Student

Sample
Projects
Using Open-
Ended Tools
Lesson Outcomes
At the end of the lesson, the learner should be able
to:
explore existing web-based publishing tools;
create student sample projects as digital authors:
analyze some articles on the use of digital story
telling,
create a digital story telling output using story
telling software; and
publish digital stories using some storytelling apps
explored in class guided by publication requirements
or laws.
Excite
Simply knowing the principles of ICT
Pedagogy integration is not enough to make
learning efficient and meaningful. Moreover, an
effective and efficient technology-supported
lesson does not only end with having a well-
designed learning plan. This means that there is
a need to prepare all the learning tools and
materials articulated in the learning plan and
these must be ready for implementation. A plan
not supported and implemented is a plan that is
void.
 This module aims to ensure that after you were
able to clearly identify the coverage of your learning plan
and after clearly identifying the documents, materials, and
presentations that you need to prepare, you will be tasked
to develop student sample presentations and teacher
presentations to support the implementation of your
learning plan.

In doing the activities for this specific lesson, you

will be able to come up with well-designed presentations
and documents. By these documents, you will be able to
make the teaching and learning of language motivating
and fulfilling
Explore
As a would-be teacher who
will facilitate the learning plan that
you developed in Activity 1, you
need to study some principles
behind creating or developing
documents and presentations using
the productivity software
applications or open-ended tools.
Students as Digital Authors:
As the quality of authoring software
increases and as you are exposed to online
learning, it is but proper for you as would-
be facilitators of learning to explore and
understand some principles and guidelines
to help your future students author or
write digitally. Moreover, you may also
facilitate some online language courses for
any distance learning or blended learning
that require digital authoring.
A. Language Learning Via Web Publishing
-Language skills can be fully developed by
allowing students to communicate through the internet.
This may take place when the students or the class will
be required to post a story or other products on a
bulletin board or web page. There are two ways to
contribute any authored documents to the World Wide
Web. First, with the advent of ready-made websites that
are meant to invite and encourage contributors to share
their authored stories, research, commentaries, and the
like, students may publish their work by submitting their
products to these websites. Second, the students may
create their own web pages because there are a lot of
free apps for web page development or they may place
them on their institution's official website.
 To help you submit your
authored products in an existing
website, you may search for these
sites that are designed to highlight
students researches, narratives,
stories, literary works, and other
academic writings. The following are
examples of existing websites that
inspire students to submit their
authored products. To be able to
submit to these websites, it pays to
explore their web sites and pay
attention to their submission
guidelines.
a. The Diary Project
http://www.diaryproject.com
-This digital authoring website encourages students to contribute their
narrations or daily diaries with different themes required by the web site. Some
of the themes or topics can be on school activities, relationships, family,
managing stress and others.

