EDUC 322 Final Reviewer PDF

EDUC 322 Final Reviewer LET SAMPLERS: TAKING THE EXAMINATION 1. If you will employ song analysis as a teaching strategy and you would like to look for an old time folk music, which media tool will you utilize? A Compact Disk C. Spotify B. FM Love Radio 101.1...

EDUC 322 Final Reviewer LET SAMPLERS: TAKING THE EXAMINATION 1. If you will employ song analysis as a teaching strategy and you would like to look for an old time folk music, which media tool will you utilize? A Compact Disk C. Spotify B. FM Love Radio 101.1 D. Podcast 2. Media is a two-way process between the information provider and the receiver. Both have corresponding responsibilities, such as: "Think before you click" and "Assess before you access". In this case, which dimension of media literacy is being shown? A. Emerging technology literacy B. Research literacy C. Resource literacy D. Critical literacy 3. Which of the following teaching strategies best demonstrates the use of media tools to respond to the demands of 21st century education in the classroom? A. Have the reports presented in class using the latest innovative PowerPoint formats. B. Have the pictures scanned and printed for submission. C. Use iPad in showing a topic uploaded from YouTube and search engines. D. Utilize Google classroom in performing blended learning in an out-of-class setting. 4. Which form of media is becoming popular and practical because of the interest it brings to the public while generating income from the obtained number of views on the videos uploaded online? A. Instagram C. LinkedIn B. Youtube D. Twitter 5. Which learning material can be best utilized in discussing a lesson on "Philippine Tourist Destinations" in a Social Studies class? A. Pictures taken using cellphone B. Photo clips downloaded from the Google and flashed on screen using an LCD projector C. Tourism documentary video footage played from Youtube D. Colorful photos posted through Facebook and Instagram accounts LET SAMPLERS: TAKING THE EXAMINATION 1. Surveys reveal that some teachers face their retirement without savings at hand which usually bring them to worse poverty scenario. What are the reasons behind this? 1. Culture of extended family dependency II. Lack of priority on retirement preparation during earning career years III. Strong passion and value for the teaching profession IV. Lack of value on their career effort and remunerations A. I and II only. B. II and III only C. II and IV only D. I, II, III and IV 2. Who among the following would be mostly target victims of financial scammers? A. The rich and powerful B. The generous and kind C. The passive and submissive D. The financially illiterate 3. Which of the following strategies can teachers LEAST consider in preparing for their retirement? A. Continuing professional development towards promotion and increment B. Sustain expenses relatively lower than salaries C. Avail of life and retirement insurance D. Frequent trips with grabbed promo fares and freebies 4. According to previous researches, teachers go into unreasonable debts and loans which eventually lead them to payables and unnecessarily leading them to surrender their ATM cards. Which financial factor is considered the least to affect this practice and its results? A. Saving’s C. Compensation and fringe benefits B. Expenses D. Emergency funds 5. Why are people victimized by financial scams that end up to the loss of properties, investments and savings, and even to ruining their lives? A. They have not learned in school how to avoid being scammed B. They desire for easy and quick money. C. It is already their destiny that may happen anytime as sketched in the palm of their lives. D. It is always part of life and it is just that they are not wise enough to cope with it. LET SAMPLERS: TAKING THE EXAMINATION 1. If you plan to produce a digital tool as a learning material, which of the following aspects will you consider first? A. Validity, relevance and appropriateness B. Quality, efficiency and technicality C. Economic value, durability and long-term usability D. User-friendliness, convenience, accessibility and visual impact 2. To avoid risks and consequences brought about by technology in the use of social media, which ethical principle is the most important and which encompasses other principles? A. Choose the social media account that you will keep. B. Be careful in responding to the messages while threading to an issue. C. Think before you click. D. Select the best type of social media to be utilized. 3. Which of the following instructional strategies can be used effectively in presenting lessons on cyberbullying and cybercrime? A. Discuss the provisions of the law and administer a short quiz after B. Research on how the law was amended and how it would impact both the victim's and the culprit's lives. C. Analyze related cases guided by legal provisions to be presented in class using jury trial technique. D. Report to class the status of cybercrime in the country taken from Internet source, 4. When you receive a suspicious e-mail asking you to withdraw big amount from a prestigious bank upon winning the grand prize in an automated raffle draw, which you know you have not participated in, what would be your first and immediate move? A. Ignore the email, do not open and delete it right away. B. Take the e-mail and verify it to the concerned bank and relevant agencies. C. Contact the owner of the e-mail and ask him to discuss with you the content of the message. D. Take the e-mail and transact immediately the given message, there's no harm in trying, anyway. 5. When researching data from the Internet, which of the following reminders should be taken into account to avoid complications, risks and negative consequences? 1. Choose creditable and reputable sources of data that you need II. Apply proper citation of the source/reference. III. Rephrase statements while retaining its original concept and meaning IV. Include pictures and graphics to be downloaded, copied and pasted in the report. A. I and II only B. I, II and IV C. I, II and III D. I, II, III and IV LET SAMPLERS: TAKING THE EXAMINATION 1. Which is the best strategy in integrating ecoliteracy in the curriculum through powerful instruction? A. Researching on data that show the current status of our global environment B. Role playing on the responsibility of school in preserving and protecting the environment C. Presentation of environmental situations or scenarios as culminating activity followed by interactive discussions D. Conducting an action plan for the scheduled nature protection project 2. Maxwell Integrated Academy provides two boxes in each office and the faculty room to segregate used papers: a green box marked "Reusable" and the red box "Disposable". Reusable papers are intended for memos and announcement while proceeds of selling the disposable papers are given to charities and student scholars. Upon evaluating this move, it was found out that this practice has contributed to school's cost saving, environmental care and social responsibility concerns. What is this program called? A. Waste Segregation and Disposal Management B. 5s in Action C. Green and Clean Project D. Oplan "Kalat Mo, Linis Mo" 3. Which of the following initiatives describes a Dark Green School program? 1. The school provides a backyard where pupils plant different fruit and vegetable seedlings and harvest them every end of the month II. The school imposes a "No Smoking" campus. III. The school keeps a clean and green campus, thus, janitors collect all garbage and burn them in an intended place every afternoon. IV. The school invests on a Seawage Treatment Plant (STP) that filters water from septic tanks, sinks and lavatories for recycling and reusing purposes. A. I and II only C. I, III and IV B. I, II and IV D. I, II, III and IV 4. The following are school policies that would help and contribute to environmental protection but without compromising data privacy ethics, except one. Which one is it? A. Avoid using tarpaulins and stryropor of all kinds as decoration in any school program. B. Make use of recycled student records and test papers in disseminating memos and posting of announcement. C. Important documents shall be shredded and be made recycled projects, such as pillows and stuff toys. D. Do not use branded special cardboard papers for invitation cards and souvenir programs. 5. The advocacy of the late Gina Lopez on environmental care and protection cannot be easily deleted in the hearts and minds of her followers because of her infinite and undying initiatives, such as the restoration of Pasig River, Rehabilitation of La Mesa Dam, the Clearing of Seawage Systems, Anti-Mining, etc. This advocacy indicates which environmental principle of nature? A. Everything must go somewhere. B. All forms of life are important. C. Everything is connected to everything else. D. Everything changes, LET SAMPLERS: TAKING THE EXAMINATION 1. Philosophically, aesthetics is viewed as the nature and the value of the arts and the responses to natural objects that find expression in the language of the beautiful and the ugly. What does this imply? 1. Beauty lies in the eyes of the beholder. II. Positivity and negativity are just in the mind; you are what you think of yourself and what you would want to become. III. The way we perceive others is influenced by our self- behavior and attitude toward them. IV. We are who we are and no one can conquer nor take control of our beliefs, neither change our ways and systems thinking. A. I and II only C. I, III and IV B. I, II and III D. I, II, III and IV 2. The concept of aesthetics draws the line of beauty and taste and concerns the nature of art that are interpreted and evaluated. How can this be best attuned with the practice of creative artworks? A. Have the works done and displayed in an exhibit for other students to appreciate and evaluate. B. Have them submitted and checked by the teacher and returned thereafter. C. Have all the works be subjected to contest rules then, declare and award the winners at the end. D. Have the works be kept by students and let them assess the same. 3. How can a student manifest signs of emotional attributes, such as anxiety, depression and suicidal tendency in the Arts and Literature class? 1. Life's narratives and untold stories II. Visual output and symbolic figures III. Reflection journal IV. Art expression and literary work of various kinds A. I and II only C. I, II and III only B. III and IV only D. I, II, III and IV 4. How can we rediscover and enhance the creativity of students at its best? A. Ask them to imitate the sample drawing given by the teacher. B. Let them make art works utilizing minimal media. C. Tell them to attach the explanation and depiction of their artwork. D. Let them make an artwork out of their emotional and behavioral expression using the kinds of media they prefer. 5. Which of the following activities illustrate demonstrative eye-hand coordination? 