Open Educational Resources - User contributions [en]

ICT student textbook/Educational applications for learning your subjects level 2 learning check list

2019-06-03T10:29:01Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಶೈಕ್ಷಣಿಕ_ಅನ್ವಯಕಗಳಿಂದ_ನಿಮ್ಮ_ವಿಷಯಗಳನ್ನು_ಕಲಿಯಿರಿ_ಹಂತ2ರ_ಕಲಿಕಾ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=Exploring symmetry with Geogebra|Curr=Educational applications for learning your subjects level 2 learning check list|Next=What is the nature of ICT level 3}}

==={{font color|purple|Check your learning}}===
====Geogebra====
#Do I know how to open Geogebra, create a sketch and save the file?
#Have I learnt about properties of triangles?
#Do I know how to format constructions, add text to my construction?
#Do I understand the difference between algebraic and geometric view?
#Do I understand symmetry in objects?
#Can I make geogebra sketches for rotating objects?
#Do I feel confident that I can use Geogebra to learn topics in mathematics for my learning?
====KGeography====
# Do I know how to open KGeography and browse maps of different countries and continents?
# Do I know to open the quizzes and answer quizzes?

ICT student textbook/Exploring symmetry with Geogebra

2019-06-03T10:21:28Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಸಮಮಿತಿಯನ್ನು_ಕಲಿಯುವುದು ಕನ್ನಡ]{{Navigate|Prev=Getting introduced to triangle properties|Curr=Exploring symmetry with Geogebra|Next=Educational applications for learning your subjects level 2 learning check list}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_teacher_handbook/Learning_maths_with_Geogebra|ICT Teacher Handbook]]
|}</div>

<u>{{font color|brown|'''<big>Exploring symmetry with Geogebra</big>'''}}</u><br>
{{font color|brown|In this activity, you will explore lines of symmetry, reflection and rotation of objects.}}

===Objectives===
#Understanding rotation and reflection of geometric constructions
#Reflecting objects and drawing lines of symmetry
#Identifying lines of symmetry in given shapes visually
#Recognizing symmetric and non-symmetric objects

===What prior skills are assumed===
# Familiarity with the Geogebra application and tool bar
# Able to create different Geogebra sketches using the various functionalities - line, line segment, measurement of angles, measurement of segments, drawing polygons

===What resources do you need===
#Computer lab with projection equipment
#Handout for [[Learn Ubuntu|Ubuntu]]
#Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
#Handout for [[Learn Geogebra|Geogebra]]
#Geogebra files
#Handout for [[Learn Screenshot|screenshot]]
===What digital skills will you learn===
# Creating Geogebra files to explore mathematical concepts
# Inserting screenshots of Geogebra sketches in a text document and summarizing the mathematics investigation

===Description of activity with detailed steps===
====Teacher led activity====
Part 1- Locating and drawing lines of symmetry

Look at the following pictures with your teacher. Identify how many lines of symmetry are there.

<gallery mode="packed" heights="250px" caption="Figures with symmetry" style="text-align:left">
File:Order-3 heptakis heptagonal tiling.png
File:Hirschhorn 6-fold-rotational symmetry pentagonal tiling.png
File:Exotic pentagonal tiling.png
File:Symmetry measure of Reuleaux triangle.svg
File:Polyiamond 6-fold rotational symmetry.svg
File:Pentagonal tiling with 7-fold rotational symmetry.png
File:Diatomeas-Haeckel.jpg
</gallery>

Your teacher will demonstrate the following:
# [[Learn Geogebra|How to insert an image in Geogebra]]
# How to draw lines of symmetry to visually inspect symmetry?

Part 2 - Exploring ideas with symmetry with rotating and reflecting objects, in 2D and 3D

Your teacher will demonstrate the following to you in a Geogebra file:
# Drawing a line and rotating it
# Drawing a line segment and rotating it
# Creating reflections of objects
# Rotating polygons and creating new figures
See [[Learn Geogebra|Geogebra handout]] for how to rotate objects. Your teacher may also introduce 3D visualization using Geogebra.

====Student activities====
Part 1 - Locating and drawing lines of symmetry
#You can insert the images discussed with your teacher and draw the lines of symmetry
#In the previous activity on [[ICT student textbook/Drawing with Geogebra|Drawing with Geogebra]], you had made several geometric sketches. Open those sketches and examine the axes of symmetry in those figures.
Part 2 - Exploring symmetry with reflection and rotation
# Draw polygon shapes and rotate and reflect the polygon along a line or along a point. Explore what shapes you can produce.
# Use the regular polygon tool and rotate around a point to see what shapes are produced.

=== Portfolio ===
# Your Geogebra sketches will be part of the portfolio.

ICT student textbook/Getting introduced to triangle properties

2019-06-03T10:13:09Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ತ್ರಿಭುಜದ_ಗುಣಗಳ_ಬಗ್ಗೆ_ಕಲಿಯುವುದು ಕನ್ನಡ]{{Navigate|Prev=Explore maths with Geogebra level 2|Curr=Getting introduced to triangle properties|Next=Exploring symmetry with Geogebra}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_teacher_handbook/Learning_maths_with_Geogebra|ICT Teacher Handbook]]
|}</div>

<u>{{font color|brown|'''Getting introduced to triangle properties'''}}</u><br>
{{font color|brown|In this activity, you will explore how angles are formed and the different kinds of angles}}
===Objectives===
#Using Geogebra to accurately construct and label geometric figures
#Visualizing how triangles are formed
#Understanding properties of triangles

===What prior skills are assumed===
#Basic familiarity with the Geogebra tool bar and the different features
#Working with text document and adding pictures

===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
#Handout for [[Learn Ubuntu|Ubuntu]]
#Handout for [[Learn Geogebra|Geogebra]]
#Geogebra files for demonstration

===What digital skills will you learn===
#Learning to work with interactive applications, with given input
#Creating, saving files with Geogebra
#Accurately drawing and measuring geometry figures
#Inserting pictures and completing the worksheet

===Description of activity with detailed steps===
====Teacher led activity====
We will continue the work you did with Geogebra last year to learn more mathematics. Your teacher will display the file below and ask you to explore how triangle can be constructed.

You will use the following Geogebra files which for this lesson. (You can click on the image to download the Geogebra file, you can do this for any Geogebra file in the text book)

<gallery mode="packed" heights="300px" style="text-align:left">
File:Trianglesecondlesson.png|link=http://119.226.159.19/OER/images/3/3c/1a_Introduction_to_a_triangle.ggb
File:Triangleintro.png|link=http://119.226.159.19/OER/images/2/20/1b_Triangle_introduction.ggb
</gallery>

<br> Your teacher will demonstrate the following to you:
#Drawing lines
#Plotting intersection points
#Identifying and measuring angles
#Marking a triangle
#Identifying vertically opposite angles
#Identifying exterior angles
#Verifying angle sum property
#Marking segments and measuring length

====Student activities====
Click [http://119.226.159.19/OER/images/c/cb/0_Accompanying_file_geogebra_triangle_introduction.odt here] to download the worksheet.
After the demonstration lesson, you will learn to construct the following:
#Three intersecting lines with the formation of a triangle
#Exploring the properties of a triangle and completing a worksheet

===Portfolio===
#Your completed Geogebra files will be the addition to your digital portfolio.
#Completed worksheet

ICT student textbook/Explore maths with Geogebra level 2

2019-06-03T10:06:39Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/೨ನೇ_ಹಂತದ_ಗಣಿತವನ್ನು_ಜಿಯೋಜಿಬ್ರಾದೊಂದಿಗೆ_ಅನ್ವೇಷಿಸಿ ಕನ್ನಡ]{{Navigate|Prev=Your desktop atlas with KGeography|Curr=Explore maths with Geogebra level 2|Next=Getting introduced to triangle properties}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Explore_maths_with_Geogebra_level_1|Explore maths with Geogebra level 1]]
[[ICT_student_textbook/Explore_maths_with_Geogebra_level_3|Explore maths with Geogebra level 3]]
|}</div>

===Objectives===
#Understanding the working of an interactive environment like Geogebra
#Getting familiar with different features for creating and working with Geogebra sketches
#Exploring different mathematical concepts with Geogebra, thus experiencing mathematics
===Digital skills===
#Working in an interactive environment through the use of different functionalities
#Being able to visualize how to give inputs in a programmable environment
#Working with Geogebra to create sketches as well as play around with given sketches
===Your learning outputs===
#Geogebra files created by you
#Screenshots of sketches you have created using Geogebra
===Activities===
#[[ICT student textbook/Getting_introduced_to_triangle_properties|Learning about triangle properties]]
#[[ICT student textbook/Exploring_symmetry_with_Geogebra|Learning symmetry]]
[[Category:Level 2]]
[[Category:Educational applications]]

ICT student textbook/Your desktop atlas with KGeography

2019-06-03T10:02:13Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಕೆಜಿಯೋಗ್ರಾಫಿನೊಂದಿಗೆ_ನಿಮ್ಮ_ಡೆಸ್ಕ್‌ಟಾಪ್‌_ಭೂಪಟ ಕನ್ನಡ]{{Navigate|Prev=Educational applications for learning your subjects level 2|Curr=Your desktop atlas with KGeography|Next=Explore maths with Geogebra level 2}}

'''{{font color|brown|<u><big>Using KGeography to learn political geography</big></u>}}<br>'''
{{font color|brown|In this activity, you will learn to use a political geography atlas software application. You will explore continents, countries, provinces in the maps provided by the tool.}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Your desktop atlas with KGeography|ICT Teacher Handbook]]
|}</div>

=== Objectives ===
# Becoming familiar with digital maps of different political regions in the world, such as continents, countries, states.
# Becoming familiar with the continents of Europe and Africa using the maps. Exploring the political geography of these two continents and the countries in these two continents (Class VII Geography)
# Becoming familiar with the different land forms (peninsula, island etc)

=== What prior skills are assumed ===
# Handling ICT equipment
# Familiarity working with maps and text documents

=== What resources do you need ===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Handout for [[Learn Ubuntu|Ubuntu]]
# Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
# Handout for [[Learn KGeography|KGeography]]

=== What digital skills will you learn ===
# Working with an interactive educational software application
# Creating images using screencast methods

=== Description of activity with detailed steps ===

==== Teacher led activity ====
# Your teacher will open the maps of Europe and Africa
# She will demonstrate how you can open the map of any continent, any country in the world in the KGeography software.
# She will demonstrate how the provinces of a country can also be seen in the maps

==== Student Activities ====
# Identify the countries in Europe and Africa. Can you identify similarities and differences between these two continents as you can find out from the two maps.
# Identifying states in India and the capital of each state. You can set this up as a quiz also.
# K Geography has a set of quiz questions, to test your knowledge of places. Select the ‘Place district in the map’ quiz. You should place the district map within the state map. You can do this for the undivided Andhra Pradesh state.
# You can try to play all the quizzes - locating the district in the map, identifying capital for each district, district for each capital etc.
# Use [[Learn Screenshot|Screenshot]] to take photo of one country in Europe or Africa. Create a text document for that country, insert the image and type some interesting information about the country and its people, which you may have got from the text book, or your teachers or your friends or family. Try to write about the people, their culture, history, vegetation and any connections you can make among these aspects.