For the Students: You are encouraged to read diary entries from youth around
the world to author a diary project. There are thousands of entries in 24
categories posted on the Diary Project site. Topics include a wide range of issues.
For those who want to read more about the entries provided in the website, or
just want to read other diary project entries, visit www.diaryproject.com. Use
the search function to find specific entries by title or keyword. Write your own
entry. Go to diaryproject.com and click on Submit Entry to write your own. It
must be noted that the Diary Project is monitored by a team of adults and teens
who read all the material that is sent to The Diary Project website. If you would
like to volunteer, email them at staff@ diaryproject.com.
b. CyberKids
http://www.cyberkids.com
The mission of Cyberkids is to provide a voice for young people
on the internet. It accomplishes this by publishing original
creative work by kids ages 7-12.
For the Students: Here are some points the CyberKids' editors
consider to decide what to publish: a) We especially like stories,
articles and poems that are funny; b) Art and written
submissions can be on any topic that is appropriate for our
audience; c) Stories which include an original illustration or
photo are more likely to be published than stories without
pictures; d) Originality is very important--make sure the work
you submit is your own and not copied from someone else; and
e) In addition to art and writing, we also like to publish games,
puzzles, brain teasers, jokes, and multimedia creations by kids.
c. Global Show-N-Tell
http://www.telenaut.com/gst
Wabisabi Learning (n.d.) was able to present some lists of
online publishing tools for avid writer students who are
looking for an online publishing tool to publish their works.
d. Atavist
https://atavist.com
Atavist is a beautiful tool. It was founded in 2011 on the
heels of what we once called the "death of longform." As
you can imagine, it's highly visual. It's a drag-and-drop
editor for creating beautiful online publications.
For the Students: Students have total creative design
power here. They can submit assignments with visual flair.
Get them doing presentations and online journalling with
this tool. It also supports bigger writing projects. If they're
feeling ambitious, they can promote and sell work if they
wish.
e. Calameo
https://en.calameo.com
If students are looking to do magazines, Calameo
is the tool to use. It's an online e-magazine publishing
tool that lets you add multimedia and personal branding
to anything you create. With one click publishing, you
can share it instantly. Websites, social media, and more
all integrate with Calameo.
For the Students: This is a great tool for learning about
design and layout for magazines. It's perfect for smaller
writing projects, like a brochure or flyer design. Students
writing for the school paper can link to custom
publications. They can even promote their own series of
e-magazine using Calameo.
f. Tikatok
https://tikatok.com
-This is a creative publishing studio for young children. K-
6 kids will love Tikatok. They can use it to publish digital
and printed books of all kinds. Tikatok was designed
specifically for the K-6 classroom. It's media literacy-
oriented and aligned with Common Core. Take a look at
their subscriptions page for plans.
For the Students: Kids can upload their photos and
drawings for their creations. They can also take
advantage of preloaded project templates for classroom
lessons. Tikatok's digital library contains lots of ideas to
get kids inspired.
g. Storybird
https://storybird.com
This online publishing tool brings your words and
global artists' work together in amazing storybooks.
Be sure to check out the section for educators.
Storybird is at work in hundreds of thousands of
classrooms all over the world. It's free for educators,
now and forever. Take a look at what's possible with
this tool..
For the Students: Students can create storybooks,
long chapter books, and poetry books with Storybird.
They also have a fundraising program for students to
get into. This is a great way to use creativity for
raising money for great causes.
h. Lulu
http://www.lulu.com/us/en/create/ebooks
- LuLu was one of the first players that offered serious
online publishing features. They established
themselves in 2002 and they're still going strong.
They've greatly expanded their interface over the last
few years. Everything you need to know about doing
online publishing is right here. They offer tutorials,
resources, guides, and more to learn with.
For the Students: LuLu is a great information database
for self publishing. They can create all sorts of
projects. These include print books, ebooks, photo
books, and calendars. Check out this article on how
graduate students are even using LuLu for publishing a
thesis.
i. Flipsnack
https://www.flipsnack.com
- Flipsnack is a flip book creator. It's as simple
as uploading a PDF file. It also supports PNG
and JPG files. It renders shareable interactive
creations that can also include multimedia.
ack looks great across all online platforms and
social media.
For the Students: This is a simple way to
create and share a publication that has a
unique look and feel. Flipsnack lets students
upload 3 publications of 15 pages each on
their free plan. Paid plans are quite
reasonable and offer lots more features.
j. Penzu
https://penzu.com
- Online journalling is the focus of Penzu and it works well.
Journalling is a great writing and self-reflective exercise.
With a free online tool like Penzu, it becomes more
appealing. The interface replicates an old leather-bound
journal with lined paper. The basic formatting features are
everything you need to get started. Upload photos to your
journals, too. You can also Go Pro for even more features.
For the Students: With Penzu Classroom, you can create
class journals that can be graded and managed. Students
can also submit diary entries by email. They can even
receive comments from their teacher right inside the
journal. Create and send assignments to students with due
data, grading scheme, and more.
 If you decide to let your students'
works to be hosted by your institutions
official website, this can also be. Today,
there are a lot of academic institutions
whose website serves as their information
dissemination center for their customers
and stakeholders. Barron et al. (2002) state
that there are two fundamental stages in
creating a website or web pages. First, the
page files and all associated images,
sounds, and so forth must be created in
the proper format and tested. Second, the
files must all be transferred to a host
computer called a web server.
Barron et al. further state that web
page files must adhere to a specific
format or language, called hypertext
markup language (HTML). HTML uses
tags to define how information is
formatted on a screen. In creating a
web page using HTML, students may
find it intimidating but even elementary
students can do it. For language
learners, using HTML may gradually
expand their horizons and enrich their
vocabulary and communication skills.
You may search for the steps in developing a
web page by using HTML through the
following:
Author URL Address
John Neuhaus (2006) https://www.jneuhaus.co
m/write.html