1. Computer games II. Operating the microscope III. Dance steps to the tune of "Rumba" IV. Watching favorite film in a cinema A. I and II only B. I, II and III C. II, III and IV D. I, II, III and IV EDUC 322 Final Reviewer Module 7: Media Literacy Media Literacy ❖ Lynch (2018) coined the term "media" that refers to all electronic or digital means and print or artistic visuals used to transmit messages through reading (print media), seeing (visual media), hearing (audio media), or changing and playing with interactive media), or some combinations of each. Media can be a component of active learning strategies, such as group discussions or case studies (Mateer and Ghent, n.d.). ❖ Media literacy is the ability to access, analyze, evaluate, and create media (Firestone, 1993). Media literate youth and adults can understand the complex messages received from television, radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media. Therefore, media literacy skills are included in the educational standards in language arts, social studies, health, science, and other subjects. Many educators have discovered that media literacy is an effective and engaging way to apply critical thinking skills to a wide range of issues. (http:// medialiteracyproject.org) ❖ The Ontario Ministry of Education (1989) stressed that media literacy means helping students develop an informed and critical understanding of the nature of mass media, the techniques used and their impact. It aims to enhance students' understanding and appreciation how media work, how they produce meaning, how they are organized, and how they construct reality. More so, it intends to provide students the ability to create media products (http://www.medialit, org). Media literacy therefore, is the ability to identify different types of media from wide array of sources and understand the messages they bring (Hobbs, 1997). Media Literacy Concepts 1. It is the ability to critically assess the accuracy and validity of information transmitted by the mass media and produce information through various forms. 2. Also known as Media Education, it is the ability to realize that all kinds of media show a representation of reality. 3. It is the process of accessing, decoding, evaluating, analyzing and creating both print and electronic media (Aufderheide, 1993). 4. It depicts experience of reading texts and designing hypertexts made possible through technology (Hobbs, 2007). 5. It pertains to understanding how to use today's technology, how to operate equipment, use various softwares and explore the Internet. 6. As a 21st Century approach to education, media literacy builds understanding of the role of media in society, as well as the essential skills of inquiry and self-expression necessary for democratic citizens. 7. It represents response to the complexity of the ever-changing electronic environment and communication channels. 8. Critical evaluation of media requires the ability to analyze and disseminate various features to others. 9. It is about teaching critical media management strategies, including ICTs in schools and learning centers. 10. It includes the ability to perform effective Internet searches, awareness and respect of intellectual property and copyright law and the ability to identify truth from fake news. (https://www.igi-global. com/dictionary/media-literacy/18156) Roles of Media Literacy ❖ It becomes easy to create media, however, it is difficult to know the creator of this, his/her reason, and its credibility. Specifically, it helps individuals to: 1. Learn to think critically. When people evaluate media, they decide if the messages make sense, including the key ideas before being convinced on the information that they get from it. 2. Become a smart consumer of products and information. Media literacy helps individuals learn how to determine whether something is credible, especially the advertising before they can be persuaded with the products on sale. 3. Recognize point of view. Identifying an author's perspective helps individuals appreciate different ideas in the context of what they already know. 4. Create media responsibly. Recognizing one's ideas and appropriately expressing one's thoughts lead to effective communication. 5. Identify the role of media in our culture. Media conveys something, shapes understanding of the world, and makes an individual to act or think in certain ways. 6. Understand the author's goal. Understanding and recognizing the type of influence something has, people can make better choices. (Common Sense Media, n.d.) ❖ Social Media is a term that describes websites to connect people and involve user-generated content, which is the hallmark of a social media site. It is sometimes called Web 2.0, which is currently a huge opportunity to reach target audience and increase online sales (Go, 2019) Types of Social Media Websites There are different types of social media websites and the ways of using them to reach the target audience. 1. Social Media News Websites. It entails users to submit links to Web content like articles, podcasts, videos, etc. that they find interesting, such as Digg, Reddit and Stumble Upon. 2. Social Media Networking Websites. It depicts ability to upload a personal profile that usually connects with other people, such as LinkedIn (social networking for professionals) and facebook (social networking for everyone). These sites serve as avenue for meeting people and developing relationships that can lead to joint-venture partnerships, career opportunities, and research. 3. Social Media Photo and Video Sharing. It allows users to up- load photos through faceboook, Instagram and Pinterest while videos through YouTube. 4. Microblogging and Blogging Websites. Sometimes called "presence apps", these services let users post very short mes- sages like blogging, and easily keep up with what their friends are posting. Twitter is the most popular microblogging service that limits to 280 characters per post and allows to follow a set of users from one dashboard. Another popular social media app i is SnapChat, which is video-based. 5. Social Media Review Websites. It shows how social reviews can make or break a company or an organization, such as Amazon and eBay. ❖ Media and Information Literacy (MIL) is a combination of knowledge, attitudes, skills, and practices required to access, analyze, evaluate, use, produce, and communicate information and knowledge in creative, legal and ethical ways that respect human rights (Moscow Declaration on Media and Information Literacy, 2012). ❖ The UNESCO defines it as the set of competencies to search, critically evaluate, use and contribute information and media content wisely; the knowledge of one's rights online; refraining from cyberbullying; understanding related ethical issues; and engaging with media and ICTS to promote equality, free expression, intercultural/interreligious dialog, peace, etc. (UNESCO, 2016). Aspects of MIL ❖ According to Reineck and Lublinski (2015), MIL is the optimal outcome of media, information and communication technology (ICT) education along three aspects: technical skills, critical attitudes and facts about media and ICT. Technical skills involve ability to access and use computers, mobile and other technical devices that offer media  and information content. UNESCO's (2011) MIL curriculum delves on "accessing information effectively and efficiently" as an aspect put into practice. ❖ Baacke (1996) included compositional skills in his media competence model that involves creating new kinds of media content, encouraging self-determination, and increasing individuals' chances for participation. MIL also involves performative aspect that entails the competence to do rather than just to know certain things. ❖ Moeller (2009) summarized the facets of MIL from the user perspective, emphasizing media consumers in identifying news and understanding media's role in reshaping the global issues. Norbert Groeben (2002) pointed out the importance of knowledge of the inner workings (contexts, routines, contents) and the effects of media. Fostering certain attitudes toward media and other information sources involves both being critical on the negative impact of media and defending it against sources of influence. Seven Dimensions of MIL Shapiro and Hughes (1996) identified the seven dimensions of media information literacy: 1. Tool Literacy. This is the ability to understand and use practical and conceptual tools of current information technology, including software, hardware and multimedia that are relevant to education and the areas of work and professional life. 2. Resource Literacy. This is the ability to understand the form, format, location and access methods of information resources. 3. Social-Structural Literacy. This is knowing how information is socially situated and produced, fits into the life of groups about the institutions and social networks. 4. Research Literacy. It is the ability to understand and use IT- based tools relevant to the work of researchers and scholars that include computer software for quantitative analysis, qualitative analysis and simulation. 5. Publishing Literacy. It is the ability to format and publish research and ideas electronically, in textual and multimedia forms. 6. Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate and use emerging innovations in information technology. 7. Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies. Advantages and Disadvantages of Media Media are powerful tools of communication which entail positive and negative impacts. Advantages of Media 1. Media educate people on health matters, environmental conservation and others through various forms. 2. People get the latest world news in a very short time regardless of distance. 3. People can bring out their hidden talents in the multimedia and visual arts, comedy, acting, dancing and singing. 4. Media increase knowledge learned from quiz programs, educational shows and other information-giving programs. 5. People feel convenient in accessing information through mobile phones. 6. They become a vehicle in promoting products toward increased sales. 7. They serve as a good source of entertainment. 8. Television allows electronic duplication of information that reduces mass education costing. 9. Media lead to the diffusion of diverse cultures and cultural practices. 10. They help people around the world understand each other and respect differences. Disadvantages of Media 1. They lead to individualism. Spending too much time on the Internet and watching television usually impedes socialization with friends, family and others. 2. Some media contents are not suitable for children. 3. A newspaper is geographically selective. 4. The increase in advertisements in television and radio makes them less attractive. 5. The internet can be a possible way for scams, fraud and hacking. 6. Media can be addictive that may result in people's decreased productivity 7. They can cause health hazards, such as radiation effects, poor eyesight, hearing defects, and others. 8. They may induce drugs and alcohol use. 9. They can lead to personal injury by imitating the stunts showcased in media. 10. They can ruin reputation through an anonymous account, malicious scandals, false accusations and rumors. (https://www.importantindia.com/22940/media-advantages-disadvantages) Integrating Media Literacy in the Curriculum ❖ Lynch (2018) presents six ways to integrate media literacy into the classroom for students to become media literate while making media education a meaningful and integrated part of classroom practice. 1. Teach students to evaluate media. Students learn to evaluate what they are viewing by showing them that media changes depending on who created it, the intended audience and the biases that may be attributed to the source. 2. Show students where to find digital resources and databases. Teachers should provide students with reliable and safe media sources and trustworthy content. 3. Compare/contrast various media sources. In the discussions, distinguish various media sources and compare elements. 4. Discuss how the media edits and alters. Purposely point out to students examples of media altering photographs or stories while teaching them to be critical of what they see or read at face value. 5. Examine the "truth" in advertisements. Let students identify what advertisements are trying to sell and what promises or ideas are they using to convince them to buy the product. 