=== Portfolio ===
# Your photos of the countries and the text document (photo essay)

__FORCETOC__

[[Category:Level 2]]
[[Category:Educational applications]]

ICT student textbook/Educational applications for learning your subjects level 2

2019-06-03T09:49:20Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಧ್ವನಿ_ದೃಶ್ಯ_ಸಂವಹನ_ಹಂತ2ರ_ಕಲಿಕಾ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=Audio visual communication level 2 learning check list|Curr=Educational applications for learning your subjects level 2|Next=Your desktop atlas with KGeography}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Educational applications for learning your subjects level 1| Educational applications level 1]]
[[ICT_student_textbook/Educational applications for learning your subjects level 3|Educational applications level 3]]
|}</div>

In 'Educational software applications', at level 2, we will learn KGeography for understanding (political maps) mapping. We will continue our work with Geogebra for learning mathematics.

===Activities===
#[[ICT student textbook/Your desktop atlas with KGeography|Your desktop atlas with KGeography]]
#[[ICT student textbook/Explore maths with Geogebra level 2|Learning maths with Geogebra level 2]]

ICT student textbook/Audio visual communication level 2 learning check list

2019-06-03T09:26:46Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಧ್ವನಿ_ದೃಶ್ಯ_ಸಂವಹನ_ಹಂತ2ರ_ಕಲಿಕಾ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=Combining sounds and words to tell a story|Curr=Audio visual communication level 2 learning check list|Next=Educational applications for learning your subjects level 2}}

==={{font color|purple|Check your learning}}===
#Do I understand that audio can be a form of story telling?
#Am I able to use different devices to record audio and play back?
#Can I make my own effective audio story with sounds and words?
#Do I understand the importance of oral history?

ICT student textbook/Combining sounds and words to tell a story

2019-06-03T09:25:01Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಕಥೆ_ಹೇಳಲು_ಶಬ್ದ_ಹಾಗು_ಪದಗಳನ್ನು_ಸೇರಿಸಿ ಕನ್ನಡ]{{Navigate|Prev=Audio story telling|Curr=Combining sounds and words to tell a story|Next=Audio visual communication level 2 learning check list}}
'''<big>{{font color|brown|<u>Combining words and sounds to tell a story</u>}}</big>'''<br>
{{font color|brown|In this activity you will learn to combine sound effects with an audio story telling}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Audio visual communication|ICT Teacher Handbook]]
|}</div>

===Objectives===
#Combining words and sounds to tell a story
#Organizing recordings into files on folders
#Ability to create an audio communication

===What prior skills are assumed===
#Handling ICT equipment
#Managing files and folders
#Using multiple recording devices to record
===What resources do you need ===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
#Speakers
#Recording devices and players
#Handout for [[Learn Audacity|Audacity]]

===What digital skills will you learn===
#Using multiple recording devices to record
#Combining audio for effective story telling
#Audio editing for combining audio to create effective stories, using [[Learn Audacity|Audacity]]
#Organizing recordings on folders

===Description of activity with detailed steps===
====Teacher led activity====
Your teacher will read a story of the Town Mouse and Country Mouse for you. Listen to it. She will then read the same story with some sounds added to it. Listen carefully and discuss what is the difference you observe between the two story telling activities. She does this with a tool called [[Learn Audacity|Audacity]].

Are words more powerful? Are sounds more powerful? How does combining words and sounds create more effective stories?

====Student activities====
#You have already recorded many audio clips in the [[ICT student textbook/Audio story telling|previous activity]]. Now add your narrations to the clips you have recorded. Combine the narration with the audio using [[Learn Audacity|Audacity]].
#You have already created a narration of local history. Add sounds or music to the narration.

===Portfolio===
#Original audio clips and recordings
#Edited audacity projects and edited audio files

[[Category:Level 2]]
[[Category:Audio visual communication]]

ICT student textbook/Audio story telling

2019-06-03T09:22:29Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಧ್ವನಿ_ಕಥೆ_ಹೇಳುವುದು ಕನ್ನಡ]{{Navigate|Prev=Audio visual communication level 2|Curr=Audio story telling|Next=Combining sounds and words to tell a story}}

'''<big>{{font color|brown|<u>Audio story telling</u>}}</big>'''<br>
{{font color|brown|In this activity, you will create an audio story.}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Audio visual communication|ICT Teacher Handbook]]
|}</div>

===Objectives===
#Using multiple devices to record a sound
#Organizing recordings as files on folders and playing
#Ability to create an audio communication

===What prior skills are assumed===
#Handling ICT equipment
#Managing files and folders
#Using recording devices (mobile phone, computer, audio recorder)
===Resources needed ===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Recording device
#Speakers

===Digital skills===
#Using multiple recording devices to record
#Organizing recordings (audio files) on folders
#Using players to listen to the audio

===Description of activity with detailed steps===
====Teacher led activity====
So far you have seen how numbers can tell stories, how pictures can tell stories, how you can write a story with words. Now you will explore how you can tell a story only with sounds and a combination of sounds and words. Pause here for a minute to think - when you speak, are you using sounds or words to communicate?

In this activity, your teacher will introduce you to sounds and voice narration to understand how you can communicate using audio methods.

Listen to the sounds with your teacher. The audio files are saved in your folder; see what is the extension of the files.
{| class="wikitable"
|[[File:Sound of Forest (Mookambika wildlife sanctuary).ogg|left|thumb|Sound of forest]]
|[[File:Rhythmband.ogg|left|thumb|Rhythmic band]]
|[[File:71000 passing St Andrew's Junction.ogg|left|thumb|Train passing]]
|
|}
Is is possible for you to tell a story that can describe the sounds? Your teacher will ask you to try this in groups and compare the stories.

Now with your teacher, listen to the following audio.
{| class="wikitable"
|{{Youtube|wuJ6Xb7bpRQ}}
|}
Is there a difference? What was the second audio about? Yes, it was a story.

Audio story telling can be in two ways, as you saw. Discuss with your teacher what difference you noticed when you made stories for the sounds and when you listened to a story. Your teacher will talk to you about oral history of people and places.

==== Student activities ====
#You can go around a kitchen (yours and your friends) and record the sounds of food being prepared. Can you tell stories from the kitchen? You can find out how your most favorite food is prepared, by asking your parents and record the process.
#Record other sound "bites": your teacher could allocate this to you or you could do in groups
##From your poultry farm
##From the fields
##From the community well
##From the local shop
##From a place of workshop
##From a market
#You can also illustrate the stories that come to your mind when you have recorded the sounds.
#Record the history of any place, person, event or tree or building in your local community by speaking to the elders in the community. Record the story they tell.
#You can check the size of your audio files on your computer. Are they much bigger than the size of text files?

===Portfolio===
#Your audio clips of sounds
#Your illustrations of the stories from your sounds (can be digital art files, photographs or digitized hand drawn illustrations)
#Your audio narration of a local history (audio file)

[[Category:Level 2]]
[[Category:Audio visual communication]]

ICT student textbook/Audio visual communication level 2

2019-06-03T07:41:11Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದೃಶ್ಯ_ಶ್ರವ್ಯ_ಸಂವಹನ_ಹಂತ2 ಕನ್ನಡ]{{Navigate|Prev=Communication with graphics level 2 learning check list|Curr=Audio visual communication level 2|Next=Audio story telling}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Audio_visual_communication_level_3|Audio visual communication level 3]]<br>
|}</div>
=== Objectives ===
#Understanding that audio is a form of communication - both verbal and non-verbal
#Being able to record audio with multiple devices
#Understanding audio can be combined with words to communicate a message for sharing and for self learning and peer learning

=== Digital skills ===
# Audio recording using multiple devices - sounds (non verbal), narration
# Audio story telling
# Combining and [[Learn Audacity|editing audio files]]

=== Your learning outputs ===
# You will create audio clips of sounds that you record
# Recordings of oral narration

=== Activities ===
# Activity 1 - [[ICT student textbook/Audio story telling|Audio story telling]]
# Activity 2 - [[ICT student textbook/Combining sounds and words to tell a story|Combining sounds and words to tell a story]] [[Category:Audio visual communication]] [[Category:Level 2]]

[[Category:Level 3]]
[[Category:Audio visual communication]]

ICT student textbook/Communication with graphics level 2 learning check list

2019-06-03T07:38:30Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಗ್ರಾಫಿಕ್ಸ್‌ನೊಂದಿಗೆ_ಸಂವಹನ_ಹಂತ_2ರ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=Creating animations|Curr=Communication with graphics level 2 learning check list|Next=Audio visual communication level 2}}

==={{font color|purple|Check your learning}}===
#Have I learnt how to create digital images using digital art applications?
#Do I know how to develop a story line and identify areas for combining images?
#Can I organize my images in a folder for a given text, to accompany or illustrate a story or a song?
#Have I enjoyed illustrating my story with my pictures?
#Do I understand how animations work?
#Can I make a simple animation?
#Can I make my own graphics communication for myself, my school or my village?

[[Category:Communication with graphics]]

ICT student textbook/Creating animations

2019-06-03T07:26:26Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಅನಿಮೇಶನ್‌ಗಳ_ಸೃಷ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=Stories and songs come alive with pictures|Curr=Creating animations|Next=Communication with graphics level 2 learning check list}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Communicating_with_graphics|ICT Teacher Handbook]]
|}</div>

'''{{font color|brown|<u><big>Creating animations</big></u>}}'''<br>
{{font color|brown|You will work with a digital art creating tool to create animations.}}

=== Objectives ===
# Understanding the principle of animations
# Creating simple animations
# Creating animated stories

=== What prior skills are assumed ===
# Understanding that images are another form of data and images can be used to communicate
# Familiarity with creating images using Tux Paint

=== What resources do you need ===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Handout for [[Learn Ubuntu|Ubuntu]]
# Handout for [[Learn Tux Paint|TuxPaint]]
# Some source pictures for animations can be made available. They can be downloaded from [https://www.google.co.in/search?safe=active&client=browser-ubuntu&hs=RvG&channel=fe&hl=en&tbs=sur:fc&tbm=isch&q=animation+clipart&spell=1&sa=X&ved=0ahUKEwituv6dtOnSAhUIFZQKHdZgDsMQBQgYKAA&biw=1360&bih=596&dpr=1 here].

=== What digital skills will you learn ===
# The basic principle behind an animation
# Working with digital art tools

=== Description of activity with detailed steps ===

==== Teacher led activity ====
In this fun activity you will understand how to create animations and discover what magic lies in your hands for creating animations.
{| class="wikitable"
!'''Watch the following image:'''
!'''Watch the following video:'''
|-
|<gallery mode="packed" heights="200px" style="text-align:left">
File:Animhorse.gif
</gallery>
|{{Youtube|gBTE4sZNCa8}}
|}
Can you see if there is any difference between the two? Your teacher will explain to you how animations are made.

She will demonstrate with the help of Tux Paint how to create simple animations.

To see this for yourself you will work with the following images.

Your teacher will demonstrate the following:
# Adding existing images to the Tux Paint folder for editing within the application
# Creating images with minor changes to create an animation
# Numbering images for playing as a slideshow
# Playing the slideshow for creating an animation

===== Animation with incremental changes =====
<gallery mode="packed" heights="200px" caption="Animation of a moving boy">
File:1.Simpleanimation1.png
File:2.Simpleanimation2.png
File:3.Simpleanimation3.png
File:4.Simpleanimation.png
File:5.Simpleanimation5.png
File:6.Simpleanimation6.png
File:7.Simpleanimation7.png
File:8.Simpleanimation8.png
</gallery>

===== Animated story with multiple pictures =====
<gallery mode="packed" heights="200px" caption="The seed became a forest">
File:Animation1.png
File:Animation2.png
File:Animation3.png
</gallery>

==== Student activities ====
# Using Tux Paint, create an animation with a base picture, small changes and movements to build an animation
# Using Tux Paint, create an animated motion picture with multiple images.