Codecademy (2020) https://

www.codecademy.com/
articles/local-web-page

InternetinglsHard (2017) https://inteenetingishard.c

om/html-and-css/basic-we
b-pages/

W3schoools https://www.w3schools.co
B. Enhancing Language Skills through Digital
Storytelling

One of the most exciting ICT-based language

tasks that can be done to develop all the four macro
skills is to create digital stories. This language task
meets the demands of today's learners living in a
rapidly changing world with opportunities and
challenges that are different from the ones many of
the previous generations grew up with. Today's
learners are more demanding and are willing to
discover new ways to apply, extend, and expand on
existing knowledge (Kaminskiene & Khetsuriani,
2018.)
 Responding to these challenges,
language classroom facilitators need to
migrate to a more flexible and modernized
delivery of the language curriculum. Doing
so, leads to changes in the technological
pedagogical role of the teacher and the
learner, so the language competencies of
today's learners will be developed beyond
the use and aid of traditional writing tools.
Contemporary language learning needs to
create a new culture of teaching and learning
that focuses on how to develop the ability of
the students to listen, speak, read, and write
in the digital age.
 In language education, storytelling is a
common requirement that aims to share one's
stories, culture, knowledge, values, language, and
others. Storytelling is not something new because it
has been one of the oldest activities not only inside
the classrooms but even in the communities.
Storytelling has been considered to have great
contribution to literacy development by improving
learners' language, writing, reading or listening skills
(Kaminskiene & Khetsuriani, 2018.) At present,
storytelling is not just done face-to-face or through
the aid of traditional technologies. This can already
be done digitally. Hence, the word digital
storytelling.
 Numerous researches have proven that digital
storytelling can bring benefits to students and other
individuals.
• Olivia and Bidarra (2017), they affirmed that digital stories are
very helpful because they help develop understanding
individual experiences and perception of real world among
learners.
• Rong and Noor (2019) cited some researches conducted in
various countries saying that in the basic schools in Oya state, it
was discovered that digital storytelling was able to improve
kindergarten pupils' achievement in moral instruction.
Moreover, it was proven in Portugal that the use of digital
storytelling among secondary school students encouraged
multimodal literacy in education.
In southern Taiwan, research showed that project-based digital
storytelling technique improved elementary school students
learning motivation, problem-solving competence as well as
their learning achievement.
Lenette et al. (2019) in their paper highlights the
broader potential of digital storytelling particularly
in mental health research in collaboration with
refugee participants. neir research concludes that
digital storytelling is a valuable and ethical
research tool to engage in collaborative research.
This was proven by their research that recounts
how digital storytelling was used in a mixed
methods study on settlement, to document the
journeys of women who entered Australia through
the Woman at Risk program. McDrury and Alterio
(2000) claim that digital storytelling, as one of the
ICT based pedagogical tool, provides student-
centered learning strategies based on learners'
engagement, reflection, project-based learning,
and the effective integration of technology into
instruction.
 As an innovative and interactive approach
to language skills acquisition, storytelling is seen
as a very responsive variation of the traditional
methods because it brings more meaningful and
essential learners' engagement into the language
skills acquisition process. As pointed out by Gils
(2005), the employment of digital storytelling as
a pedagogical tool enables teachers to elucidate
certain complex topics in a simpler manner and
create real life or problem-solving situations
where learners get actively involved.
The following are some of the existing storytelling
tools listed and described by Knapen (2018).
1.Steller
https://steller.com
-This is a free storytelling application
developed by Mombo Labs, which lets you
create photo and video stories with an
emphasis on design the next web. Steller
focuses on telling a story through pictures
and text. The simple yet structured layout
options allow even a beginner to produce a
professional standard of work
2 Adobe Spark Page
https://spark.adobe.com
Adobe Spark Page is a free online
web page builder. No coding or
design skills needed. Create your
own beautiful web story using
videos, pictures and text. The
templates and layout options
available are very modern, and
are designed to present your
work in an elegant and engaging
way, focusing on visual content
3. WeVideo
https://www.wevideo.com