6. Have students create media. Let students create media appropriate to their levels such as presentations, videos or websites. Media skills. Although this is given little emphasis in the classroom, Hobbs and Frost (1994) present the skills that students are able to possess with the media they use in class. To wit: 1. reflect on and analyze their own media consumption habits; 2. identify the author, purpose and point of view in films, commercials, television and radio programs, magazine and newspaper editorials and advertising; 3. identify the range of production techniques that are used to communicate opinions and shape audience's response; 4. identify and evaluate the quality of media's representation of the world by examining patterns, stereotyping, emphasis and omission in print and television news and other media; 5. appreciate the economic underpinnings of mass media industries to make distinctions between those media which sell audiences to advertisers and those which do not; 6. understand how media economics shapes message content; 7. gain familiarity and experience in using mass media tools for personal expression and communication and for purposes of social and political advocacy. Approaches to teaching media literacy. Kellner and Share (2007) mentioned three approaches to teaching media literacy that would utilize media in pedagogical practice. 1. Media Arts Education Approach. It intends to teach students to value the aesthetic qualities of media and the arts while us- ing their creativity for self-expression through creating art and media. 2. Media Literacy Movement Approach. It attempts to expand the notion of literacy to include popular culture and multiple forms of media (music, video, Internet, advertising, etc.) while still working within a print literacy tradition. 3. Critical Media Literacy Approach. It focuses on ideology critiquing and analyzing the politics of representation of crucial dimensions of gender, race, class, and sexuality; incorporating alternative media production; and expanding the textual analysis to include issues of social context, control, resistance, and pleasure. Utilizing Media across disciplines. Media education can be integrated in every course discipline. The following are examples of using media in different subject areas using PPPP (Purpose, Process, Performance, and Product) Assessing and evaluating media literacy work. Just like any student outputs, media-oriented works should also be evaluated to assess quality based on standards, Students need regular feedback to be able to reflect on their progress and develop mastery and that would remind them that it is an important part of the course. ❖ However, for some teachers, creating assessment and evaluation tools for media education is more challenging than traditional means due to the lack of technical skills. Also, it is because media education is all about finding the right questions to ask, rather than learning previously determined answers, ❖ Canada's Center for Digital and Media Literacy prescribed two important steps in creating objectives, comprehensive and meaningful assessment and evaluation tools for media literacy work, namely: (1) by using a rubric to assess the work of students; and (2) by framing the expectations within the rubric in terms of key concepts of media literacy In general, media literacy work can be evaluated in three ways: 1. Based on how well the student understands the key concepts of media literacy and the specific concepts and ideas being explored in the lesson. 2. Based on the depth and quality of the student's inquiry and analysis of the questions raised in the lesson, as well as his/her thoughtfulness in identifying issues and questions to examine. 3. Based on how well the student applies specific technical skills associated with either the medium being studied (movies, TV, video games, etc.), the medium used in the evaluation tool, or both (http://mediasmarts.ca/digital-media- literacy). However, whenever any form of media is being utilized, there should be a reflection at the end by asking students how media form has shaped their thinking, decision-making, analysis, choices, values and interrelationships. Thus, media educators base their teaching on key concepts for media literacy, which provide an effective foundation for examining mass media and popular culture. These key concepts act as filters that any media text has to go through in order to critically respond. 1. Media are constructions. Media products are created by individuals who make conscious and unconscious choices about what to include and how to present it. It can assess students' understanding of how media product was created and the analysis of creators' beliefs or assumptions reflected in the content. 2. The audience negotiates meaning. The meaning of any media product is a collaboration between the producers and the audience. It can assess students' understanding of concepts and the elements in a relevant medium or product. 3. Media have commercial implications. Since most media production is a business, it makes profits and it belongs to a powerful network of corporations that exert influence on content and distribution. It can assess students' knowledge and understanding of the commercial factors influencing the creation of media product and analysis of how media product is influenced by commercial factors or the owner. 4. Media have social and political implications. Media convey ideological messages about values, power and authority and they can have a significant influence on what people think and believe. It can assess students' knowledge and understanding of how this medium communicates ideas and values. 5. Each medium has a unique aesthetic form. The content of media depends in part on the nature of the medium that includes technical, commercial and storytelling demands. It can assess students' knowledge and understanding of the technical elements of the medium and the tropes, clichés, codes and conventions of the medium and genre (http:// mediasmarts.ca/digital-media-literacy). Module 8: Financial Literacy ❖ Financial literacy is a core life skill in an increasingly complex world where people need to take charge of their own finances, budget, financial choices, managing risks, saving, credit, and financial transactions. ❖ Poor financial decisions can have a long-lasting impact on individuals, their families and the society caused by lack of financial literacy. Low levels of financial literacy are associated with lower standards of living, decreased  psychological and physical well-being and greater reliance on government support. However, when put into correct practice, financial literacy can strengthen savings behavior, eliminate maxed-out credit cards and enhance timely debt. ❖ Financial literacy is the ability to make informed judgments and make effective decisions regarding the use and management of money. Hence, teaching financial literacy yields better financial management skills. ❖ The importance of starting financial literacy while still young. National surveys show that young adults have the lowest levels of financial literacy as reflected in their inability to choose the right financial products and lack of interest in undertaking sound financial planning. Therefore, financial education should begin as early as possible and be taught in schools. Akdag (2013) stressed that in the recent financial crisis, financial literacy is very crucial and tends to be advantageous if introduced in the very early years as preschool years. Financial education is a long-term process and incorporating it into the curricula from an early age allows children to acquire the knowledge and skills while building responsible financial behavior throughout each stage of their education (OECD, 2005). ❖ Likewise, financial literacy is the capability of a person to handle his/her assets, especially cash more efficiently while understanding how money works in the real world. Financial Plan ❖ Teachers need to have a deeper understanding and capacity to formulate their own financial plan. It is wise to consider starting to plan the moment they hand in their first salary, including the incentives, bonuses and extra remunerations that they receive. ❖ Kagan (2019) defines a financial plan as a comprehensive statement of an individual's long-term objectives for security and well- being and detailed savings and investing strategy for achieving the objectives. It begins with a thorough evaluation of the individual's current financial state and future expectations. The following are steps in creating a financial plan. 1. Calculating net worth. Net worth is the amount by which assets exceed liabilities. In so doing, consider (1) assets that entail one's cash, property, investments, savings, jewelry and wealth; and (2) liabilities that include credit card debt, loans and mortgage. Formula: total assets - minus total liabilities = current net worth. 2. Determining cash flow. A financial plan is knowing where money goes every month. Documenting it will help to see how much is needed every month for necessities, and the amount for savings and investment. 3. Considering the priorities. The core of a financial plan is the person's clearly defined goals that may include: (1) Retirement strategy for accumulating retirement income; (2) Comprehensive risk management plan including a review of life and disability insurance, personal liability coverage, property and casualty coverage, and catastrophic coverage; ( 3) Long-term investment plan based on specific investment objectives and a personal risk tolerance profile; and (4) Tax reduction strategy for minimizing taxes on personal income allowed by the tax code. (https://www.investopedia.com/terms/f/financial_plan.asp) Five Financial Improvement Strategies ❖ Financial literacy shapes the way people view and handle money, The following are financial improvements suggested by Investopedia as a journey to financial literacy. 1. Identify your starting point. Calculating the net worth is the best way to determine both current financial status and progress over time to avoid financial trouble by spending too much on wants and nothing enough for the needs. 2. Set your priorities. Making a list of rated needs and wants can help set financial priorities. Needs are things one must have in order to survive (i.e. food, shelter, clothing, healthcare and transportation); while wants are things one would like to have but are not necessary for survival. 3. Document your spending. One of the best ways to figure out cash flow or what comes in and what goes out is to create a budget or a personal spending plan. A budget lists down all income and expenses to help meet financial obligations, 4. Lay down your debt. Living with debt is costly not just because of interest and fees, but it can also prevent people from getting ahead with their financial goals. 