=== Portfolio ===
# Your image gallery of Tux Paint created files
# Presentation of the Tux Paint images as an animated slideshow

ICT student textbook/Stories and songs come alive with pictures

2019-06-03T07:17:08Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಚಿತ್ರಗಳ_ಮೂಲಕ_ಕಥೆಗಳು_ಹಾಗು_ಹಾಡುಗಳು_ಜೀವಂತವಾಗಿವೆ ಕನ್ನಡ]{{Navigate|Prev=Communication with graphics level 2|Curr=Stories and songs come alive with pictures|Next=Creating animations}}
'''{{font color|brown|<u>Stories and songs come alive with pictures</u>}}'''<br>
{{font color|brown|In this activity, you will illustrate songs and stories with pictures}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Communicating_with_graphics|ICT Teacher Handbook]]
|}</div>

=== Objectives ===
# Adding illustrations to a story
# Building language comprehension and expression skills, encouraging multi-lingual expression
# Expansion of vocabulary through building a pictionary
# Ability to develop graphics communication for varied contexts - including local issues

=== What prior skills are assumed ===
# Creating images and organizing in folders
# Familiarity with text editor - basic text entry, inserting images into a document
# Local language typing

===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Cameras, mobiles
# Handout for [[Learn Ubuntu|Ubuntu]]
# Handout for [[Learn Tux Paint|Tux Paint]]
# Handout for [[Learn MyPaint|MyPaint]]
# Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
# Digital copies of the stories and songs to be used for illustration
# Some images downloaded and saved for adding illustrations

===What digital skills will you learn===
# Creating with [[Learn Tux Paint|digital art tools]]
# Capturing images from the application and organizing
# Composing a [[Learn LibreOffice Writer|picture story book]] with images and text

=== Description of activity with detailed steps ===

==== Teacher led activity ====
# Your teacher will read a story "Town Mouse and Country Mouse" in class. Then you will work in small groups to identify the ideas to illustrate. The text of the story will be on your folder in the computer lab.
# You will work on your illustrations in different groups.
# Your teacher will demonstrate the use of [[Learn Tux Paint|Tux Paint]] for creating images and capturing the images for building the illustration.
# She will demonstrate how to add images alongside the text for illustrating the story.
# Your teacher will also discuss with you how to develop alternative endings to the story and you can illustrate the different endings. An example of an illustrated story book is available here.
# At the end of the exercise, exchange your illustrated stories. Suggest to others how they can further improve the illustrated stories.
====Student activities====
# Your teacher will allocate 4 stories and 4 poems to the class for illustrating.
# Decide what pictures to draw, draw and color them and combine with text to create the story
# Talk to the elders in your community and ask them to tell you a local story - it can even be of a tree or the temple or the lake. You write down the text for the story as they narrate. Illustrate your local history story book. Ask your elders to sing or narrate the lyrics of one song to you. You write down the lyrics and illustrate your own family or community song.

=== Portfolio===
# Your illustrations for the stories using a digital art creation tool
# Image albums and the digitized text of the song
# Your own illustrated story book combining text and images

[[Category:Level 2]]
[[Category:Communication with graphics]]

ICT student textbook/Communication with graphics level 2

2019-06-03T07:14:33Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಗ್ರಾಫಿಕ್ಸ್‌ನೊಂದಿಗೆ_ಸಂವಹನ_ಹಂತ_2 ಕನ್ನಡ]{{Navigate|Prev=Data representation and processing level 2 learning check list|Curr=Communication with graphics level 2|Next=Stories and songs come alive with pictures}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Communication_with_graphics_level_1|Communication with graphics level 1]]
[[ICT_student_textbook/Communication_with_graphics_level_3|Communication with graphics level 3]]
|}</div>
=== Objectives ===
# Understanding story telling as communication
# Developing a story line and identifying ideas for insertion of images
# Understanding that images are formats of data that can be edited and combined with other formats
# Understanding that text and images can be combined
# Using digital art creations to tell a story

=== Digital Skills ===
# Using a [[Learn Freeplane|concept map]] to develop a story line
# Capturing images (taking a photo of a drawing or an object)
# Creating [[Learn Tux Paint|digital images]] (using software to draw)
# Combining text and images
# Entering [[Learn LibreOffice Writer|text in multiple languages]]
# Learning [[Learn Tux Paint|image editing]]

=== Your learning outputs ===
# Text document with your story and song
# Folder with images and pictures
# Image slideshows
# Illustrated document of stories and songs

=== Activities ===
# Activity 1 - [[ICT student textbook/Stories and songs come alive with pictures|Stories and songs come alive with pictures]]
# Activity 2 - [[ICT student textbook/Creating animations|Creating animations]]

[[Category:Level 2]]
[[Category:Communication with graphics]]

ICT student textbook/Data representation and processing level 2 learning check list

2019-06-03T07:12:03Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದತ್ತಾಂಶ_ಪ್ರಾತಿನಿಧ್ಯ_ಮತ್ತು_ಪ್ರಕ್ರಿಯೆ_ಹಂತ_2ರ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=Numbers and patterns|Curr=Data representation and processing level 2 learning check list|Next=Communication with graphics level 2}}

==={{font color|purple|Check your learning}}===
#Do I know how to enter and organize data in a spreadsheet?
#Do I know how to play around with data in a spreadsheet?
#Do I know how to sort the data?
#Do I know how to calculate different data measures using formula?
#Do I understand why data organized in tables and fields is useful?
#Can I make and discover patterns with spreadsheets?
#Can I make a text document with charts, data tables inserted?

ICT student textbook/Numbers and patterns

2019-06-03T07:08:58Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಸಂಖ್ಯೆಗಳು_ಹಾಗು_ವಿನ್ಯಾಸಗಳು ಕನ್ನಡ]{{Navigate|Prev=Columns and rows!|Curr=Numbers and patterns|Next=Data representation and processing level 2 learning check list}}

'''<u><big>{{font color|brown|Numbers and patterns}}</big></u>'''<br>
{{font color|brown|In this activity, you will explore the fun in numbers and mathematics, using the spreadsheet software}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Data_representation_and_processing|ICT Teacher Handbook]]
|}</div>

===Objectives===
#Understanding that numbers are data and they represent data
#Working with spreadsheet to decode number patterns
#Working with spreadsheet to create number patterns

===What prior skills are assumed===
#Familiarity with the ICT environment and various applications
#Comfort with data input methods
#Entry into spreadsheets
===What resources do you need===
#Computer lab with projection equipment
#Number patterns worksheets (for students to explore, create)
#Handout for [[Learn LibreOffice Calc|LibreOffice Calc]]
#Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
#For additional reference - PK Srinivasan's [http://www.arvindguptatoys.com/arvindgupta/rompinginnumberlandeng.pdf Romping in Numberland]
#For additional reference - PK Srinivasan's [http://www.arvindguptatoys.com/arvindgupta/calendar-1.pdf Fun with calendar]

===What digital skills will you learn===
#Working with spreadsheets for entering numbers
#Getting familiar with simple operations in a spreadsheet

===Description of activity with detailed steps===
====Teacher led activity ====

===== How much fun in calendar!! =====
{| class="wikitable"
|[[File:Calendarmagicpicture.png|thumb|450x450px|How much fun in a calendar!!]]
|
# Do you recognize this picture? Yes, it is a calendar of a month with 30 days.
# Your teacher will show you how to create this with spreadsheet and help you identify the hidden patterns in this calendar.
# See if you can find the following:
## Horizontal sequences
## Vertical sequences
## Diagonal sequences
## Find rectangular and square arrangements in the calendar
## Averages and sums in the calendar
# Finding days when dates are given
|}
===== Number puzzles =====
Your teacher will discuss the following number puzzle with you. See if you can solve the last equation by doing different operations on the numbers. The following symbol ‘*’ is used to indicate the operation.

<gallery mode="packed" heights="150px" caption="Number puzzles">
File:SpreadsheetPicture1.png|left|thumb|Number puzzle 1
File:Spreadsheetpicture2.png|thumb|Number puzzle 2
File:Spreadsheetpicture4.png|thumb|Number puzzle 4
File:Spreadsheetpicture3.png|thumb|Number puzzle 3
</gallery>

==== Algebra made easy ====
Look at the following columns and numbers on each one of the pictures. Work with your teacher to find out what is the relationship between the columns (x) and (y). Can you state it like an equation? Have you studied this in algebra? You can create your own patterns and see how numbers behave!!

<gallery mode="packed" heights="180px" style="text-align:left">
File:Algebraprep1.png
File:Algerbraprep2.png
File:Algebraprep3.png
File:Algebraprep4.png
</gallery>

==== Student activities ====
#Make more calendars and explore the patterns; your teacher may do this in groups with you.
#Your teacher will give you patterns for you to create using spreadsheet and explore.
#Investigate a set of triangular numbers with a spreadsheet
#Investigate triads of of consecutive numbers
##Sum of a set of consecutive numbers
##Product of a set of consecutive numbers
##End product of a set of consecutive numbers
##End product of a set of consecutive numbers divided by the middle number
#Investigate four consecutive numbers
##Sum of end numbers
##Sum of middle numbers
##Product of end numbers
##Product of middle numbers
===Portfolio===
#Calendar explorations in a spreadsheet
#Your spreadsheet files

[[Category:Level 2]]
[[Category:Data representation and processing]]

ICT student textbook/Columns and rows!

2019-06-03T07:03:43Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಕಂಬಸಾಲು_ಹಾಗು_ಅಡ್ಡಸಾಲುಗಳು ಕನ್ನಡ]{{Navigate|Prev=Data representation and processing level 2|Curr=Columns and rows!|Next=Numbers and patterns}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Data_representation_and_processing|ICT Teacher Handbook]]
|}</div>

<big><u>{{font color|brown|'''Learning to input and represent data using a spreadsheet'''}}</u></big>

{{font color|brown|In this activity, you will learn to input data in a spreadsheet and also represent data graphically.}}
===Objectives===
#Learning data input with spreadsheet
#Making data analysis and summary with spreadsheets
#Make [[wikipedia:Plot_(graphics)|plots]] and [[wikipedia:Chart|charts]]

===What prior skills are assumed===
#Familiarity with ICT environment
#Understanding of data organization
#Keyboard input (text editing)
===What resources do you need ===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Computer lab with projection equipment
#Student generated data sets
#Secondary data sets
#Handout for [[Learn LibreOffice Calc|LibreOffice Calc]]
#Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]

===What digital skills will you learn===
#[[Learn LibreOffice Calc|Working with spreadsheets]]
#[[Learn LibreOffice Calc|Drawing plots and graphs]]

===Description of activity with detailed steps===
There are two parts of this activity. The first part is to get familiar with entering data in a spreadsheet. The second part is to learn how to analyse data from a spreadsheet, using secondary data sets.
====Teacher led activity====
'''''Getting familiar with spreadsheet'''''
#Your teacher will demonstrate input of data with spreadsheet
#Discuss with your teacher what meaningful measures of data can be calculated
#Your teacher will show you the following in a spreadsheet:
##Opening LibreOffice Calc and demonstrating how to create a new spreadsheet
##Entering data in a spreadsheet - typing in Telugu and English
##Sorting (alphabetically or numerically) the data
##Simple formatting in a spreadsheet - coloring of cells, making bold, cell borders
##Entering simple formulae in a spreadsheet to calculate data; some of the formula to be calculated include total, percentage, minimum, maximum
##Drawing charts - bar graphs and pie charts - in a spreadsheet
##Copying the table of data entered and inserting into a text document
##Inserting the graphs and charts entered into a text document
#Your teacher will plot different graphs and discuss how different kinds of graphs can be meaningful. Look at the graphs shown here and determine the advantage of each.
#Your teacher will also discuss with you what is the difference between the data set in the first and second example.