This has the goal of bringing its educational

--

creative toolbox to a broader global audience

of students and educators. WeVideo wants to
make video editing available for everyone.
They make it possible for friends, families,
teachers, students and businesses small and
large to create incredible videos that motivate
and inspire. "WeVideo has deep roots in
education and believes that creativity is driven
by what is inside the hearts and minds of
people, not by complicated technology"
4. Popplet
http://popplet.com
-Popplet, an iPad and web app, is a tool to capture and
organize your ideas. Students can for example use Popplet for
learning. Used as a mind-map, it helps students think and
learn visually. Students can capture facts, thoughts, and
images to structure their stories.

5. Storybird
https://storybird.com
-

Storybird not only gives you the simple tools to create books
--

in minutes, the application lets you discover an endless

library of free books, picture books and poetry as well.
Storybird lets anyone make visual stories in seconds. The site
mentions that they are a storytelling community, rather than
an application. For them, it's more about creating a creative
world where anyone can tell their stories, as crazy as they
get.
6. Bookcreator
https://bookcreator.com
-Book Creator is an open-ended book
creation app that unleashes creativity.
Create your teaching resources, or have
your students take the reins. Combine
text, images, audio and video to create
interactive stories, digital portfolios,
research journals, poetry books, science
reports, and instruction manuals,
C. Enhancing Language Skills through E-mail Activities
Email activities are very good activities to develop language skills.
Through some e-mail activities that can be facilitated by a teacher, the
students are given the opportunity to practice and demonstrate their reading
and writing skills. It may also enhance further their research and ICT skills.
Barron et al. (2002) were able to present the following email activities that
can be fully maximized to develop the various language skills of students:
1. Pen-Pal Activities
This is the most common form of e-mail projects called electronic
pen pals or e-pals. Students can practice their written communication skills
and can become aware of other cultures and practice foreign language skills.
This can be done through the following:

a. Belouga
https://belouga.org
-Founded in 2016, Belouga was started with the mission
to encourage intercultural communication to create a better tomorrow.
Belouga is a global ecosystem connecting classes throughout the world where
students and teachers can connect, collaborate and learn from one another
by identifying similarities and embracing differences through everyday
communication that is fun and educational.
b. Epals
https://www.epals.com/#/connections
-It enriches K-12 learning in the classroom to
create real world, culturally- enriching learning
experiences for students. With ePals
classroom matching, teachers can connect
their classes with other classes around the
world who are interested in collaborating on a
special project together.
c. Empatico
https://empatico.org
It empowers teachers and students to
-----