5. Secure your financial future. Retirement is an uncontrollable stage in a worker's life, of which counterpart are losing the job, suffering from an illness or injury, or be forced to care for a loved one that may lead to an unplanned retirement. Therefore, knowing more about retirement options is an essential part of securing financial future. Financial Goal Planning and Setting ❖ Setting goals is a very important part of life, especially in financial planning. Before investing the money, consider setting personal financial goals. Financial goals are targets, usually driven by specific future financial needs, such as saving for a comfortable retirement, sending children to college, or enabling a home purchase. There are three key areas in setting investment goals for consideration. A. Time horizon. It indicates the time when the money will be needed. To note, the longer the time horizon, the more risky (and potentially more lucrative) investments can be made. B. Risk tolerance. Investors may let go of the possibility of a large gain if they knew there was also a possibility of a large loss (they are called risk averse); while others are more willing to take the chance of a large loss if there were also a possibility of a large gain (they are called risk seekers). The time horizon can affect risk tolerance. C. Liquidity needs. Liquidity refers to how quickly an investment can be converted into cash (or the equivalent of cash). The liquidity needs usually affect the type of chosen investment to meet the goals. D. Investment goals: Growth, income and stability. Once determined the financial goals and how time horizon, risk tolerance, and liquidity needs affect them, it is time to think about how investments may help achieve those goals. When considering any investment, think about what it offers in terms of three key investment goals: (1) Growth (also known as capital appreciation) is an increase in the value of an investment; (2) Income, of which some investments make periodic payments of interest or dividends that represent investment income and can be spent or reinvested; and (3) Stability, or known as capital preservation or protection of principal. ❖ An investment that focuses on stability concentrates less on increasing the value of investment and more on trying to ensure that it never loses value and can be taken when needed (https://www.flexscore.com/learningcenter/setting-financial-and investment-goals) Budget and Budgeting ❖ A budget is an estimation of revenue and expenses over a specified future period of time and is usually compiled and re- evaluated on a periodic basis. Budgets can be made for a variety of individual or business needs or just about anything else that makes and spends money. Budgeting, on the other hand, is the process of creating a plan to spend money. Creating this spending plan allows one to determine in advance whether he/she will have enough money to do the things he/she needs or likes to do. ❖ Thus, budgeting ensures to have enough money for the things needed and those important ones and will keep one out of debt. Seven Steps to Good Budgeting The following are seven steps that may help in attaining good budgeting. ✔ Step 1: Set realistic goals. Goals for the money will help make smart spending choices upon deciding on what is important  ✔ Step 2: Identify income and expenses. Upon knowing how much is earned each month and where it all goes, start tracking the expenses by recording every single cent. ✔ Step 3: Separate needs from wants. Set clear priorities and the decisions become easier to make by identifying wisely those that are really needed or just wanted. ✔ Step 4: Design your budget. Make sure to avoid spending more than what is earned. Balance budget to accommodate everything needed to be paid for. ✔ Step 5: Put your plan into action. Match spending with income time. Decide ahead of time what you will use each payday. Non-reliance to credit for the living expenses will protect one from debt. ✔ Step 6: Plan for seasonal expenses. Set money aside to pay for unplanned ‘expenses so to avoid going into debt. ✔ Step 7: Look ahead. Having a stable budget can take a month or two so, ask for help if things are not getting well. Spending ⮚ If budget goals serve as a financial wish list, a spending plan is a way to make those wishes a reality. Turn them into an action plan. The following are practical strategies in setting and prioritizing budget goals and spending plan: 1.Start by listing your goals. Setting budget goals requires forecasting and discussing future needs and dreams with the family: 2.Divide your goals according to how long it will take to meet each goal Classify your budget goals into three categories: short-term goals (less than a year), medium-term goals (one to five. years), and long-term goals (more than five years). Short-term goals are usually the immediate needs and wants; medium- term goals are things that you and your family want to achieve during the next five years; and long-term goals extend well into the future, such as planning for retirement. 3.Estimate the cost of each goal and find out how much it costs. Before assigning priority to goals, it is important to determine the cost of each goal. The greater the cost of a goal, the more alternative goals must be sacrificed in order to achieve it. 4. Project future cost. For short-term goals, inflation is not a big factor, but for medium and long-term goals, it is a big factor. To calculate the future cost of the goals, there is a need to determine the rate of inflation applied to each particular goal. 5.Calculate how much you need to set aside each period. Upon knowing the future cost of the goals, next is to determine how much to put aside each period to meet all the goals. 6.Prioritize your goals. Upon listing down all the goals and the 'estimated amount needed for each goal, prioritize them. This serves as guide in decision-making. 7.Create a schedule for meeting your goals. It is important to lay down all the goals according to priority with the corresponding amount of money needed, the time it will be needed, and the installments needed to meet the goals. Investment and Investing ⮚ As teachers, when you have saved more money than what you expect at a time of need, consider investing this money to earn more interest than what your savings account is paying you. There are many ways you can invest your money but consider four aspects: 1. How long will you invest the money? (Time Horizon) 2. How much money do you expect your investment to earn each year? (Expectation of Return) 3. How much of your investment are you willing to lose in the short-term in order to earn more in the long-term? (Risk Tolerance) 4. What types of investment interest you? (Investment Type) Savings  ⮚ In order to get out of debt, it is important to set some money aside and put it into a savings account on a regular basis. Savings will also help in buying things that are needed or wanted without borrowing. Emergency Savings Fund. Start as early, setting aside a little money for emergency savings fund. If you receive a bonus from work, an income tax refund or earnings from additional or side jobs, use them as an emergency fund. 10 Reasons Why Save Money With credit so easy to get, here are ten practical reasons why it is important to save money that everyone, including teachers, must know. 1. To become financially independent. Financial independence is not having to depend on receiving a certain pay but setting aside an amount to have savings that can be relied on. 2. To save on everything you buy. With savings, you can buy things when they are on sale and can make better spending choices without being compromised on credit card interest charges. 3. To buy a home or a car. Savings can be used in buying a home in full or down payment, especially in times of promo deals, bids and inevitable sale and at a reasonable interest rate. 4. To prepare for the future. Through savings, you can be confident to face the future without worrying on how you will survive. 5. To get out of debt. If you want to get out of debt, you have to save money. 6. To augment annual expenses. In order to attain a good, stress-free financial life, there is a need to save for annual expenses in advance. 7. To settle unforeseen expenses. Savings can respond to unforeseen expenses in times of need. 8. To respond to emergencies. Emergencies may happen anytime and these can be expensive so, there is a need to get prepared rather than potentially become another victim of an emergency 9. To mitigate losing your job or getting hurt. Bad things can happen to anyone, such as losing a job, business bankruptcy or crisis, being injured or becoming too sick to work. Therefore, having savings is the key to resolve such a dilemma. 10. To have a good life. Putting aside some money to spend when needed can bring about quality and worry-free life at all times. Common Financial Scams to Avoid ⮚ Financial fraud can happen to anyone, including the teachers at any time. While some forms of financial fraud, such as massive data breaches, are out of one's control, there are many ways to proactively get rid of financial scams and identity theft. Here are some of the most common financial scams, along with ways to identify them early and how to protect one's self from being victimized. A. Phishing. Using this common tactic, scammers send an email that appears to come from a financial institution, such as a bank and asks you to click on a link to update your account information. If you receive any correspondence that asks for your information, never click on the links or provide account details. Instead, visit the company's website, find official contact information, and call them to verify the request. B. Social Media Scams. Scammers are adept at using social media to gather information about the traveling habits of potential victims. They also have phishing tactics, including posts seeking charity donations with bogus links that allow them to keep your money. Therefore, be conscious of the information you post online, especially personal details and plans for a vacation that you would leave your house unoccupied C. Phone Scams. Another prevalent tactic is scamming phone calls. The scammers pose as a government agency, such as the Bureau of Internal Revenue or local law enforcement agencies, and use scare tactics to acquire your personal information and account numbers. Never provide your account information over the phone. Look for the agency's contact information, and call them to verify any request. To note, government agencies will never text or call you to ask for money. D. Stolen Credit Card Numbers. There are numerous ways that scammers can obtain your credit card information, including hacking, phishing, and the use of skimming devices, such as small card readers attached to unmanned credit card readers (i.e. ATMs, gas pumps, and more). These small devices pull data from your card when you swipe it. Before you use an ATM or swipe your card, look for suspicious devices that may be attached to the card reader.. E. Identity Theft. Depending on the amount of information a scammer is able to obtain, identity theft may extend beyond unauthorized charges on a debit or credit card. If scammers are able to obtain your Social Security number, date of birth, and other personal information, they may be able to open new accounts in your name without your knowledge. Be aware an information you share and with whom, and always shred sensitive information before disposing it. ⮚ By taking preventative measures and being aware of scams, you can minimize the risks of fraud. Monitoring your online or mobile banking accounts daily can also help you see fraudulent charges quickly. 10 Tips to Avoid Common Financial Scams 1. Never wire money to a stranger. Although it is one of the oldest Internet scams, there are still consumers who fall for this rip-off or some variations of it. 2. Don't give out financial information. Never reveal sensitive personal financial information to a person or business you don't know, thru phone, text or email. 3. Never click on hyperlinks in emails. If you receive an email from a stranger or company asking you to click on a hyperlink or open an attachment and then, enter your financial information, delete the email immediately. 4. Use difficult passwords. Hackers can easily find passwords that are simple number combinations. Create passwords that are at least eight characters long and that include some lower and upper case letters, numbers and special characters. You should also use a different password for every website you visit. 