'''Example 1'''
<gallery mode="packed" heights="180px">
File:samplespreadsheetdata.png
File:sampledataspreadsheet2.png
File:chart1.png
File:chart2.png
</gallery>

'''Example 2'''
<gallery mode="packed" heights="200px" style="text-align:left">
File:sampledata3.png
File:chart3.png
</gallery>

'''Example 3'''

[[File:Fluorosis-in-India-top-10-indian-states-most-number-of-people-affected-Infographic.png|400px|Fluorosis-in-India]]

====Student activities====

===== ''<u>Tabulating data from a pictograph:</u>'' =====
Look at the following data sets captured and tabulate in a spreadsheet. Plot the graph that will make meaning to the data.

<gallery mode="packed" heights="150px">
File:Marksofstudents.jpg|Grades of students
File:Collectionbyday.jpg|Coin collection by day
File:Pictograph access to water.png|Access to water
</gallery>

<gallery mode="packed" heights="200px">
File:Pictograph.jpg|Pictograph
File:Pictograph visitor transport.png|How people travel
File:Pictograph tourist spend.png|How do tourists spend
File:Keyforpictograph.png|Key for pictograph
</gallery>

===== ''<u>Entering given numeric data in a spreadsheet:</u>'' =====
Look at the following data sets captured and tabulate in a spreadsheet. Plot the graph that will make meaning to the data. It could be a bar chart or a pie chart. You can see that spreadsheet offers many other types of charts. You should explore these charts for your given table of data and try to understand what they say.

<gallery mode="packed" heights="180px">
File:Indias population by Religion Census 2011 factly.png|India's population by religion
File:Indias-share-in-worlds-Spices-Production Infographic.png|India's share in world's spices production
File:Revenue-from-Entry-Fee-Top-8-Indian-Monuments-Factly.in .jpg|Revenue from Entry Fee from Top 8 Indian Monuments
</gallery>

<gallery mode="packed" heights="200px">
File:India-School-Enrollment-Statistics-Enrollment-in-Government-Schools-2013-2014-Infographic.png|India School Enrollment Statistics
File:Top-10-Busiest-Airports-in-India-Infographic.png|Top 10 Busiest Airports in India
File:Who-is-in-Power-May-2016-2.jpg|Who is in power
</gallery>

===== ''<u>Tabulating collected data from previous activity on organizing data</u>'' =====
In the previous activity on [[ICT student textbook/How to make data meaningful|organizing data]] you had collected the data on various kinds of projects. You had also created a concept map and a text document describing your data collection and processing. As a part of this unit, you should enter the data you collected in a spreadsheet, sort, format and also calculate some simple measures of data. You should also add a pictorial or graphical representation of the data.

In the previous activity on [[ICT student textbook/Making a text document|organizing data]] you had created a text document with concept map and a written description. You can add the spreadsheet data into your document along with the charts.

===Portfolio ===
#You will add to your folder in this activity a new data format called spreadsheets. The spreadsheets you will create will be your digital portfolio.
#Cumulative text document with spreadsheet and chart(s) inserted.

[[Category:Level 2]]
[[Category:Data representation and processing]]

ICT student textbook/Data representation and processing level 2

2019-06-03T06:53:22Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದತ್ತಾಂಶ_ಪ್ರಾತಿನಿಧ್ಯ_ಮತ್ತು_ಪ್ರಕ್ರಿಯೆ_ಹಂತ_2 ಕನ್ನಡ]{{Navigate|Prev=What is the nature of ICT level 2 learning check list|Curr=Data representation and processing level 2|Next=Columns and rows!}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Data_representation_and_processing_level_1|Data representation and processing level 1]]
[[ICT_student_textbook/Data_representation_and_processing_level_3|Data representation and processing level 3]]
|}</div>

=== Objectives ===
#Understanding number patterns
#Using spreadsheet to organize data, analyse data and represent data
#Using concept maps and text documents to output data analysis
#Understanding how visualization allows us to see how data behaves, what conclusions can be drawn

=== Digital skills ===
#Using a spreadsheet to collect data and organize data
#Using a spreadsheet for simple data analysis and making charts
#Studying graphs
#Presentation of output with concept map, text document

===Your learning outputs===
#Your data sets captured using spreadsheet
#Using a text document to summarize data analysis with charts and tables
#Using a concept map with links between concepts

===Activities===
#Activity 1 - [[ICT_student_textbook/Columns_and_rows!|Columns and rows]]
#Activity 2 - [[ICT_student_textbook/Numbers_and_patterns|Numbers and patterns]]
[[Category:Level 2]]
[[Category:Data representation and processing]]

ICT student textbook/What is the nature of ICT level 2 learning check list

2019-06-03T06:47:17Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಹಂತ_2ರ_ಕಲಿಕಾ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=The human story behind the computer|Curr=What is the nature of ICT level 2 learning check list|Next=Data representation and processing level 2}}
==={{font color|purple|Check your learning}}===
# Do I understand the difference between digital and non digital technologies?
# Am I able to understand the impact of ICT on different things I do - the way I study, the way my parents work, the way people talk to one another, the way businesses run and many more?
# Am I able to understand how people influence technology?
# Do I see myself as a part of the technology society?

[[Category:Level 2]]
[[Category:What is the nature of ICT]]

ICT student textbook/The human story behind the computer

2019-06-03T06:42:26Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಕಂಪ್ಯೂಟರ್‌ನ_ಹಿಂದಿರುವ_ಮಾನವನ_ಕಥೆ ಕನ್ನಡ]{{Navigate|Prev=When did it all begin|Curr=The human story behind the computer|Next=What is the nature of ICT level 2 learning check list}}

{{font color|brown|'''<big><u>The human story behind the computer</u>'''</big>}}<br>
{{font color|brown|In this activity, you will learn about different computing technologies developed and also about a person named Alan Turing who developed a theory of how computers can be built}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/What_is_the_nature_of_ICT|ICT Teacher Handbook]]
|}</div>

===Objectives===
#You must be familiar with different ICT terms
#You must be able to work with different applications - [[Learn LibreOffice Writer|text editor]], text processor, [[Learn Freeplane|mind mapping]] tool, independently
#You must be able to [[Learn Ubuntu|access, open, create and save files in your folder]]
===What prior skills are assumed===
#Comfortable interacting with the ICT environment
#An understanding of what computing is and the different things ICT can do
#A working understanding of ICT hardware and software
#Familiarity with text and image processing applications on the computer

===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
#Access to the internet
#Pictures and slide show
#Handout for [[Learn Firefox|Firefox]]

===What digital skills will you learn===
#Basic understanding of how [https://en.wikipedia.org/wiki/Computer_programming programming and computing] developed
#Basic understanding of how computers have impacted the society and how society determines technology

===Description of activity with detailed steps===
====Teacher led activity====
#Your teacher will read with you the section of the textbook on [[ICT student textbook/Science Technology and Society|science, technology and society]] and discuss how different technologies for measurement led to the idea of [[ICT_student_textbook/Science_Technology_and_Society#Impact_on_computing_and_development_of_computers|computing]]
#Your teacher will read the following section [[ICT_student_textbook/Science_Technology_and_Society#What_can_ICT_do|What can ICT do]] and discuss with you ICT impacts different people.
#Your teacher will discuss with you the story of [https://en.wikipedia.org/wiki/Alan_Turing Alan Turing] and the story of Enigma, the World War machine
{| class="wikitable"
|[[File:'bombe'.jpg|thumb|How the computer looked during the World War II]]
|[[File:Alan Turing Aged 16.jpg|thumb|Alan Turing in College]]
|Your teacher will play this Slide show of [http://www.bbc.co.uk/timelines/z8bgr82 The story of Enigma]. She will discuss with you how this machine was developed during the second world war to decode the German messages. Alan Turing was called the code breaker.

Though Britain and its allies broke the German code, they could not openly declare this because they did not want Germany to know. This meant that the team doing the computing had to take decisions on when to allow an attack to happen without defence (so that Germany would think that its code was not broken). Can you imagine taking such decisions?
|}

====Student activities====
# Discuss with your friends and in small groups identify any one technology that you are aware of (ICT related technology)
# With illustrations and text, develop a story of how the technology began, what need of society it addressed, how it is available now, how the technology has changed the way we do things and what is the future of the technology
# Are you aware of any technology that has disappeared?
# Look around your neighbourhood and identify an occupation / craft. Write a short note about how technology can impact the person and the occupation. Develop a picture story to describe your imagination of what technology can do to the occupation. Your teacher may also ask you to type this in a text document.
# Profile some person in your school, family, community who has been associated with some technology and has been using it.
===Portfolio===
#Your picture story discussing the human being - technology connection
#Your text document with your description. The text document should have a full and meaningful name, such as 'Impact of ICT on farming, <your name>, year-month.odt'.
#Your text document on the biography of a person associated with any given technology in your neighborhood.

[[Category:Level 2]]
[[Category:What is the nature of ICT]]

ICT student textbook/When did it all begin

2019-06-03T06:19:17Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಇವೆಲ್ಲವೂ_ಯಾವಾಗ_ಪ್ರಾರಂಭವಾದವು ಕನ್ನಡ]{{Navigate|Prev=What is the nature of ICT level 2|Curr=When did it all begin|Next=The human story behind the computer}}

<u>{{font color|brown|'''<big>When did it all begin'''</big>}}</u><br>
{{font color|brown|In this activity, you will learn about how different devices for calculation and computation were developed, leading to the modern computer}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/What_is_the_nature_of_ICT|ICT Teacher Handbook]]
|}</div>

=== Objectives ===
#You must be familiar with different ICT terms
#You must be able to work with different applications - [[Learn_LibreOffice_Writer|text editor]], [[Learn_Freeplane|concept mapping]] tool, independently
#You must be able to access, open, create and [[Learn_Ubuntu|save files in your folder]]

===What prior skills are assumed===
# Comfortable interacting with the ICT environment
# An understanding of what computing is and the different things ICT can do
# A working understanding of ICT hardware and software
# Familiarity with text and image processing applications on the computer

===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Access to the internet
#Pictures and slide show for the time line activity
#Handout for [[Learn Firefox|Firefox]]
#Handout for [[Learn_LibreOffice_Writer|LibreOffice Writer]]

===What digital skills will you learn===
#Basic understanding the development of technology
#Basic understanding the difference between analog and digital technology
#Understanding how a cell phone works
#Getting introduced to the impact of technology on society

===Description of activity with detailed steps===
====Teacher led activity====
#Your teacher will read with you the following section of the textbook and discuss how different technologies for measurement led to the idea of computing
#She will also discuss how programming a device became important
##[[ICT_student_textbook/Science_Technology_and_Society#Science_and_technology|Introduction to science and technology]]
##[[ICT_student_textbook/Science_Technology_and_Society#Information_and_communication_technologies_.28ICTs.29|Introduction to ICT]]
##[[ICT_student_textbook/Science_Technology_and_Society#Analog_and_digital_technologies|Analog and digital technologies]]
##[[ICT_student_textbook/Science_Technology_and_Society#Impact_on_communication_technologies|How did the cell phone develop]]
##Your teacher will show the below pictures and discuss with you the different points of evolution of ICT. She will discuss how society shapes and can be shaped by technology. You will also learn about the technology developments that led to the computers and cell phones
{{#widget:Iframe
|url=https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1EruXu-4X0lXOHwhtloU6O7QetSigz4hH58VeMyRo0_c&font=Default&lang=en&initial_zoom=2
|width=100%
|height=800
|border=0
}}
<br />
Video of the above timeline:
[[File:Timeline of Computing History.ogv|center|600px]]