explore the world. through experiences that

spark curiosity, kindness, and empathy.
 2. Peer-to-Peer Tutoring
Another form of electronic communication is peer-
to-peer tutoring or mentoring. By using e-mail
communication, students will be provided with
opportunities to practice their mentoring skills
apart from enhancing their language skills.
3. Ask an Expert
Email is a very powerful tool for students to use to engage the
experts in the field especially if the experts are far from their
institution. They can engage the Ask An Expert Website at
http://www. askanexpert.com.
4. Round Robin Stories
In a round-robin approach, a participating class starts
a story with one paragraph. The story starter is sent
to a predetermined class (class one sends its story
class two, and so on). Students work in small groups
to add a new paragraph to the story.
Publication Requirements in the Light
of the Digital Age
While there is a ubiquity of productivity tools for
students to maximize, it is your responsibility as the
facilitator of the learning process to ensure that your
students will be fully guided to observe several
guidelines in publishing their products. It must be
noted that the development of high-quality digital
learning products and materials involves a complex
combination of subject matter expertise, instructional
design knowledge, and technical skills-graphic design,
photography, audio, video, computer programming,
etc. (Wilde, 2004).
With the engagements of all of this, it is very
important to be mindful of the following:

A. Copyright Laws
Copyright Law protects works of authorship.
Hence, it is very laws and copyright acts to
ensure that there will be no copyright
infringements that will happen in the process
of authoring of publishing materials offline or
online.
According to FindLaw (2020), the Copyright Act states that works
of authorship include the following types of works:
•Literary works. Novels, nonfiction prose, poetry, newspaper articles and
newspapers, magazine articles and magazines, computer software, software
documentation and manuals. training manuals, manuals, catalogs, brochures,
ads (text), and compilations such as business directories
•Musical works. Songs, advertising jingles, and instrumentals.
•Dramatic works. Plays, operas, and skits.
•Pantomimes and choreographic works. Ballets, modern dance, jazz dance, and
mime works.
•Pictorial, graphic, and sculptural works. Photographs, posters, maps, paintings,
drawings, graphic art, display ads, cartoon strips and cartoon characters, stuffed
animals, statues, paintings, and works of fine art.
•Motion pictures and other audiovisual works. Movies, documentaries,
travelogues, training films and videos, television shows, television ads, and
interactive multimedia works.
•Sound recordings. Recordings of music, sounds, or words.
•Architectural works. Building designs, whether in the form of architectural
plans, drawings, or the constructed building itself.
FindLaw (2020) further states that Copyright Law is
important for multimedia developers and
publishers for two reasons:
a. Original multimedia works are protected by
copyright. The Copyright Act's exclusive rights
provision gives developers and publishers the right
to control unauthorized exploitation of their works.
b. Multimedia works are created by combining
"content" - music, text, graphics, illustrations,
photographs, software - that is protected under
copyright law. Developers and publishers must
avoid infringing copyrights owned by others.
The detailed information about Copyright Laws can
be searched from the World Wide Web Some of
these can be read in Appendix A.
B. Anti-Bullying Act of 2013
Republic Act No. 10627 otherwise known as the Anti-Bullying Act of 2013
of the Philippines directs all elementary and secondary schools to adopt
policies to address the existence of bullying in their respective institutions.
Bullying refers to any severe or repeated use by one or more students of a
written, verbal or electronic expression. or a physical act or gesture, or any
combination thereof, directed at another student that has the effect of
actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his property, creating a hostile environment
at school for the other student infringing on the rights of the other student
at school; or materially and substantially disrupting the education process
or the orderly operation of a school.
One of the most common problems encountered today by internet users is
bullying online which we call cyberbullying. Consequently, it is important
for teachers to be very judicious and alert in advising students as they
publish their requirements online or as they communicate or collaborate
through the World Wide Web.
C. Republic Act 101751
This is known as Cybercrime Prevention Act of 2012 declaring a policy that states
that the State recognizes the vital role of information and communications
industries such as content production, telecommunications, broadcasting
electronic commerce, and data processing, in the nation's overall social and
economic development. The State also recognizes the importance of providing an
environment conducive to the development, acceleration, and rational application
and exploitation of information and communications technology (ICT) to attain
free, easy, and intelligible access to exchange and or delivery of information and
the need to protect and safeguard the integrity of computer, computer and
communications systems, networks, and databases, and the confidentiality,
integrity, and availability of information and data stored therein, from all forms of
misuse, abuse, and illegal access by making punishable under the law such
conduct or conducts. In this light, the State shall adopt sufficient powers to
effectively prevent and combat such offenses by facilitating their detection,
investigation, and prosecution at both the domestic and international levels, and
by providing arrangements for fast and reliable international cooperation.
 Experience