5. Never give your social security number. If you receive an email or visit a website that asks for your Social Security number, ignore it.. 6. Install Antivirus and Spyware protection. Protect the sensitive information stored on your computer by installing antivirus, firewall and spyware protection. Once you install the program, turn on the auto-updating feature to make sure the software is always up-to-date. 7. Don't shop with unfamiliar online retailers. When it comes to online shopping, only do business with familiar companies. When purchasing a product from an unfamiliar retailer, do some research to ensure the business is legit and reputable. 8. Don't download software from pop-up windows. When you are online, do not trust pop-up windows that appear and claim your computer is unsafe. If you click on the link in the pop-up to start the "system scan" or some other programs, malicious Software known as “malware" could damage your operating system. 9. Make sure the websites you visit are safe. Before you enter your financial information on any website, double-check the website's privacy rules. Also, make sure the website uses encryption, which is usually symbolized by a lock to the left of the web address which means it is safe and protected against hackers 10. Donate to known charities only. If you receive a call or an email for solicitation of charity donations, critically examine it. Some scammers create bogus charities to steal credit card information. (https://www.investopedia.com/articles/personal-finance/041515/10-tips-avoid- common-) ⮚ Financial Scams among Students. Students can also be susceptible to different financial scams and fraud. Learning how to manage finances and being aware of financial scams are skills that every student should master. The following are common financial scams that students should watch out for, and learn to protect one's identity and finances. A. Fake scholarships. While it is beneficial for students to apply for as many scholarships, it is important to become aware of related scams and frauds. Students should thoroughly check scholarship sources before applying to verify legitimacy. Never apply for a scholarship that asks for money in return. B. Diploma mills. There are schools that offer fake degrees and diplomas in exchange for a fee. Check from government education agencies the prospective school to enroll in if it is government-recognized, legitimate or accredited. C. Online book scams. While students often go for the best deals on textbooks online, scammers can use this opportunity to get students' credit card information. When buying thing online, be sure to it on a credible site. D. Credit card scams. Oftentimes, credit card companies go to school campuses to convince students to fill out card applications. Scammers may also grab this chance to steal students' information. It is important to visit a local credit union or bank for credit card application. Also, regularly check the credit card statement and once there are any unrecognized charges, contact your banking institution immediately. (https://www.adt,com/resources/financial-scam-safety) Insurance and Taxes ⮚ Insurance is a contract (in the form of a policy) between the policyholder and the insurance company, whereby the company agrees to compensate for any financial loss from specific insured events. In exchange for the financial protection offered, policyholder agrees to pay a certain sum of money, known as premiums to the insurance company. Insurance is the best form of risk management against uncertain loss. The following are concepts related to insurance and taxes that every teacher should know. However, he/she should carefully analyze and critically examine well before pursuing any deal with them. 1. Employer-Sponsored Insurance. If working in a company with 50 or more full-time employees, the employer is required to provide employee-only insurance that meets minimum guidelines. Examine the plan offered, but do not pay over 9.66 percent of household income in premiums. 2. Marketplace Plans. Marketplace plans are available based on an area of residence and income upon meeting minimum coverage requirements. Marketplace plans come in three tiers: bronze, silver and gold. Generally, bronze plans offer the least coverage at the lowest premiums, while gold plans provide the most coverage at the highest price. ⮚ Life insurance. Life insurance is a type of insurance that compensates beneficiaries upon the death of the policyholder. The company will guarantee a payout for the beneficiaries in exchange of premiums. This compensation is called "death benefit.” Depending on the type of insurance one may have, these events can be anything from retirement, to major injuries, to critical illness or even to death The following are common risk categories: 1. Preferred Plus - The policyholder is in excellent health, with normal weight, no history of smoking, chronic illnesses, or family history of any life-threatening disease. 2. Preferred – The policyholder is in excellent health but may have minor issues on cholesterol or blood pressure but under control. 3. Standard Plus - The policyholder is in very good health but some factors, like high blood pressure or being overweight impede a better rating. 4. Standard - Most policyholders belong to this category, as they are deemed to be healthy and have a normal life expectancy although, they may have a family history of life-threatening diseases or few minor health issues. 5. Substandard - Those with serious health issues, like diabetes or heart disease are placed on a table rating system, ranked from highest to lowest. On average, the premiums will be similar to Standard with an additional 25% lower claim on table ratings. 6. Smokers - Due to an added risk of smoking, the policyholders in this category are guaranteed to pay more. Aside from health class, age is also a critical factor in determining premiums. Therefore, older people pay more expensive premiums. Benefits of Life Insurance The following are the benefits of life insurance. 1. It pays for medical and funeral costs. Life insurance helps solve the incurred expenses for medical and funeral services to lessen the grief among family and relatives for being unprepared. 2. for financial support. Life insurance can become a source of temporary income during the difficult period of adjusting and coping with the loss of a loved one, especially if he/she is the breadwinner. 3. for funding various financial goals. Life insurance offers additional benefits through the form of fund accumulation for specific future financial goals. 4. Acts as a retirement secured conform. Modern life insurance also serves as a tool that principal holders can use to get in a better financial position in the future. 5. It covers costs incurred from taxes and debt. Life insurance can serve as protection since the premium can be used to pay for unsettled debts and taxes. Types of Life Insurance The table below shows a comparative analysis of different of life insurance along characteristics, advantages and disadvantages that may serve as a reference. Type Characteristics Advantage Disadvantages 1. Endowment It grants a lump sum It allows for saving up It requires higher after a specified for specific purposes. premiums than the amount of time or It guarantees ret6urns other types of the upon death. The upon maturity. insurance. policy owner required It offers some of It is not the best to pay the premium insurance coverage. option for those for a pre-determined looking at the full of number of years or protection. until a specific age is reached. 2. Term It is the simplest form It entails low premium It has no benefit if of life insurance to requirements. policyholder obtain, of which upon It is a strong option for outlives the term death, the policy holders who period set. beneficiaries are paid needs insurance but with the benefit. cannot afford the Premium usually whole life of gets higher upon endowment. renewal of terms. It is easy to understand. 3. Whole Life It provide coverage It offers permanent It requires higher for the policyholders protection for full life premiums. entire life or until they or 100 years. reach 100 years old. It is flexible in terms of It is difficult to It acts both as payments of understand due to protection and premiums. complexity. savings mechanisms It entails fixed since a portion of the premiums. premium is allocated It usually comes with to build up cash additional features values. and “living” benefits. 4. Variable It serves as both life It takes dual purpose: Cash values and protection and Life insurance plus dividends are not investment vehicle in investment tool. guaranteed.  Universal one package. A It has no maturity age. Face amount and Life (VUL). portion of the The value is payable death benefit are premium is allocated along with the dependent on into various assured sum. investment investment vehicles The death performance. for the purposes of component is not It includes various wealth creation. The limited to face value. investments fees. contract earnings are It depicts liquidity, based on the wherein funds can be performance of accessed in time of selected need and can serve investments. as emergency funds. Financial Stability ⮚ Being financially stable means confidence with the financial situation, worriless paying the bills because of available funds, debt-free, money savings for future goals and enough emergency funds. ⮚ Financial stability is not about being rich but rather more of a mindset. It is living a life without worrying about how to pay the next bill, and becoming stress-free about money while focusing energy on other parts of life (Silva, 2019). 10 Strategies in Reaching Financial Stability Babauta (2007) suggests 10 habits toward financial stability and success. 1. Make savings auto magical. Savings should be made top priority, especially as an emergency fund and a bill payment from the amount are automatically transferred from the checking account, like an online savings account. 2. Control your impulsive spending. Control yourself from impulsive spending on eating out, shopping and online purchases that may ruin your finances and budget. 3. Evaluate your expenses and live frugally. Analyze how you spend your money, see what you can reduce and determine expenses that are necessary and eliminate the unnecessary. 4. Invest in your future. Start preparing and investing for your future retirement while still young in your career field. 5. Keep your family secure. Save for an emergency fund, so that you have something to spend if anything happens with the family emergently 6. Eliminate and avoid debt. Eliminate credit cards, personal loans, or other debt forms as it will not work on you but even pull you down and make you drowned with obligations that may even resort to surrendering your properties, jewelry and investments as payment. 7. Use the envelope system. Set aside three amounts in your budget each payday, withdraw those amounts and put them in three separate envelopes. In that way, you can easily track how much remains for each of the expenses or if you already run out of money. 8. Pay bills immediately. One good habit is to pay bills as soon as they come in and try to get your bills to be paid through automatic deduction. 9. Read about personal finances. The more you educate yourself, the better your finances will be. 10. Look to grow your net worth. Do whatever you can to improve your net worth, either by reducing your debt, increasing your savings, or increasing your income, or all of the above. (https:// zenhabits.net/10-habits-to-develop-for-financiall) Signs of Being Financially Stable Rose (2019) presents some signs of a financially stable person. 