====Student activities====
#Discuss with your friends and in small groups identify any one technology that you are aware of (ICT related technology)
#With illustrations, created using [[Learn Tux Paint|tux paint]], or drawn on paper and digitized by taking a photo of the same using a mobile phone, and text, using [[Learn LibreOffice Writer|LibreOffice Writer]] develop a timeline of the technology.
===Portfolio===
#Your picture story of the development of technology (drawn and digitized)

[[Category:Level 2]]
[[Category:What is the nature of ICT]]

ICT student textbook/What is the nature of ICT level 2

2019-06-03T06:10:31Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಐಸಿಟಿಯ_ಸ್ವರೂಪ_ಹಂತ_2 ಕನ್ನಡ]{{Navigate|Prev=Educational applications for learning your subjects level 1 learning check list|Curr=What is the nature of ICT level 2|Next=When did it all begin}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT student textbook/What_is_the_nature_of_ICT_level_1|Nature of ICT Level 1]]
[[ICT student textbook/What_is_the_nature_of_ICT_level_3|Nature of ICT Level 3]]
|}</div>

=== Objectives ===
# Understanding that science and technology is an evolving process
##Trace the history of science and technology
##Locating the history of ICT within this
#Understanding that ICT has evolved/ evolving
#Awareness about the social aspect of ICT
# Understanding technology safety and ethical use

=== Digital Skills ===
# Understanding the distinction between digital and non-digital technologies
# Familiarity with the ICT environment and multiple applications

=== Your learning outputs ===
#Demonstrated familiarity with input devices through lesson logs
#Picture stories to represent student conception of technology
#Text document with images to demonstrate student understanding of the evolution of technology

=== Activities ===
# Activity 1 - [[ICT student textbook/When did it all begin|When did it all begin]]
# Activity 2 - [[ICT student textbook/The human story behind the computer|The human story behind the computer]]

[[Category:Level 2]]
[[Category:What is the nature of ICT]]

ICT student textbook/Educational applications for learning your subjects level 1 learning check list

2019-05-31T12:53:54Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ವಿಷಯಗಳನ್ನು_ಶೈಕ್ಷಣಿಕ_ಅನ್ವಯಕಗಳನ್ನು_ಬಳಸಿ_ಕಲಿಯಿರಿ_ಹಂತ_1ರ_ಕಲಿಕಾ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=Getting introduced to lines and angles|Curr=Educational applications for learning your subjects level 1 learning check list|Next=What is the nature of ICT level 2}}
==={{font color|purple|Check your understanding}}===
'''Geogebra'''
# Do I know how to open Geogebra, create a sketch and save the file?
# Do I know how to draw the different geometric constructions like line, line segment, polygon, measurement of length and angle?
# Do I understand the difference between algebraic and geometric view?
# Have I learnt how to format the constructions?
'''Kanagram'''
# Do I know how to work on Kanagram and identify words from a word jumble?
# Do I know how to add a word (or words) to a category on Kanagram on my computer?
# Do I know how to add a category and words within that category?

ICT student textbook/Getting introduced to lines and angles

2019-05-31T12:49:54Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ರೇಖೆಗಳು_ಹಾಗು_ಕೋನಗಳಿಗೆ_ಪರಿಚಿತಗೊಳ್ಳುವುದು ಕನ್ನಡ]{{Navigate|Prev=Drawing with Geogebra|Curr=Getting introduced to lines and angles|Next=Educational applications for learning your subjects level 1 learning check list}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Learning maths with Geogebra|ICT Teacher Handbook]]
|}</div>

<u>{{font color|brown|'''Getting introduced to lines and angles'''}}</u><br>
{{font color|brown|In this activity, you will explore how angles are formed and the different kinds of angles}}<br>
===Objective===
#Using Geogebra to accurately construct and label geometric figures
#Visualizing how angles are formed

===What prior skills are assumed===
#Basic familiarity with the Geogebra tool bar and the different features

===What resources do you need===
#Computer lab with projection
#[[Learn Firefox|Access to internet]]
#Handout for [[Learn Ubuntu|Ubuntu]]
#Handout for [[Learn Geogebra|Geogebra]]
#Geogebra files for demonstration

===What digital skills will you learn===
#Learning to work with interactive applications, with given input
#Creating, saving files with Geogebra
#Accurately drawing and measuring geometry figures

===Description of activity with detailed steps===
====Teacher led activity====
From this activity on, you will use both the algebra and the geometry view of Geogebra to systematically study various ideas in geometry. Have you wondered why this tool is called Geogebra? Look at what happens to the Geogebra window, when you create/ draw something. As you draw a figure, the algebraic way of writing that figure is also displayed in the window.

You will use the following Geogebra files which for this lesson.
<gallery mode="packed" height="200px">
File:Angleintroduction.png|link=http://119.226.159.19/OER/images/5/55/1._Angles_introduction.ggb
File:Complementaryangles.png|link=http://119.226.159.19/OER/images/3/37/1._Complementary_angles_demonstration.ggb
File:Supplementary_angle.png|link=http://119.226.159.19/OER/images/0/0a/2._Supplementary_angles_demonstration.ggb
File:Parallellinesdemo.png|link=http://119.226.159.19/OER/images/6/64/3._parallellines.ggb
</gallery>

<br> Your teacher will demonstrate the following to you:
#Plotting a point - observe how she plots and what happens to the algebraic view
#Drawing a line and line segment
#Measuring the angle when the lines intersect
#Demonstrating angle formation by rotation and the distinction between clockwise and counter clockwise rotation. Can you guess for a minute what would happen if these were not treated differently? Discuss this with your friends and teacher
#Drawing parallel lines and perpendicular lines
#Demonstrating angle pairs

====Student activities====
After the demonstration you will construct the following:
# Two intersecting lines with all angles marked
#An angle being formed by a rotating segment
#Formation of supplementary and complementary angles
#A pair of parallel lines with all angles marked

===Portfolio===
#Your completed Geogebra files will be the addition to your digital portfolio.

ICT student textbook/Drawing with Geogebra

2019-05-31T12:47:14Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಜಿಯೋಜಿಬ್ರಾದೊಂದಿಗೆ_ಚಿತ್ರಿಸುವುದು ಕನ್ನಡ]{{Navigate|Prev=Explore maths with Geogebra level 1|Curr=Drawing with Geogebra|Next=Getting introduced to lines and angles}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Learning maths with Geogebra|ICT Teacher Handbook]]
|}</div>

<u>{{font color|brown|'''Drawing with Geogebra'''}}</u><br>
{{font color|brown|In this activity, you will explore free the drawing pad of Geogebra and create different sketches.}}

===Objectives===
#Understanding how the different tool bar functions work in Geogebra
#Being able to create free hand sketches of geometric shapes
#Recreating given objects using different functionalities in the Geogebra tool bar
#Building a library of Geogebra files for further learning
===What prior skills are assumed===
#[[Learn Ubuntu|Opening different applications and creating folders and saving files]]
#[[Learn Tux Typing|Familiarity with using a key board]]
#[[Learn Tux Paint|Control in using a mouse or track pad]]
===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Computer lab with projection
#[[Learn Firefox|Access to internet]]
#Handout for [[Learn Ubuntu|Ubuntu]]
#Handout for [[Learn Geogebra|Geogebra]]

===What digital skills will you learn===
#Learning to work with interactive applications, with given input
#Creating, saving files with Geogebra
===Description of activity with detailed steps===
====Teacher led activity====

After introducing you to how to open the Geogebra file, your teacher will demonstrate two pictures sketched using Geogebra.

<gallery mode="packed" heights="350px" caption="Sketching with Geogebra">
File:Picture geogebra1.png|Sketch 1 using Geogebra
File:Picture geogebra2.png|Sketch 2 using Geogebra
</gallery>
Watch and observe the various functionalities she uses. This will include the following:
# Using the different geometric shapes visible on the tool bar
# Defining the drawn objects as a shape (or a polygon)
# Rotating and moving objects
# Showing and making invisible the labels of points
# Formatting objects drawn

==== Student activities ====
# Create the following free sketches (or any other sketch of your choice) with Geogebra and save the images as well as the file
## Tree
## House
## Car
## Suitcase
## Well
# Draw the following given sketches using Geogebra. With a set of 3,4,5,6,7,8 segments try to draw various polygons. And define the polygons drawn as an object. After drawing the polygons, move the vertices and rotate the polygons. Is it possible to change the vertices? Observe what changes in the polygon.
# Look at the following images and try to create these using Geogebra.
'''Create multiple images using tool bar'''
<gallery mode="packed" heights="400px">
Similar-geometric-shapes.png|Similar-geometric-shapes
</gallery>

'''Create multiple images and arrange them'''
<gallery mode="packed" heights="300px">
Fabric-780176 960 720.jpg|Fabric
Puzzle-157230 960 720 (1).png|Puzzle

</gallery>

===Portfolio===
#Your library of Geogebra files
#Your screenshot images of sketches created in the Geogebra files

[[Category:Educational Applications]]

ICT student textbook/Explore maths with Geogebra level 1

2019-05-31T12:44:51Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಜಿಯೋಜಿಬ್ರಾದೊಂದಿಗೆ_೧ನೇ_ಹಂತದ_ಗಣಿತವನ್ನು_ಅನ್ವೇಷಿಸಿ ಕನ್ನಡ]{{Navigate|Prev=Help build your vocabulary with Kanagram|Curr=Explore maths with Geogebra level 1|Next=Drawing with Geogebra}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Explore_maths_with_Geogebra_level_2|Explore maths with Geogebra level 2]]
[[ICT_student_textbook/Explore_maths_with_Geogebra_level_3|Explore maths with Geogebra level 3]]
|}</div>

===Objectives===
#Understanding the working of an interactive environment like Geogebra
#Getting familiar with different features for creating and working with Geogebra sketches
#Exploring different mathematical concepts with Geogebra, thus experiencing mathematics

===Digital skills===
# Working in an interactive environment through the use of different functionalities
# Being able to visualize how to give inputs in a programmable environment
# Working with Geogebra to create sketches as well as play around with given sketches

===Your learning outputs===
# Geogebra files demonstrating your creations
# Screenshots of sketches you have created using Geogebra

===Activities===
#[[ICT_student_textbook/Drawing_with_Geogebra|Drawing shapes with Geogebra]]
#[[ICT_student_textbook/Getting_introduced_to_lines_and_angles|Getting introduced to lines and angles]]<br>

__FORCETOC__

[[Category:Level 1]]
[[Category:Educational applications]]

ICT student textbook/Help build your vocabulary with Kanagram

2019-05-31T12:42:25Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಶಬ್ದಕೋಶವನ್ನು_ಕಟ್ಟಲು_ಕನಾಗ್ರಾಮ್‌ ಕನ್ನಡ]{{Navigate|Prev=Communication with graphics level 1 learning check list|Curr=Help build your vocabulary with Kanagram|Next=Explore maths with Geogebra level 1}}
{{font color|brown|'''<u>Jumbling the word</u>'''}}<br>
{{font color|brown|In this activity, you will play 'jumbled' word game, and identify meaningful words from a jumble of the letters. You will also create simple word lists for a category of words.}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Building vocabulary with Kanagram|ICT Teacher Handbook]]
|}</div>

=== Objectives ===
# Playing with the word lists to test your and your friends' vocabulary
# Build new vocabularies with the tool in English and in Telugu