Step 1. Considering the tasks (eg project-based learning output, research output
and the like) you required your students to do in your learning plan, it will be
good to let them experience writing their thoughts and ideas about the task you
gave them through a group blog. Hence, think of a very good title for a blog that
your future students will do to allow them to share their thoughts about their
requirements in your class
Step 2: After thinking of what the blog title is, develop storyboard for the blog
and prepare for the rubric that will be used to evaluate it. Please remember that
you are acting here as your future student (for your learning plan) and not as the
teacher. Hence, the blog that you will develop is a student sample of a blog that
you will present to your students for them to pattern or learn from. You may use
the following guidelines or come up with your own which is the same guidelines
you will give your students to follow after showing them your student sample:
Instructions:
1. Please read these guidelines carefully and write on your group blog all
information included in the guidelines by using communicative language with
video, photos and pictures during the development of your project.
2. Your blog will be reviewed according to the criteria applied and give one
week as of the announcement for those who have to revise it.
3. You can also include in the blog your reflection after doing your project.

Blog Assessment Criteria:

1. Project: General Information of the developed project (15%)
The blog will report about the general information of the language project
required to be accomplished in the learning plan (refer to your required project
in your learning plan). It must have the following information:
a. Title of the Project
b. Targeted Language Competencies
C. The Aim of the Project
d. Beneficiaries of the Project
2. Pedagogical and Technological Contents (15%) The blog will also
report the pedagogical and technological requirements of the
project. It needs to discuss the mentoring methods used by the
members of the group to be able to accomplish the project. This has
to include also the technological tools that they employed in the
development of their project.
3. Project Plan (20%)
The group blog will also present how the group was able to plan for
their project and how they were able to implement the plan.
4. Project Development (20%)
The group blog will feature the processes and their experiences
while developing the project.
5.Aesthetics (15%)
For this criterion, please remember that content is
king, but design is queen. You could write the most
gripping articles on your blog. but if your site is too
disorganized or simply too drab, then people might find
you uninteresting. But if your blog design is too loud and
too jam-packed, then you would just end up giving your
readers a headache. Consider the following qualities:
a. User-friendliness: readable, navigable and usable
b. Reading Enjoyment: content is a king, writings on a
blog should not sound stiff and cold, because it should
primarily be written with a personal touch
c. Useful Information
d. Overall Experience: great content, design, usability
and interesting
6. Reflections (15%)
After doing the project, it is very important for
you to share your lessons learned and cite some
possible suggestions as to how to improve the
project planning and implementation..
step 3: After having a clear plan on the contents
of your student sample blog, develop this using
any of the productivity tools discussed in class or
you may choose to use an application familiar to
you.
step 4: Present your student sample blog in the
TTL 2 class for peer evaluation using the criteria
you developed.
Activity I
Revisiting Your Learning Plan
After thoroughly discussing the principles behind developing
learning plans in language teaching in Module 1: presenting the
various active learning approaches in Module 2: and exploring
various open-ended tools or productivity software applications in
this Module, revisit the learning plan that you started to do in the
first lesson of this Module. Guided by all the lessons in the first
three modules, develop and finish your daily learning outcomes
and daily learning procedures.