1. You never overdraw your checking account. 2. You don't lose sleep over finances. 3. You use credit cards for convenience and rewards but never out of necessity. 4. You don't worry about losing your job. 5. You pay your bills ahead of time. 6. People ask your opinion about financial matters and you inspire them. 7. You're generally happy with your financial situation. 8. You finance your cars over five years or less if you take loans at all. 9. You contribute more to your retirement. 10. You don't feel guilty when you're out for special occasions. 11. You can afford to buy the things you really want. 12. Recreational spending doesn't appeal to you. 13. You're a natural saver. 14. You're generous with money when it comes to charities or helping others. 15. You're confident about your future. 16. Your net worth grows significantly from year to year. 17. You have substantial equity in your home. 18. You consistently live beneath your means. 19. You could survive for months without a paycheck. 20. You feel in control of your finances and never dominated by them. (https://www.goodfinancialcents.com/financially-stable/). Integrating Financial Literacy into the Curriculum ⮚ Financial education in schools should be part of a collaborative national strategy to ensure relevance and long-term sustainability. The education system and profession should be involved in the development of the strategy. ⮚ In support, Barry (2013) underscored that financial literacy has a wide repercussion outside the family circle and more precisely, the school. Hence, administrators and professors need to develop a curriculum that would provide students insights on having the value of financial literacy including the effect it can bring them. ⮚ Moreover, there should be a learning framework, which sets out goals, learning outcomes, content, pedagogical approaches, resources and evaluation plans. The content should cover knowledge, skills, attitudes and values. A sustainable source of funding should be identified at the outset. ⮚ Financial education should ideally be a core part of the school curriculum. It can be integrated into other subjects like mathematics, economics, social studies, technology and home economics, values education and others. Financial education can give a range of 'real-life' contexts across a range of subjects. ⮚ Teachers should be adequately trained and resourced, made aware of the importance of financial literacy and relevant pedagogical methods and they should receive continuous support to teach it or integrate in their lesson. More so, there should be easily accessible, objective, high- quality and effective learning tools and pedagogical resources available to Schools and teachers that are appropriate to the level of study. Students' progress should also be assessed through various high impact modes. Module 9: Digital/Cyber literacy Digital Literacy  ⮚ According to Wikipedia, digital literacy is the set of competencies required for full participation in society that includes knowledge, skills, and behaviors involving the effective use of digital devices for purposes of communication, expression, collaboration and advocacy. ⮚ Simply, it is the ability of an individual to engage with the digital environment and operate technologies safely by knowing what to do and what not to do and how to avoid unnecessary risks. ⮚ Digital literacy is an individual's ability to access both information and methods of communication through technological tools, such as smartphones, tablets, laptops and desktop PCs. While digital literacy is initially focused on digital skills and stand-alone computers, its focus has shifted to network devices, including the Internet and the use of social media. Cybersecurity ⮚ Cybersecurity is the practice of protecting systems, networks, and programs from digital attacks (Cisco, n.d.). These cyberattacks are usually aimed at accessing, changing, or destroying sensitive information; extorting money from users; or interrupting normal business processes. ⮚ Implementing effective cybersecurity measures is challenging because there are more devices than people, and attackers are becoming more innovative. Here are some tips on how to protect yourself against cyber threats. 1. Monitor behavior on social networks. Before posting or uploading something online, try to realize: (a) Does this need to be public?; and (b) is it worth the risk? Remember, not only what we share online is available to friends and family, but also to cybercriminals. 2. Keep devices safe. Protect your technology tools by installing Anti-virus software, a configuration of settings on the devices and by completing software updates. 3. Understand how best to use passwords. Passwords need to be complex and hard to guess, but can still be remembered. One strategy is "passphrase" or a password that comes from the first letter of each word in the phrase. There is also a password manager app to help keep track of all the passwords called "KeePass” which is free of charge. Importantly, do not use the same password for all accounts. 4. Handle unsafe content. Know exactly how to respond or react to unsafe situations online, such as (1) suspicious emails; (2) pop-ups claiming that your computer is infected; and (3) BitTorrent sites. 5. Consider safety for the future. Take individual responsibility in using devices with an utmost care and critical thinking when online (https://www.esentire.com). Cyber Citizenship ⮚ Citizenship is an old value that is now applied to a new medium, the Internet. Cyber citizenship refers to being responsible when using the Internet. Doing online when no one is looking speaks a lot about one's character and morals. The power of this digital world is associated with responsibilities and consequences. Therefore, we can explore and navigate all information available online however, we should observe cyber citizenship or manners and etiquette on the Web. Ways on How to be a Good Cyber Citizen 1. be careful and critical for whatever you post online that could be visible to the public even if on a "private" page through tagging by a friend. 2. If you have a problem with someone, go to that person or an adult to help work it out, instead of posting your expression online. 3. Use the Internet to help you with your schoolwork, but give credit to the sources you use and critically analyze everything you search online. 4. Use the Internet purposefully to learn more about anything you are interested in, to help you research relevant and needed data or information and to stay connected with friends throughout the world. 5. Make sure you verify an information before you share it or use it in a project and check on accuracy and truth in the information you search on the web. 6. Give out certain information only. 7. Don't answer questions that make you uncomfortable. 8. Always make sure you have told a reliable adult if you decide to meet someone you knew through the Internet. 9. Always be aware of copyright laws and give credit to whom an article or a part of it is due. 10. Use only the computers that you are allowed to use. Avoid hacking. Importance of Cyber Citizenship 1. It keeps the Internet free from hurtful statements. 2. It creates a culture of more reliable information. 3. It gives provisions for people to be given credit for what they have created. 4. More criminals or bullies can be caught when kids are honest and talk to adults. 5. It keeps information private. Proper Netiquette Follow these simple rules to ensure that you make wise choices when sending messages online. 1. Make sure you have the correct address (with proper spelling), correct link and you are sending the information to the right person when doing it online. 2. Check information before sending or posting any message and avoid false statements and information on the web or forwarding junk mail or chain letters to family or friends. 3. Re-read what you wrote to make sure it is what you want to say and the other person would interpret it the same way. 4. Keep your comments clean and don't confront others online or say anything that could be hurtful to them. 5. Keep your personal and friends' information private and don't forward information that was just given to you without his/her permission. 6. Watch out for spam and other fraud e-mails and never reply to them. 7. If you are going to write something personal or private, think twice because messages can get mis delivered. 8. Adults should monitor kids' messages, especially when they are sending e-mails to others without permission. (http://www. cybercitizenship.org/ethics/ethics.html) The Ten Commandments of Teacher Cyber Citizenship 1. Thou shall not post any personal matter, confidential information and obscene pictures and messages online that can be accessed by students and parents. 2. Thou shall not respond or thread to any personal message created by students online other than those school-related. 3. Thou shall not lend or let students access your cellphone. 4. Thou shall not give your email password to students. 5. Thou shall not use concepts and information from texts and references without the author's citation. 6. Thou shall not post to any social media account, for whatever purposes, the pictures of students without their or their parents' consent. 7. Thou shall not express sentiments, disappointments and disagreements against superiors, colleagues, students and their parents using their social media accounts. 8. Thou shall not use data from Internet sources in any documents like lesson plans, researches and requirements without the consent of the author. 9. Thou shall not give any personal data or other's information to anyone unless for specific purposes and given the consent. 10. Thou shall not post any student data publicly online including academic rankings, school records, class outputs and record of grades. De Leon (2019) Internet Safety ⮚ Internet safety, online safety or cyber safety means trying to be safe on the Internet. It is maximizing the user's personal safety and security risks to private information and property associated with using the Internet, including self-protection from computer crime. As the number of Internet users continues to grow worldwide, issues and concerns also continuously exist. ⮚ Information security. Sensitive information, such as personal information, identity and passwords are often associated with personal property and privacy and may present security concerns if leaked. Unauthorized access and usage of private information may result in consequences, such as identity and property theft. Common causes of information security breaches include: 1. Phishing. It is a common type of scam, of which the scammers disguise as a trustworthy source in an attempt to obtain private information, such as passwords, credit card information, etc, through the use of fake websites that look identical and legitimate. 2. Internet scams. These are schemes that deceive the users in various ways in an attempt to take advantage of them. 3. Malware. It is a malicious software (particularly spyware) disguised to collect and transmit private information, such as password without the user's consent or knowledge, of which it is impossible to determine whether a file is infected. ⮚ Personal safety and threats. The growth of the Internet gave rise to many important services accessible to anyone with a connection, such as digital communication. While it allows communication with others, it is also being grabbed by malicious users for bad intent. The following are common threats to personal safety. 