
according to
instructions.

- The files are saved

according to the
procedures.

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 CONTINUED …4
CONTENTS
KNOW KNOW TO DO KNOW HOW TO BE
LEARNING OBJECTIVES EVALUATION CRITERIA
- Document format - Manage the tools (Copy,
- Types of letter formats and/or cut, delete, paste,
templates replace, sort, do and
- Spelling and/or grammar undo) on the toolbar
checker and/or ribbons.
- Mail Merge - Open document.
- Modify and protect.
- Save document.
- Creation of tables.

2. Perform basic steps to - Document preview - Select paper size. - Order. - The steps for
print documents, - Basic printer configuration. - Insert page numbering. printing documents
according to - Set margins. - Initiative. are carried out
instructions. - Set printing parameters. according to
- Make Print. - Stake. instructions.

- Teamwork. - The printer ports are

selected according
to the procedures.

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 METHODOLOGICAL STRATEGIES FOR DIDACTIC PLANNING

Teaching and learning strategies

The strategies must promote the understanding, analysis, construction and transfer of knowledge, raised in the contents, to achieve
the learning result.

The teaching and learning strategies recommended for contents of the cognitive and attitudinal areas are: Presentation by the
teacher with active participation of the people who make up the group, Document analysis

These strategies must be congruent and relevant with the content and learning objectives and must include: Individual activities, team
activities and group activities.

The recommended teaching and learning strategies for content in the psychomotor area are:

Workshop or laboratory practices, simulation, demonstration and execution through individual activities, team activities and group
activities that promote the development of abilities, skills and attitudes.

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 LEARNING MODULE No. 5
Module Code TITLE OF THE LEARNING MODULE
SPREADSHEETS
At the end of this learning module, participants will be able to create spreadsheets using computer tools,
General Objective of the
according to the data provided and the instructions.
Module

Correspondence with
N/A
the unit of competence:
Prerequisites: N/A

DURATION IN HOURS: THEORETICAL HOURS

20 hours 07 Hrs. 13 hours
HOURS: PRACTICES:

CONTENTS
EVALUATION
KNOW KNOW TO DO KNOW HOW TO BE
LEARNING OBJECTIVES CRITERIA
1. Prepare a spreadsheet, - Startup concept. - Create Spreadsheet with - Initiative. - The spreadsheet
according to the - Spreadsheet. free format. is created
assigned format. - Tool bar and/or ribbon. - Configure formatting of - Order. according to
- Format Bar and its components. columns, rows and cells. instructions.
- Drawing Bar and its components. - Manage tools (copy, - Stake.
- Movement of the indicator move, delete, find,
between cells. replace, fill, insert, - Persevera
- Formula Bar and its components. delete, merge cell, and nce.
spell check).

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CONTINUED…5
CONTENTS
EVALUATION
KNOW KNOW TO DO KNOW HOW TO BE
LEARNING OBJECTIVES CRITERIA
2. Create formulas in a - Mathematical operators, rules - Prepare formula - Order. - The formulas
spreadsheet, combining various types in the
and priority.
according to of operands. - Initiative. spreadsheet
instructions and - Formula management - Perform calculation are carried
procedures. using mathematical, - Stake. out,
- Arithmetic Functions.
mixed and autosum according to
- Statistical Functions. operations. - Teamwork. instructions
- Logical Functions. Manage the operations of yes
MAX, MIN, AVERAGE, - Persevera
SUM, IF. nce.
- The combination of
arithmetic and
grouping signs uses
them, coherently
and according to
requirements.

- Characteristics and use of the - S elect and set graphs. - Order.

3. Design spreadsheet
different types of graphics. - Set legend, series, title - The range of cells
graphics, according to
and label and axis - Initiative. for the graph is
specifications.
layout. selected correctly,
- Edit text, object and - Responsibility. according to the
chart colors. instructions.
- Edit data on the chart.
- Set chart position. - The graphs in the
data selection are
prepared, according
to the characteristics
of the exercise.