Step 1 Reread the learning plan that you developed in Lesson 1:

Activity of this Module. If there is a need to modify some of the
information you stated earlier, feel free to modify it. the earlier
parts of your learning plan. start
Step 2: After finalizing the earlier parts of your learning plan, start developing
your Daily Learning outcomes and Daily Learning Procedures. Consider the
following in the development of these sections.
A. Presentation of the learning plan to your students on the first day of its
implementation;
B. Language learning activities directly targeting the standards and language
competencies:
C. Taxonomies of learning to ensure that you will not just target lower order
thinking skills but to target higher order thinking skills;
D. Holistic development of students (Cognitive. Affective, and Psychomotor):
E. Integration of the active learning approaches (eg project based learning,
inquiry-based learning. research-based learning whichever is applicable);
F. Integration of appropriate ICT tools to aid the acquisition of the language
skills by the students and to aid you as the teacher to manage the attainment
of the learning plan objectives,
G. Alignment of your learning plan assessment activities to the learning
objectives;
H. Estimated time for each activity, and
I. Planning and development of the student projects and presentation.
 Step 3: Write your Daily Learning Objectives immediately
followed by the Daily Learning Procedures. If the space
below is not enough, feel free to insert additional page
following the format.
Daily Learning Objectives:
____________________________________________________
____________________________________________________
_________________________________________________
Daily Learning Procedures
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Activity 2
Creating Digital Stories
It is highly recommended that you include as part of your learning
plan the task for your future students to write any of your given
requirements digitally. For you to be able to present to your future
students an example of a digital story that they can create to allow
them to deepen their understanding of your learning plan, do the
following steps.
Step 1:
Think of any story that you can use as a springboard to allow the
students to understand the content of your learning plan.
Step 2: Search for some existing rubrics about digital stories from
the World Wide Web. If there is a need to modify your adapted
rubric, modify it.
Step 3: Develop a story board.
Step 4: Develop the Digital Story guided by your rubric and story
board.
Activity 3
Examining Copyright Law Knowledge
Step 1 Testing Your Knowledge about Copyright Law
Begin this activity by answering the following online quizzes
on copyright law:
J. Quiz 1: Copyright and Fair Use

https://quizizz.com/admin/quiz/56c1948c3db845c367a0f4c3/
copyright-and-fair-use k. Quiz 2 Copyright Fair Use
K. Quiz2:
https://www.proprofs.com/quiz-school/story. php?title-
copyrightfair-use-quiz
Quiz 3: Copyright and Fair Use
https://reviewgamezone.com/mc/candidate/test/test
https://review id-6813&title-Copyright And Fair Use
Step 2: Read the Copyright Documents of
Intel Teach from the following websites:
a. Copyright Guidelines and Resources
https://educate.intel.com/download/K 12
/elements/
lead_html/ resources/13 Copyright
Guidelines and Resources.pdf
b. Copyright Chaos, an Educator's Guide
to Copyright Law and "Fair Use"
https://www.scribd.com/presentation/10
9980665/Copyright
Chaos.
Step 3: After reading all the documents about copyright laws, answer
the following questions:
a. What does copyright law say about a work, e.g. photo, diagram, chart, or whole
journal article, which does not have the copyright symbol? How will you include these in
your project presentation?
________________________________________________________________________
________________________________________________________________________
b. Are patchwriting and rephrasing a good remedy to avoid obtaining copyright
permission to an existing work? Why?
________________________________________________________________________
________________________________________________________________________
c. What does copyright law say about a generally copyright protected work such as a
chart, graph, diagram, figure, drawing, photograph or map? Can this be copied without
permission? Why?
________________________________________________________________________
________________________________________________________________________
d. How is copyright infringement related to plagiarism? Explain.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
e. Are the Filipinos covered by the Copyright Laws of other countries? Why?
________________________________________________________________________
________________________________________________________________________
_
For educational purposes only.

Reference:
Felina P. Espique, Ph.D. et al.
(2020) Technology for Teaching and
Learning 2. for Language Education
English/Filipino. Lorimar Publishing Inc.