1. Cyberstalking. It is the use of the Internet or other electronic means to stalk or harass an individual, group or organization through false, accusations, defamation, slander and libel, intentional monitoring, identity theft, threats, vandalism, solicitation for sex, or gathering information that may be used to threaten, embarrass or harass. 2. Cyberbullying. It is the use of electronic means, such as instant messaging, social media, e-mail and other forms of online communication with the intent to abuse, intimidate, or overpower an individual or group. 3. Online predation. It is the act of engaging an underage minor into inappropriate sexual relationships through the Internet. Online predators may attempt to initiate and seduce minors into relationships through the use of chat rooms or Internet forums. The behavior characteristics are categorized into three groups: A) Manipulative - typically a child molester; B) Opportunist typically a rapist; and C) Coercive - being a mixture of both rapists and child molesters. 4. Obscene offensive content. Various websites on the Internet contain material that may deem offensive, distasteful or explicit, which may often not be of the user's liking. Such websites may include the Internet, shock sites, hate speech or otherwise, and inflammatory content. Such content may manifest in many ways, such as pop-up ads and unsuspecting links. 5. Sextortion. It is the use of webcams for flirting and cybersex. Often, this involves a cybercriminal posing as someone else, such as an attractive person initiating communication of a sexual nature with the victim. The video is recorded by the cybercriminal to demand money or other services, threaten to publicly release the video and send to family members and friends of the victim if they do not comply. (https://en.wikipedia.org/ wiki/Internet_safety) Computer Threats and Fixing Solutions ⮚ The realm of Information Technology (IT) security professionals and computer security has become an issue and concern for many people (Honan, 2014). ⮚ A threat, in the context of computer security, refers to anything that has the potential to cause serious harm to a computer system. It is something that may or may not happen, but has the potential to cause serious damage and can lead to attacks on computer systems and networks (https://www.techopedia.com). ⮚ Cybercrime is now becoming alarming in the life of every individual and the organization as they intend to steal information that they can sell or trade, such as financial details, credit card information, personal details, or any other information using computer networks. ⮚ Likewise, while email has been the main method for the spread of computer viruses, it can also enter a network by the USB device, Internet download, visiting an infected website, instant messaging or messaging in social media platforms, file transfer and file-sharing programs, or by remote users connecting directly to the corporate network with an infected PC. Once a computer virus gets into a network, it can spread from computer to computer in multiple ways. Given the numerous ways a computer virus can spread, the following are ways on how to ensure that computer networks can be protected. 1. Install anti-virus software. Ensure that reputable anti-virus software is installed on all computers, including all servers, PCs and laptops. 2. Ensure that the anti-virus software is up-to-date. New computer viruses are being released daily and so it is essential that computers are protected by keeping the anti-virus software-up- to-date. 3. Employ a firewall to protect networks. As computer viruses can spread by means other than email, it is important that unwanted traffic is blocked from entering the network by using a firewall 4. Filter all email traffic. Example of emails with certain file attachments commonly used by computer viruses to spread themselves, such as.EXE,.COM and.SCR files. These should be prevented from entering the network. 5. Educate all users to be careful of suspicious e-mails. Ensure that all users know to never open an attachment or to click on a link in an email they are not expecting. 6. Scan Internet downloads. Ensure that all files downloaded from the Internet are scanned against computer viruses from one central point on the network. 7. Do not run programs of unknown origin. It is important to use a trusted source for software requirements to be installed and ensure it can be accounted for. 8. Implement a vulnerability management system. It is important to regularly review network and the applications running on it for new vulnerabilities and a plan on how to manage them, either by patching or upgrading them using tools, such as firewalls or Intrusion Detection Systems that should be put in place. 9. Make regular backups of critical data. There is a need to keep important files on removable media, such as portable drives or tape for back-up in the event that the network is infected with a computer virus. 10. Develop an Information Security Policy. The creation and publication of an Information Security Policy is key to ensuring that information security receives the profile it requires in order to secure the systems and data. 11. Monitor logs and systems. Regular monitoring of network and system logs can assist in the early identification of a computer virus infecting the network or other attacks by criminals. 12. Develop an Incident Response Plan. The incident response plan outlines the roles and responsibilities of people in the event of a computer virus infecting the network or any other type of security breach. 13. Restrict end-user access to the systems. Where possible, end users are prohibited from access to the system so that the virus will also be restricted. (https://bhconsulting.ie/computer-security-threats-solutions/) Cyberbullying  ⮚ Cyberbullying, cyberharassment or online bullying is a form of bullying or harassment using electronic means usually among minors in a school setting and has become increasingly common, especially among teenagers. ⮚ It is an aggressive, intentional act or behavior that is carried out by a group or an individual using electronic forms of contact, repeatedly against a victim who cannot easily defend him or herself. The National Crime Prevention Council defines as a process of using the Internet, cell phones or other devices to send or post texts or images that intend to hurt or embarrass another person. It may also include public actions, such as repeated threats, sexual remarks, pejorative labels or defamatory false accusations, ganging up on a victim by making the person the subject of ridicule in online forums, hacking into or vandalizing sites about a person, and posting false statements to discredit the targeted person. ⮚ Cyberbullying is similar to traditional bullying, It is just that victims may not know the identity of their bully and the reason for bullying them. Cyberbullies may disclose victims' personal data on websites or forums-called doxing, or may use impersonation, and create fake accounts, comments or sites for the purpose of publishing material in their names. This can leave the cyberbully anonymous and difficult to be caught or apprehended for his/her behavior Cyberbullying types. There are various types of cyberbullying and research has revealed serious profound consequences on victims. 1. Internet trolling is a common form of bullying over the Internet in an online community to elicit a reaction, disruption or intentionally provoke and offend others, 2. Cyberstalking is another form of bullying or harassment that uses electronic communication to stalk a victim and pose a credible threat to harass him/her. ⮚ Implications of bullying in schools. Schools should initiate various anti-bullying programs and campaigns to protect students from being threatened or victimized by such offense. More so. teachers should be oriented and trained in handling bullying cases and executing teaching strategies to address and reduce bullying cases in class. Also, schools should conduct student empowerment activities that can be engaged in by students, including the bullies to divert their attention and energy into something worthwhile and engagements that they can be busy about. Cybercrime ⮚ Avast defines cybercrime as any criminal activity carried out using computers or the Internet. Cybercrime uses tools like phishing, viruses, spyware, ransomware and social engineering to break the law (https:// www.avast.com/c-cybercrime). ⮚ On the other hand, cybercrime is defined by Techopedia as a crime with the computer as the object of the crime (i.e. hacking, phishing, spamming) or is used as a tool to commit an offense (ie. child pornography, hate crimes). Cybercriminals may use computer technology to access personal and confidential information or use the Internet for exploitative or malicious purposes. ⮚ There is a wide variety of cybercrimes, which can broadly be placed into two categories: one-off crimes, such as installing a virus that steals your personal data; and ongoing crimes, such as cyberbullying, extortion, distributing child pornography or organizing terrorist attacks (https://www.avast.com/c-cybercrime). Cybercrime may also be referred to as computer crime practiced by those who have technological skills and use the Internet to achieve their bad motive. ⮚ Cybercriminals employ their diverse skill to bank accounts, steal identities, blackmail, defraud, stalk, and harass or use a compromised computer to attack their victims. Criminals can also use computers for communication and document or data storage and those, who perform these illegal activities, are often referred to as hackers. ⮚ On the other hand, malware downloaded from the computer may slow it down and prompt it to give error messages. Likewise, phishing attacks usually involve receiving emails from unknown sources while trying to trick someone into giving up his/her passwords or personal data. Keyloggers leave their own telltale signs, like strange icons, or duplicating the messages. ⮚ Techopedia cites common types of cybercrime that include online bank information theft, identity theft, online predatory crimes, unauthorized computer access, and the most serious one like cyberterrorism. Cybercrime encompasses a wide range of activities that can be categorized as: (1) crimes that target computer networks or devices, including viruses and denial-of-service (DoS) attacks; and (2) crimes that use computer networks to  advance other criminal activities, including cyberstalking, phishing and fraud or identity theft. (https://www.techopedia.com/definition/2387/cybercrime) Exploring the Internet: Researching and Evaluating the Web ⮚ The Internet is a global communication network that allows computers to exchange and share information worldwide. It makes possible for people around the world to connect and share ideas across time zones and geographic locations. However, because cyberspace is such a large realm, sometimes it is difficult to find the needed information. So, the most effective way to explore the Internet is to have strategies in place for doing research on the Web and for evaluating the websites. Commonly, this is important among schools in doing researches and other related works. Therefore, this aspect needs to be explored by teachers and students in doing their works. Surfing the Web. The following are the three key factors in surfing the web. 1. Most surfing sessions start with the user-targeted keywords about the subject into a search engine. 2. Good strategies for searching the Web include writing research questions; extracting keywords from the questions and typing them into a search engine using synonyms if the keywords do not bring up desired results; keeping track of keywords and synonyms used; and recording the results of search. 