=== What prior skills are assumed ===
# Handling ICT equipment

===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Computer lab with projection equipment
# Handout for [[Learn Ubuntu|Ubuntu]]
# Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
# Handout for [[Learn Kanagram|Kanagram]]

===What digital skills will you learn===
# Navigating an educational software application
# Creating vocabulary lists for different word categories in English and Telugu

=== Description of activity with detailed steps ===

==== Teacher led activity ====
# Your teacher will show how to use Kanagram and how to guess the right word from the jumble
# She will demonstrate how you can create a vocabulary list for a word category and provide the 'hint' for each word

==== Student Activities ====
# You can work with Kanagram to check your vocabulary for a given item collection
# You can build a vocabulary list for Telangana Festivals, water bodies, vegetables, flowers, districts, mandals etc.
# You can build a vocabulary list for the poem ''<u>In the Bazaars of Hyderabad.</u>''
# You can build a vocabulary list for a poem in Telugu

=== Portfolio ===
# Vocabulary lists created by you (you can create and save this in a text document, in a tabular format, with columns as follows:
## Word category (e.g. District names)
## Correct word (e.g. Medak)
## Jumbled word (e.g. dekam)
## Hint (Gulshanabad)
__FORCETOC__

[[Category:Level 1]]
[[Category:Educational applications]]

ICT student textbook/Educational applications for learning your subjects level 1

2019-05-31T12:38:42Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ನಿಮ್ಮ_ವಿಷಯಗಳನ್ನು_ಶೈಕ್ಷಣಿಕ_ಅನ್ವಯಕಗಳನ್ನು_ಬಳಸಿ_ಕಲಿಯಿರಿ_ಹಂತ_1 ಕನ್ನಡ]{{Navigate|Prev=Communication with graphics level 1 learning check list|Curr=Educational applications for learning your subjects level 1|Next=Help build your vocabulary with Kanagram}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Educational applications for learning your subjects level 2| Educational applications level 2]]
[[ICT_student_textbook/Educational applications for learning your subjects level 3|Educational applications level 3]]
|}</div>
In 'Educational software applications', at level 1, we will learn Kanagram for vocabulary building and Geogebra for learning mathematics.

===Activities===
#[[ICT_student_textbook/Help_build_your_vocabulary_with_Kanagram|Building vocabulary with Kanagram]]
#[[ICT_student_textbook/Explore_maths_with_Geogebra_level_1|Learning maths with Geogebra level 1]]

ICT student textbook/Communication with graphics level 1 learning check list

2019-05-31T12:36:12Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಗ್ರಾಫಿಕ್ಸ್‌ನೊಂದಿಗೆ_ಸಂವಹನ_ಹಂತ_1ರ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev= Tell a story |Curr=Communication with graphics level 1 learning check list|Next=Educational applications for learning your subjects level 1}}

=== {{font color|purple|Check your learning}} ===
# Do I know how to create images using multiple devices and applications?
# Can I organize my images in a folder?
# Can I present a slide show of images for a story?
# Have I enjoyed telling a story with my pictures?
# Do I know how to add a good description for each of my images?
# Do I know how to develop a story board - with a sequence, with sets of images, with suitable text - and develop an output?
# Can I make my own graphics communication for myself, my school or my village?

[[Category:Level 1]]
[[Category:Communication with graphics]]

ICT student textbook/Tell a story

2019-05-31T12:34:21Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಕಥೆಯೊಂದನ್ನು_ಹೇಳಿ ಕನ್ನಡ]{{Navigate|Prev=Photo and image essays|Curr=Tell a story|Next=Communication with graphics level 1 learning check list}}
'''Telling a story from pictures'''
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Communicating_with_graphics|ICT Teacher Handbook]]
|}</div>

===Objectives===
#Adding narratives to a picture essay
#Building language communication skills - including in multiple languages
#Building skills of creative interpretation and expression
===What prior skills are assumed===
#Capturing images from different devices (Mobiles, Cameras, videos)
#Importing images from the devices (Pen drives, Memory Cards, CD's and DVD's)
#Organizing images on the computer
#Familiarity with text editor - basic text entry, inserting images into a document
#Local language typing
===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
#Camera, mobile, connectors
#Images, photos
#Handout for [[Learn Ubuntu|Ubuntu]]
#Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
#Handout for [[Learn Freeplane|Freeplane]]
#Handout for [[Learn Tux Paint|Tux Paint]]
#Handout for [[Learn Image Viewer|Image Viewer]]

===What digital skills will you learn===
#Local language text typing
#Combining images and text
#Simple formatting and layout

===Description of activity with detailed steps===
====Teacher led activity====
=====''Pictures to describe a place''=====
Your teacher will demonstrate how to tell a story with a set of images. In your lab computers, you will find the following images of a railway station (Warangal railway station). You must work on this in groups and make your stories. Compare your stories at the end of the class.
<gallery mode="packed" heights="200px" caption="Warrangal station in pictures">
File:Warangal_railway_station.jpg
File:Konarkexpresskzpt.jpg
File:Warangal_rly_station_overview.jpg
</gallery>

=====''Using pictures to tell a story''=====
<gallery mode="packed" heights="150px" caption="The story of food">
File:Pachi Charu@Telangana.jpg
File:Telangana Biryani.jpg
File:Sweety Arishalu.jpg
File:Gongura Chutney.JPG
</gallery>
#Your teacher will discuss with you how to use this set of images to talk about how food habits of the state of Telangana. Some ideas that you can discuss with your teacher are:
##How does the weather and local vegetation shape our food and recipes?
##How does caste impact food habits?
##How does the economic condition impact food habits?
#Using these pictures you can also trace how food habits change in a community or culture
#You can put your ideas in a concept map first, before you write out your story. You can make it a habit to prepare a concept map before every article or story you write. The concept map will help you write out all the ideas/concepts you want to cover, and help you place them in relationship to one another. Since you can create or move the nodes easily in a digital concept map, this will help you think in an iterative manner to revise and refine your ideas well before you actually write it out.

=====''Given story line''=====
{|
|-
|[[File:Write a story based on the picture.gif|center|thumb|650px|Tell a story]]
|}
#Your teacher will show you this image in class and will discuss with you how to develop a story
#You will notice that in this case your story has been given; you need to add a text narrative to the story
Discuss with your teacher the difference between the two story telling exercises.

===Student activities===
#Go back to your photo and images from the previous activity. For each one of the image essays, add a text description to describe your image. After making a slideshow, insert the images in a document and type a phrase describing the picture. These images are your story! You use your imagination to tell the story you want. You need not be restricted to reality, you can use your imagination for fiction and imaginary stories as well.
#In your local habitats - lake, pond, field, dry land -find out the animals that live there and develop a food chain infographic. You can either illustrate the images for the infographic or photograph them.
#Capture photographs of food wastage in functions and hotels and tell a story
#If there are garbage heaps in your locality, take photos of them. Write an essay on Making my Bharat Swacha, describing the problem and possible solutions.
#Take photographs/ collect photographs of local leaders and make a biographic. The biographic should have 5 images of which at least 1 should be an illustration (draw and take a photo).
#You will save your images for one topic in one folder. You can do a slide show of the images. By default the Image Viewer will show the images in the order you have saved. You can also change the display order by naming the images with numbers. You can present the slide show to the class and narrate the story as the images move. You can also do an automatic slide show

===Portfolio===
#Your collection of images (from camera, or drawn and digitized)
#Image albums organized into a slide show
#Your picture stories of images created
#Infographics of local habitat and water cycle
#Concept map of the story

[[Category:Level 1]]
[[Category:Communication with graphics]]

ICT student textbook/Communication with graphics level 1

2019-05-31T12:29:21Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಗ್ರಾಫಿಕ್ಸ್‌ನೊಂದಿಗೆ_ಸಂವಹನ_ಹಂತ_1 ಕನ್ನಡ]{{Navigate|Prev=Data representation and processing level 1 learning check list|Curr=Communication with graphics level 1|Next=Photo and image essays}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Communication_with_graphics_level_2|Communication with graphics level 2]]
[[ICT_student_textbook/Communication_with_graphics_level_3|Communication with graphics level 3]]
|}</div>
=== Objectives ===
# Understanding story telling as communication
# Developing the ability to read pictures and tell a story
# Understanding that text and images can be combined to make a communication
# Ability to access images, combining to make them into image essays

=== Digital Skills ===
# Using different devices/ applications to capture an image using multiple methods – screen capture , camera, mobile phone, snapshot from video, scan, etc. and organizing these on a computer in a folder
# Creating image slide shows
# Combining text and images

=== Your learning outputs ===
# Folder with images and pictures
# Image slideshows
# Text documents with images inserted and text added

=== Activities ===
# Activity 1 - [[ICT student textbook/Photo and image essays|Photo and image essays]]
# Activity 2 - [[ICT student textbook/Tell a story|Tell a story]]

__FORCETOC__

[[Category:Level 1]]
[[Category:Communication with graphics]]

ICT student textbook/Data representation and processing level 1 learning check list

2019-05-31T12:27:29Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದತ್ತಾಂಶ_ಪ್ರಾತಿನಿಧ್ಯ_ಮತ್ತು_ಪ್ರಕ್ರಿಯೆ_ಹಂತ_1ರ_ಕಲಿಕೆಗೆ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=Making a text document|Curr=Data representation and processing level 1 check list|Next=Communication with graphics level 1}}
==={{font color|purple|Check your learning}}===
#Do I know how to read a map, chart or a graph?
#Do I understand the difference between different kinds of data representation?
#Do I know how to access the computer, enter input, create and save files?
#Do I know how to organize my files into folders?
#Do I know the difference between a [[Learn Gedit|plain text editor]] and [[Learn LibreOffice Writer|text editor]]?
#Am I familiar with Telugu typing?
#Do I know how to create a concept map?
#Do I know how to create a text file?

[[Category:Level 1]]
[[Category:Data representation and processing]]

ICT student textbook/Making a text document

2019-05-31T12:14:02Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಪಠ್ಯ_ದಸ್ತಾವೇಜನ್ನು_ಮಾಡುವುದು ಕನ್ನಡ]{{Navigate|Prev=A concept map of data|Curr=Making a text document|Next=Data representation and processing level 1 learning check list}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Data representation and processing|ICT Teacher Handbook]]
|}</div>

<big><u>{{font color|brown|'''Making a text document of the data analysis'''}}</u></big>

{{font color|brown|In this activity, you will express and summarize your analysis in the form of a text document, in a simple formatted way.}}

===Objectives===
#Understanding that text is also data and can be combined with other formats
#Using a text editor as a method of recording, editing and presenting data
#Understanding that concept map and text document can be combined

===What prior skills are assumed===
#Text entry with keyboard
#Working with folders and files
#Familiarity with multiple applications
===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
#Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
#Handout for [[Learn Freeplane|Freeplane]]

===What digital skills will you learn===
#Working with text document and typing local language
#Inserting images and combining with text

===Description of activity with detailed steps===
====Teacher led activity====
#To introduce you to the idea of text input, your teacher will take a sample piece of text and input it in a "gedit Notepad" (a plain text editor) in Telugu and English. See [[ICT_student_textbook/Data_for_activities#English_typing_-_Excerpt_from_Abraham_Lincoln.27s_letter_to_his_son.27s_teacher|here]] for sample stories in English and Telugu. This will help you practice text input.
#Your teacher will demonstrate how to create a text document using a text editor application. There are many tools available for creating text documents; we will use a tool called [[Learn LibreOffice Writer|LibreOffice Writer]] in this textbook.
#You will also learn how to set up your computer for local language typing.
#Your teacher will demonstrate how to organize a text document to communicate an idea, in this case an analysis. We will continue with the same example of languages in India. In this activity, you will also learn how to organize a folder with files, images and concept maps. Watch how your teacher is naming the files.
#Your teacher will demonstrate how to insert an image concept map into a text document and how to add your analysis
#See attached [http://119.226.159.19/OER/images/5/55/Text_document_sample_languages_spoken_in_India.odt text document] that your teacher will show you as a sample.