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 CONTINUED…5
CONTENTS
LEARNING EVALUATION
KNOW KNOW TO DO KNOW HOW TO BE
OBJECTIVES CRITERIA
4. Select the spreadsheet - Configuration of sheets for - Assign print parameters - Teamwork. - You configure the
configuration, printing. (Margins, header, footer spreadsheets for
according to - Margin configuration. and print orientation) - Order. printing, according
requirements. - Settings for the print - Configure the type and to requirements.
destination. size of page for printing. - Initiative.
- Preview or preview. - The graph prints
- Stake. correctly, according
to the established
parameters.

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 METHODOLOGICAL STRATEGIES FOR DIDACTIC PLANNING

Teaching and learning strategies

The strategies must promote the understanding, analysis, construction and transfer of knowledge, raised in the contents, to achieve the
learning result.

The teaching and learning strategies recommended for contents of the cognitive and attitudinal areas are: Presentation by the teacher with
active participation of the people who make up the group, Document analysis

These strategies must be congruent and relevant with the content and learning objectives and must include: Individual activities, team
activities, and group activities.

The recommended teaching and learning strategies for content in the psychomotor area are:

Workshop or laboratory practices, simulation, demonstration and execution through individual activities, team activities and group activities
that promote the development of abilities, skills and attitudes.

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 LEARNING MODULE No. 6
Module Code TITLE OF THE LEARNING MODULE
INTERNET MANAGEMENT
General Objective of the
At the end of this learning module, participants will be able to use Internet search engines, consult
Module
information, create and manage email accounts, according to the facilitator's instructions.
Correspondence with the
N/A
unit of competence:
Prerequisites: N/A
HOURS
DURATION IN HOURS: 10 Hours THEORETICAL HOURS: 4 Hours 6 Hours
PRACTICES:

CONTENTS

KNOW KNOW TO DO KNOW HOW TO BE

LEARNING OBJECTIVES EVALUATION CRITERIA
1. Manage general usage - Internet concept. - Customize home page. - Order. - The generalities of the
and Internet access, - Internet history. - Customize taskbar. Internet and access
according to equipment - Services offered through the - Manage favorites. - Initiative. to the Web are
configuration. Internet. - Organize folders and handled, according
- Client/Server Concept. desktops. - Stake. to the equipment
- Internet Protocol. - Handle HELP. configuration and
- Types of Internet connections. procedures.
- Internet security.

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 CONTINUED…6
CONTENTS
KNOW KNOW TO DO KNOW HOW TO BE
LEARNING OBJECTIVES EVALUATION CRITERIA
2. Manage web search - Internet search engine. - Import and export - Order. - The programs are
engine, according to - Address bar. favorites updated via the web,
instructions. - Cookie. - Browse using multiple - Initiative. according to
- Page bookmark. tabs instructions.
- Temporary files. - Set up temporary files - Responsibility.
- Historical Archives. - Manage Internet search - The information is
- Browser features. engines - Stake. extracted through
- Printing options. - Insert web address the web, according
- Extract images. to indications and
- Copy and paste texts. assigned
- Search the page. parameters.

- Web links are saved

and stored correctly,
according to
instructions.

3. Create and configure - Mail account - Create email account - Order - The email accounts
email accounts - Most common providers - Save contacts are created and
according to - free mail - Send and receive - Initiative configured,
instructions. - Address book messages according to the
- Contact groups - Attach files - Responsibility. requested
- Drafts - Create groups requirements.
- Attached file. - Stake.
- Synchronize email
accounts. - The messages and
- Create draft files are sent and
- Copy and paste text attached, according
- Manage folders. to the requirements.

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 METHODOLOGICAL STRATEGIES FOR DIDACTIC PLANNING

Teaching and learning strategies

The strategies must promote the understanding, analysis, construction and transfer of knowledge, raised in the contents, to achieve the
learning result.

The teaching and learning strategies recommended for content in the cognitive and attitudinal areas are: Teacher presentation with active
participation of the people who make up the group, Document analysis.