3. Always be cautious about the information shared online and in visiting websites. Assessing credibility. Different websites accessible on the Web can make the job of researchers very challenging. Carefully evaluate the information searched online. Consider the credibility, or trustworthiness and reliability of the content before taking it. There are types. Websites usually strive to offer credible content to users, while commercial websites present inaccurate information in order to see something Checklist of credibility criteria. The first step in evaluating the credibility of websites is to review several important aspects of the site. 1. Author. Check the credentials of the author, the company or the expert and determine the qualifications to provide information on the subject being researched. Some websites do not list specific authors, but the credibility of a company can be explored by reviewing the site's "About" page, if available. 2. Date. Look for copyright information at the bottom of a website's home page. If the site is more than a few years old and it has not been updated regularly, look for more up-to-date information, 3. Purpose. Analyze the goals of the website to determine if it is an informational or an advertisement site. 4. Contact. Most credible websites list down contact information, such as telephone number, email address, or mailing address so that users may get in touch if they have questions. 5. Fact vs. Opinion. When doing research for a school paper, go to sites that present factual information provided by experts, rather than opinions. Be on the lookout for biases, too. If the author is biased, so as the information on the site. 6. URL. The URL may look like ending in.edu (for education),.gov. (for government),.org (for organization),.com (for commercial sites), or.net (for network sites). Different websites have different URLs. To help determine a site's credibility, determine if that is a personal website or blog, a government website, or other types of website. ⮚ Common credible URLS. One way of determining the credibility of a website is through the URLS. Although a website's URL gives clues as to credibility, there is still a need to evaluate it carefully. 1. When encountering a URL, look at the letters that appear after the "dot" (i.e, www.whitehouse.gov.) and that is called top-level domain. Thus, the URL's top-level domain helps in determining a site's credibility 2. Websites ending in gov are government-related websites, which generally, can be trusted to provide credible statistical information, articles on many different topics and government news, 3. Websites ending in.edu are the websites of educational institutions, such as colleges and universities that usually offer a variety of credible data, especially about the school's operations and research. Since students may create websites with an.edu top-level domain, but they may contain inaccurate or biased information. 4. Websites ending in.org are the websites of organizations. While many organizations, especially nonprofit ones, provide credible information, they may sometimes have advertising intent. Since some organizations show bias in their provided information, so evaluate.org sites carefully. ⮚ Recognition of information sources. Similar to the information in print sources, the use of online sources must be given credit to the authors. This can be done by applying proper referencing and citation procedures that would get rid of risks, consequences and legal implications because of the copyright issue, which means that the ideas and words used belong to the author. ⮚ Citation. Each entry in the bibliography is called a citation. Proper citation must be applied or included for every source used, whether it is a website, a newspaper, or a book. Online sources are cited differently because they are different from traditional print sources. There are different formats used to cite the sources. ⮚ Data privacy implication. The implementation of data privacy in the country is becoming stronger and powerful, especially in utilizing data for research and other forms of report and paper works. This has also corresponding legal implications once not processed immediately and properly. It involves uploading of pictures, designs, graphics, concepts/ideas, frameworks, art work, data, and other information that are copyrighted without the consent of the author or the source. These are commonly observed in schools. The following are practical techniques in responding to data privacy issues. 1. When getting data, put proper citation and source acknowledgment (e.g. Source: National Statistics Office, 2019). 2. When using needed pictures downloaded from the Internet, put acknowledgment (e.g. Photo credits to PhilPost, 2019). But if possible to have personal pictures taken with your original concept. Although, there is still a need to seek the consent of those in the pictures. 3. If data, concepts and information are copyrighted, ask for the consent of the author, and wait for his/her response. 4. However, if the data and information are for public domain, just acknowledging/citing the author or the source will do. 5. If the author doesn't really want anyone to utilize his/her data file or article, learn the value of respect, anyway 'that' is his her property. The author's disapproval usually manifests through difficulty in downloading the file, some tricky signs that appear on screen, or direct statement or notice of disapproval contained in the file. ⮚ Research and data collection protocols. When researching and collecting data from the Web, avoid plagiarism, which is the act of taking someone else's work and presenting it as your own (Turnitin. com). ⮚ Plagiarism is unethical, and it can bring you in trouble. Sometimes, students don't mean to plagiarize, but they end up doing it accidentally because they are unaware or unclear about it. The following are 10 types of plagiarism that teachers, researchers and students should know. 1. Clone Plagiarism. It is also called identical copying or copying another work (word-for-word) without any change and claim as his/her own work. 2. Remix Plagiarism. It refers to collecting information from various sources and mixing all together as a single document then, claiming the work as their own work. 3. Ctrl+C Plagiarism. This is when a significant portion of text copied from any single source without any alteration in a written document. 4. Hybrid Plagiarism. Here, perfectly cited source documents are copied and arranged as a new document without citation. 5. Find-Replace Plagiarism. This is changing the most common keywords and phrases in the copied content but not making any changes in the essential document. 6. Recycle Plagiarism. Also called self-plagiarism, it refers to the act of borrowing from one's own previous document without proper citation. 7. Mashup Plagiarism. It is when the written document is copied from more than one source and all are mixed together without proper citation. 8. 404 Error Plagiarism. Here, a person creates a document by copying from various sources prepared as a single document with the citation but inaccurate or leads to non-existing resources. 9. Aggregator Plagiarism. Here, the written document includes proper citation but it does not contain original work. 10. Re-Tweet Plagiarism. Here, all written documents look perfect with properly cited mark but still, the document resembles somewhere the original text's structure or wordings. Tips to Avoid Plagiarism ⮚ Turnitin.com suggests some techniques to avoid plagiarism that teachers, researchers and students should know. 1. Read and understand the original document several times before start explaining about it. 2. Do not copy any word or sentence from the original document. 3. Give proper citation to all sources (book, journal, website, video, etc.). 4. In case of citing online sources, include the retrieval date and appropriate URL in the reference. 5. Common phrases and definitions need to be quoted and cited without any modification. 6. Make a practice to include the "references" section whenever you write an academic document. 7. Cross verify all your citations before submitting your document. 8. Resort to available plagiarism software to ensure the originality of the written document. How to Evaluate a Website Morris (2018) suggests ways on evaluating a website as reference in research. 1. Open the site. When looking through Google search results, open sites in new tabs, leave search results in a tab for easy access later (e.g. right-click on the title and click "Open link in new tab"). 2. Skim read. Determine whether you can read and understand the text. If it is too complicated or difficult to understand, find another website that may provide the information you need. 3. Look for the answer to your question. Find out if the information on the site actually answers your question. You can use a search box, navigation menu, or pull up your own search box by pressing Control/Command F and type in the keywords you are searching for. 4. Consider the credibility of the author or website. You need to consider the credibility of the author or website by considering the following: (1) Domain domains that include.gov or.edu are trustworthy sources; (2) Author's information -- look at the author's bio or about page regardingthe qualification of the author; (3) Design-avold sites that are cluttered and difficult to navigato, and (4) Sources trustworthy articles usually link to other sources or cito where their facts come from, 5. Consider the purpose of the site. Think about the purpose of the site and whether it meets your needs. 6. Look for the date. Consider whether the information is current enough for your topic. You can look for the date when the article was written or last updated. Sometimes, URLs also include dates. (http://www.kathleenamorris.com/) Integrating Digital/Cyber Literacy into the Curriculum The following are suggested activities to integrate digital literacy, higher-order thinking and construction of meaning in the classroom. 1. Use an interactive whiteboard to design and deliver lessons. Use Promethean and Smart Notebook with teacher-created lessons if you are not yet capable of designing your own. 2. Allow students to maintain blogs, wikis, web pages related to their learning 3. Engage in email/video chat exchanges with students. 4. Utilize storytelling media to allow students to create and publish stories. 5. Set-up a blog site, Facebook page, Yahoo or Google group and post weekly discussion questions for students to respond. 6. Use video cameras to dramatize stories, record scientific experiments and expose students to video editing software to create video production of learning. 7. Engage students in discussions about how and why various media work well to showcase learning and why others do not. 8. Thinking critically about the medium use to present a message is as important as the message itself. 9. Require E-Portfolio that would compile their outputs, projects, messages and photo-documents of group activities and investigations online. 10. Allow students to use digital tools, such as mobile phones, Ipad and netbooks for Google search, dictionary Apps, Youtube, Podcast and Spotify applications in class to complement their learning, especially during group works and concept reporting. ⮚ Impact of integrating digital literacy in the classroom on teachers, families and friends. Integrating digital literacy in the classroom can bring a positive impact on students' learning as evidenced by the following: 1. It motivates students in their learning due to their enjoyment and ease of use with various technological mediums, 2. It reaches students of various learning styles and multiple intelligences. 3. It allows stu