====Student activities====
From this activity on-wards, you will get an idea of how a cumulative portfolio works.

In the previous sections, you worked on:
#Collecting data and organizing it (you may have used a text editor to type this in also)
#Digitizing your hand written analysis
#Concept map describing the data you have studied
In this activity you will enter your analysis in a text processor. Your text document will include:
# Title
# A brief introduction to what the document is
# An image of the data used for the analysis, if available
# An image of the concept map used for the analysis (which you created by exporting your concept map as an image)
# Summary of the process of the analysis

===Portfolio===
#Your concept maps representing your analysis of the data
#A text document with your written analysis of the data with the concept map inserted

[[Category:Level 1]]
[[Category:Data representation and processing]]

ICT student textbook/A concept map of data

2019-05-31T12:11:17Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದತ್ತಾಂಶದ_ಪರಿಕಲ್ಪನೆಯ_ನಕ್ಷೆ ಕನ್ನಡ]{{Navigate|Prev=How to make data meaningful|Curr=A concept map of data|Next=Making a text document}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Data_representation_and_processing|ICT Teacher Handbook]]
|}</div><blockquote><big><u>{{font color|brown|'''Making a concept map of data studied'''}}</u></big></blockquote><blockquote>{{font color|brown|In this activity, you will express your understanding and analysis of the data you have studied in the form of a concept map.}}</blockquote>

===Objectives===
#Understanding concept mapping as a method of expression
#Using a concept map to explain the connections within data, further explorations, etc

===What prior skills are assumed===
#An understanding that data is of different kinds
#Familiarity with reading multiple kinds of data
#Organizing data and creating data sets
#Working with folders and files
#Keyboard input
===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Computer lab with projection equipment
#Handout for [[Learn Ubuntu|Ubuntu]]
#Handout for [[Learn Tux Typing|Tux Typing]]
#Handout for [[Learn Freeplane|Freeplane]]

===What digital skills will you learn===
#Introduction to working with a concept mapping tool - creating nodes, linking nodes and adding notes.
#There are different formats in which data can be captured
#Data in one format can be converted to another

===Description of activity with detailed steps===
====Teacher led activity====
#Your teacher will take you through a process of explaining data organization and method. For this she will use a concept mapping tool. There are many tools available for creating concept maps; we will use a tool called [[Learn Freeplane|Freeplane]] in this textbook.
#We will use an existing data set to work on this. (We will use the languages of India map used in the previous activity)
#Your teacher will discuss with you how you can use the concept map to organize your thinking. She will also show you how a concept map can be used to document an output from a data analysis process. The mind map can be used as an editable concept map file or as an image.
#The concept map can contain information on what the data is about, process of organizing data, how data elements were identified and ideas about what else you want to learn.
{| class="wikitable"
|-
|[[File:Languages_spoken_in_India.jpeg|thumb|center|400x400px|Image of the concept map created on languages]]
|}
[[File:Languages spoken in India.mm|centre|Flash]]

====Student activities====
#You worked on different data collection and organizing activities in the [[ICT_student_textbook/How_to_make_data_meaningful|previous]] section. For each data set that you collected, you also worked on a concept map that you digitized. Now, using a concept mapping tool, digitally create a concept map representing the various data elements, and store it in your folder. This will document the possible methods of organizing and representing data. This can be an introduction to data analysis.You can type in the text for the concept map in English or in Telugu or in any other language
#After creating this concept map, export this an image and save it in your folder.
#Export the concept map also as a text document. Open the text document and see how it is formatted by Freeplane.
#Write a short note about what is the difference between digitizing a hand-drawn concept map and digitally creating a concept map.
#Write a short note about how making a concept map helped you in your thinking processes. You can type this in a text document using LibreOffice Writer.

===Portfolio===
#Your data sets - raw data, tabulated by hand and digitized
#Your concept map of the data analysis in ".mm" format and image formats.

[[Category:Level 1]]
[[Category:Data representation and processing]]

ICT student textbook/How to make data meaningful

2019-05-31T11:54:44Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದತ್ತಾಂಶವನ್ನು_ಅರ್ಥವತ್ತಾಗಿಸುವುದು_ಹೇಗೆ%3F ಕನ್ನಡ]{{Navigate|Prev=Data can tell stories|Curr=How to make data meaningful|Next=A concept map of data}}
<br>
{{font color|brown|'''<big><u>Organizing data to make it meaningful</u></big>'''}}<br>
{{font color|brown|In this activity, you will see how we can identify different components in data and organize in different ways.}}

<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Data_representation_and_processing|ICT Teacher Handbook]]
|}</div>

===Objectives===
#Data can be organized for meaning making
#Identifying data elements to capture for organizing data
#Identifying method of organizing that will allow you to answer the questions (building a table for data)
#Understanding the importance of representing data in pictures

===What prior skills are assumed===
#Understanding of different types of data
#Creating folders and saving files
#Opening a given file with the correct application
#Familiarity with using a key board

===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
# Data in the form of bar graphs, pictographs, maps (images)
#Handout for [[Learn Ubuntu|Ubuntu]]
# Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
# Handout for [[Learn Tux Typing|Tux Typing]]
# Handout for [[Learn Firefox|Firefox]]

===What digital skills will you learn===
#Working with different files and applications
#Creating and editing a text document
#Organizing files and folders

===Description of activity with detailed steps===
====Teacher led activity====
<gallery mode="packed" heights="280px" style="text-align:left">
File:Indian_Spices.jpg
File:Indian-languages-map.jpg
</gallery>

{| class="wikitable"
|
#Your teacher will use the data given here to discuss how data elements can be identified for any set of data. Each data element will have a value associated with it and the data can be organized along those values.
#For example, the first photograph here is of spices - data elements here can include things like colour, smell, size, texture, shape, taste, grown in Telangana, etc. Each one of these elements will also have a value associated - for example, smell can have values like "mild", "strong", "no smell".
#For the second picture, the map represents the population by language spoken. The data elements for each language can be, number of people, region of the county, comparable language in terms of number of people. This map is an example of an [[wikipedia:Infographic|infographic]].
#Once data elements have been identified and tabulated, it is possible to make further analysis by plotting in charts or graphs.
|}

====Student activities====
'''Data collection and organizing'''
Now you will create your own data sets based on things around you. You will work in groups with your friends. In this section we will focus on creating data sets in the class. The following activities can be taken up by different sets of students. For all these data sets, make pictographs when possible and also represent in a table form (You can also [[Learn LibreOffice Writer|create table]] in your text document, and insert the data into the rows and columns).
#'''Data is about us''': Data is about us, around us. To see how, collect the following information about your class:
##Make a list of the kinds of foods eaten in the class over a week - these should be in some categories like sambar, rice, brinjal etc. And tabulate this as pictograph and with numbers. Also list the food groups covered in the diet in each day.
##Find out the favorite movie song of all students in the class and tabulate. Think about how you will ask the question, how you will collect the data and how you will organize it.
##Find out the favorite subject of your class
##Find out the favorite game of the students of your class
##Find out the favorite food of the students of your class
#'''Know your neighbourhood''': Go around your school or home neighbourhood for a survey. Find out the following: the types of houses, the number of household members, the number of houses with school going students, the number of houses with students in college, the number of houses with cooking gas connection.
#'''Material around us''': You collect data on what fabrics things around us are made of. You can also classify and tabulate fabrics by properties. Classifying different kinds of fabrics based on properties.
#Analyse kitchen ingredients as acid or base (your teacher will help you with how to identify an acid or base)
#'''Profile of the newspaper''' : Pick 3-4 newspapers from your library. Collect the following data from each newspaper.
##Date of the newspaper.
##Day
##Total number of pages in it.
##Price of the newspaper.
##Name of the editor.
##Number of comic strips/ games/ puzzles/ crossword.
##Number of Letters to editor.
##Number of advertisements.
#'''Studying the flags of the world''': With a collection of flags of various countries, try to organize them based on various parameters like colour, shapes contained, symbols contained and so on. This data can be tabulated for analysis. The flags can be found [[Data_for_activities|here]].
#'''Organizing our ICT resources''': Revisit the data sets created in the school lab computers for the activity [[ICT_student_textbook/What_all_can_a_computer_do|What all can a computer do]]. Organize the resources in terms of features like size of the file, type of the file, application needed to open it and how this file could be used.
#'''Making an infographic'''
##Draw a route map from school to your house
##In groups, make a infographic (sketch) of the following - your school, the local park or playground, your community
##In groups discuss how symbols for infographics can be developed.

===Portfolio===
#Your data collected, in raw format (it can be photos of your data collection)
#Your data tabulated, this can be done using paper and pen and digitized. In later activities, you will learn how to create this tabulation digitally.
#Your own notes on how you organized the data and what you have learnt; this can be in the form of handwritten notes and digitized. In later activities, you can create this digitally either in the form of concept map or text document.
#Infographic created and digitized

[[Category:Level 1]]
[[Category:Data representation and processing]]

ICT student textbook/Data can tell stories

2019-05-31T10:47:37Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದತ್ತಾಂಶ_ಕಥೆಗಳನ್ನು_ಹೇಳಬಹುದು ಕನ್ನಡ]{{Navigate|Prev=Data representation and processing level 1|Curr=Data can tell stories|Next=How to make data meaningful}}

{{font color|brown|'''<big><u>Data can tell stories'''</u></big>}}<br>
{{font color|brown|In this activity, you will learn to see different formats of data and try to interpret the data.}}

'''Data can tell stories'''
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/Data representation and processing|ICT Teacher Handbook]]
|}</div>

===Objectives===
#Understanding that data can be in different formats
#Reading different kinds of data to make meaning
#Analyzing data and expressing

===What prior skills are assumed===
#[[Learn Ubuntu|Creating folders and saving files]]
#Opening a given file with the correct application
#[[Learn Tux Typing|Familiarity with using a key board]]

===What resources do you need===
# Working computer lab with [[Explore a computer|projector]]
# Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
#[[Learn Firefox|Access to internet]]
#Data in the form of bar graphs, pictographs, maps (images)
#Handout for [[Learn Ubuntu|Ubuntu]]
#Handout for [[Learn Tux Typing|Tux Typing]]
#Handout for [[Learn LibreOffice Writer|LibreOffice Writer]]
#Handout for [[Learn Freeplane|Freeplane]]

===What digital skills will you learn===
#Creating and navigating folders (and sub-folders)
#Opening multiple files with multiple applications
#Text entry (local languages)

===Description of activity with detailed steps===
====Teacher led activity====
{| class="wikitable"
|-
| style="width: 35%;" |[[File:India - Sights & Culture - 32 - woman fetching water (2458024353).jpg|left|thumb|200x200px]]
| style="width: 25%;" |[[File:Solar_Resource_Map_of_India.png|200px|Solar Resource in India]]
|[[File:Sachin Tendulkar cricket centuries against countries.JPG|thumb|150x150px]]
| style="width: 40%;" |
#Look at these examples of data representation with your teacher.
#In small groups, discuss what are the various kinds of analysis you can make from these examples of data.
#For each one your teacher will help you analyze in the form of a concept map.
|}