These strategies must be congruent and relevant with the content and learning objectives and must include:
a) Individual activities
b) Team activities
c) Group activities

The recommended teaching and learning strategies for content in the psychomotor area are:
^ Workshop or laboratory practices
^ Demo
^ Execution
Each of these activities will be programmed to be carried out through individual activities, team activities and group activities that promote the
development of abilities, skills and attitudes.

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VII .- RESOURCE REQUIREMENTS

1.Training Environment

- Classroom with the indicated pedagogical space 23 m to 27 m2, adequate lighting and ventilation.
2

- Workshop
- Tables
- Chair
- Desk for the facilitator.

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 VIII. MASTER LIST
DESCRIPTION
No. MATERIALS UNIT AMOUNT
1- COMPUTER DIGITATION SOFTWARE Unit 1
2- PAPER 8 ½ x 11 Ream 1
3- TONER OR CARTRIDGES (As needed) Unit 1

DESCRIPTION
No. EQUIPMENT UNIT AMOUNT
1. COMPUTER WITH (OPERATING SYSTEM, OFFICE AND DIGITATION Unit 18
PROGRAMS)
2. DATA SHOW (OPTIONAL) Unit 1
3. COLOR, MATRIX, INJECTION OR LASER PRINTER Unit 1

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VIII .- BIBLIOGRAPHIC REFERENCES

Antoni Torrandell. The Internet and Environmental Education.

Balearic Planographic Editor.

Juncar Coordinator José Antonio. Great Book Windows 2000 Professional.

Barcelona, Spain. Marcombo Editor. 2000.

www.aulaclic.com
www.aulafacil.com
www.librosweb.es

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 INFOTEP
ISO 8001 CERTIFICATION

x. CREDITS
This document corresponds to the Office and Internet Program Manager program, in the modality
Habilitation (H). It was prepared according to PT-ONA-052 in the Standards and Teaching Development Management, through the
Department of Curriculum Development and Linkage.

ORGANIZED AND/OR DESIGNED BY : Lic. Kenya J. Peña de los Santos

Technical Department of Curriculum Development and Linkage
National Office.

REVIEWED BY : Eng. Luis H. Beltré M.

Enc. Department of Curriculum Development and Linkage National
Office.

VERIFIED BY
: Lic. Maura A. Corporan Solano
Manager of Standards and Teaching Development National Office.

SPECIALISTS
: Lic. Cesar Tejeda Cordero
Southern Regional Management.

Manuel de Js. Ramirez

Wilson Ml. Gonzalez Mejia
Northern Regional Management, Technology Center.

Luis Ariel Ruiz

FRALAN.

Concepcion Ortiz
IPISA.

Francisco Hernandez Soto

CENTENARY.

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INFOTE
P
X.- Suggestions for Improvement for the Review of the Training Program
ISO 9001 CERTIFICATION

Regional Management: System Operating Center (COS):

Name of the Training Action: Facilitator:

Date:

Page Current content Proposal Rationale for improvement

Signature of the Facilitator__________________________ Supervisor________________________________________

NOTE: If your proposal takes up more space than the form contains, you may attach additional sheets.

4
0
Regional Management or Name of the COS: Write the name of the Regional Management or COS responsible for the execution of the training

action.

Training Action: The name of the training action is written exactly as it appears in the programming.

Facilitator: Write the name of the teacher responsible for the training action.

Date: Write the actual date on which the improvement proposal is made.

Page: The number of the program page is written, where the improvement is located.

Current content: The information that is suggested to be modified is written, as it appears in the training action program.

Proposal: The suggestion or proposal for change is written about how the content should appear within the training program, specifying whether

it should be eliminated, changed order, merged or inserted new information.

Justification for improvement: Write why there is a need to change the content of the training program.

Facilitator: Write the full name of the Facilitator who teaches the training action.

Supervisor: Write the full name of the Workshop Manager/Training Advisor, responsible for the training program.

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