====Student activities====
#On each of the computers, you will find folders with different data sets.
#Each group of students will get one data set to work with - this will comprise maps, satellite images, pictographs and bar graphs. Your teacher will also give you a set of questions for each data set.
##Make a concept map of what you understand with the data
##You can also add your findings in a text document, using [[Learn LibreOffice Writer|LibreOffice Writer]]. You can enter text in both Telugu and in English
'''Rainfall'''
{| class="wikitable"
|-
| style="width: 25%;" |[[File:India_annual_rainfall_map_en.svg|200px|India annual rainfall]]
| style="width: 25%;" |[[File:1991_to_2010_rainfall_totals_during_monsoon_India.png|200px|Rainfall totals]]
| style="width: 25%;" |[[File:India_climatic_disaster_risk_map_en.svg|200px|India climatic disaster]]
| style="width: 25%;" |[[File:Western_Disturbance_-_3_February_2013.jpg|200px|Satellite image of rain clouds]]
|}
'''India's forests'''
{| class="wikitable"
| style="width: 25%;" |[[File:Andhra_Pradesh_and_Telangana_Physical.jpeg|200px|Topography Telangana and AP]]
| style="width: 25%;" |[[File:Indian_Forest_Cover.png|200px|Indian Forest Cover]]
| style="width: 25%;" |[[File:TSforestcover.png|200px|Telangana Forest Cover]]
| style="width: 25%;" |[[File:AreaUnderWildlifeSanctuariesIndia2006.png|200px|Data on sanctuaries]]
|}

'''Map of Telangana'''
{| class="wikitable"
|-
| style="width: 25%;" |[[File:India 78.40398E 20.74980N.jpg|200px|India 78.40398E 20.74980N]]
| style="width: 25%;" |[[File:Political map of India EN.svg|200px|Political map of India EN]]
| style="width: 25%;" |[[File:India Telangana location map.svg|200px|India Telangana location map]]
| style="width: 25%;" |[[File:Telangana new districts 2016.jpg|200px|Telangana new districts 2016]]
|}

'''Story of Godavari'''
{| class="wikitable"
|-
| style="width: 25%;" |[[File:Rivers and lakes topo map.png|200px|Rivers and lakes topo map]]
| style="width: 25%;" |[[File:Sri Ram Sagar Project (Pochampahad).jpg|200px|Sri Ram Sagar Project (Pochampahad)]]
| style="width: 25%;" |[[File:Godavaribasin.png|200px|Godavaribasin]]
| style="width: 25%;" |[[File:Krishna godavari delta region.png|200px|Krishna godavari delta region]]
|}

'''Pictographs-qualitative'''
{| class="wikitable"
|-
| style="width: 25%;" |[[File:National_Park_Service_sample_pictographs.svg|200px|Park Safety symbols]]
| style="width: 25%;" |[[File:NEWSPAPER_ROCK_IS_A_LARGE_CLIFF_MURAL_OF_ANCIENT_INDIAN_PETROGLYPHS_AND_PICTOGRAPHS,_REMARKABLE_FOR_THE_CLARITY_OF..._-_NARA_-_545671.jpg|200px|One of the first ICT]]
| style="width: 25%;" |[[File:Delhi_metro_rail_network.svg|200px|A picture to guide you on the train]]
| style="width: 25%;" |[[File:Timeline_evolution_of_life.svg|200px|The story of life]]
|}

'''Pictographs-quantitative'''
{| class="wikitable"
|-
| style="width: 50%;" |[[File:Pictograph access to water.png|425px|Pictograph access to water]]
| style="width: 25%;" |[[File:Pictograph visitor transport.png|220px|Pictograph visitor transport]]
| style="width: 25%;" |[[File:Pictograph why do-people travel.png|220px|Pictograph why do-people travel]]
|}

{| class="wikitable"
|-
| style="width: 50%;" |[[File:Pictograph tourist spend.png|150px|Pictograph tourist spend]]
| style="width: 50%;" |[[File:Keyforpictograph.png|200px|Keyforpictograph]]
|}

===Portfolio===
#Make a concept map, as shown by your teacher, to share your findings:
##What is the data about?
##How was the data represented?
##What was special about each representation?
##What did you conclude from the data?
##Have you studied about this before?
##What more do you want to know?
#For the pictographs, make a concept map to share your understanding of the data you studied.
#Once the concept map has been developed on a paper, with the help of your teacher, [https://www.merriam-webster.com/dictionary/digitize digitize] it and save it in your folder.

[[Category:Level 1]]
[[Category:Data representation and processing]]

ICT student textbook/Data representation and processing level 1

2019-05-31T10:19:59Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದತ್ತಾಂಶ_ಪ್ರಾತಿನಿಧ್ಯ_ಮತ್ತು_ಪ್ರಕ್ರಿಯೆ_ಹಂತ_1 ಕನ್ನಡ]{{Navigate|Prev=What is the nature of ICT level 1 learning check list|Curr=Data representation and processing level 1|Next=Data can tell stories}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Data_representation_and_processing_level_2|Data representation and processing level 2]]
[[ICT_student_textbook/Data_representation_and_processing_level_3|Data representation and processing level 3]]
|}</div>

===Objectives===
#Understanding data is in the various things we see around us
#Understanding that data can be represented as numbers, text, pictures
#Reading pictures, graphs and plots to make meaning
#Representing findings through concept maps and text documents

===Digital skills===
#Working with an operating system and interacting with the ICT environment – various devices, applications
#Reading data through images, pictures, photos, maps
#Introduction to text editor and local language typing
#Working with concept mapping application
#Working with text processing application

===Your learning outputs===
#Concept maps representing your understanding of information that you studied in different formats using a concept mapping tool
#Text documents with your analysis of data
===Activities===
#Activity 1 - [[ICT_student_textbook/Data_can_tell_stories|Data can tell stories]]
#Activity 2 - [[ICT_student_textbook/How_to_make_data_meaningful|Organizing data to make meaning]]
#Activity 3 – [[ICT_student_textbook/A_concept_map_of_data|A concept map of data]]
#Activity 4 – [[ICT_student_textbook/Making_a_text_document|Making a text document]]

[[Category:Level 1]]
[[Category:Data representation and processing]]

ICT student textbook/What is the nature of ICT level 1 learning check list

2019-05-31T10:13:20Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಐಸಿಟಿಯ_ಸ್ವರೂಪ_ಹಂತ_1ನಿಮ್ಮ_ಕಲಿಕೆಗೆ_ತಪಶೀಲ_ಪಟ್ಟಿ ಕನ್ನಡ]{{Navigate|Prev=What all can a computer do|Curr=What is the nature of ICT level 1 learning check list|Next=Data representation and processing level 1}}
==={{font color|purple|Check your learning}}===
#Do I understand what we mean by digital technologies?
#Do I know some of the ICT devices that are there today?
#Do I know how to switch on a computer and connect different accessories?
#Do I understand why software is important?
#Am I familiar with using the keyboard and mouse?
#Do I know how to create and manage my folders and files?

[[Category:Level 1]]
[[Category:What is the nature of ICT]]

ICT student textbook/What all can a computer do

2019-05-31T10:07:46Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಒಂದು_ಕಂಪ್ಯೂಟರ್_ಏನೆಲ್ಲಾ_ಮಾಡಬಹುದು ಕನ್ನಡ]{{Navigate|Prev=How is a computer different from a fridge|Curr=What all can a computer do|Next=What is the nature of ICT level 1 learning check list}}

<u>{{font color|brown|'''<big>What all can a computer do</big>'''}}</u><br>
{{font color|brown|In this activity, you will learn about the various things that you can do with ICT and also get introduced to different devices and applications.}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/What_is_the_nature_of_ICT|ICT Teacher Handbook]]
|}</div>

===Objectives===
#Getting familiar with the operating system and navigating files and folders
#Getting familiar with different kinds of applications

===What prior skills are assumed===
# Familiarity with the computer and being able to operate it safely
# Basic familiarity with files and folders
# Familiarity with the idea of an [[Learn Ubuntu|operating system]] application software

===What resources do you need===
#Working computer lab with [[Explore a computer|projector]]
#Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
#Internet availability to demonstrate a web page
#Videos, images to show
#Text documents
#Geogebra files, animations
#Concept maps
#Handout for [[Learn Ubuntu|Ubuntu]]
#Handout for [[Learn_Tux_Typing|Tux Typing]]
#Handout for [[Learn_Tux_Paint|Tux Paint]]

===What digital skills will you learn===
#Getting familiar with the ICT environment; operating system, files and folders
#Learning to work with input devices
#Learning to work with multiple applications
#Text input (English)

===Description of activity with detailed steps===
====Teacher led activity====
#Watch the video shown by your teacher and see if any of the applications are familiar to you
#Your teacher will demonstrate a file folder, containing different kinds of files, which are opened by different applications. Some files are stored on your computer and some are not. With your friends, discuss how your teacher opens any file. Your teacher will help you to tabulate this information as follows:
##What is the file name and file extension
##How the application was opened (from the application menu or by right click selecting the file)
##What all did they see on the application
##What input had to be given (for example, opening a browser and typing an URL)
##What controls are available (increase in size, volume, etc)
#Your teacher will also demonstrate the Applications Menu to demonstrate [[Learn_Tux_Typing|Tux Typing]] and [[Learn_Tux_Paint|Tux Paint]].

====Student activities====

{{font color|brown|''On your computers, open the files that have been saved in a folder.''}}
<gallery mode="packed" heights="250px" style="text-align:left">
File:Mahabubnagar District farmer.jpg|'''Mahbubnagar district farmer'''
File:India - administrative map.png|'''India political map with Telangana'''
File:Warangal fort pillars 01.jpg|'''Warangal Fort pillars'''
</gallery>

{| class="wikitable"
|-
|[[:File:Missing square edit.gif|Missing Square]]<br>[[File:Missing square edit.gif]]
|{{#widget:YouTube|id=Zkaib4ZuUic}}
|[[File:Have_you_heard_of_ICT_terms.mm]]
|[[:File:Birds in Telugu from Vidyaonline.pdf]]<br>[[File:Coverfortelugubook.png|150px]]
|[[:File:Angle sum property of a triangle.ggb]]<br>[[File:screenshot_of_geogebra.png|150px]]
|}

<small>Image credits: YouTube, Geogebra file shared by government high school teacher in Karnataka, Wikimedia Commons. All images are licensed under Creative Commons license which allows for free sharing with attribution. Telugu book from [http://vidyaonline.net Vidyaonline] is free to use for non-commercial purposes.</small><br>
#As you open each of the files, please make a note of how it opened, what was the file name, what it did. Your teacher will help you document it in a table. Did you get to open different applications on the computer?
#Now, you need to practice with the input devices of the computer so that you can interact with the computer easily.
#Open the Application called [[Learn Tux Typing|Tux Typing]] and take turn with your friends in a group to practice, this will make you comfortable using the keyboard to type text and numbers. Try to complete all the lessons in Tux typing so that you become comfortable in typing any letter of the English alphabet. You will need to practice the lessons many times. This will also help you in typing in Telugu comfortably.
#Open the Application called [[Learn Tux Paint|Tux Paint]] and take turn with your friends in a group to practice, this will make you comfortable using the mouse to point items, drag and drop, click the left and right sides of the mouse etc. Becoming comfortable in using the mouse will help you in navigating all applications easily.
#[[Learn_Ubuntu|Create your own work folders]] on the computer, if not done already.
#Create a text document using [[Learn LibreOffice Writer|LibreOffice Writer]] and type in the names of the applications you have opened.

===Portfolio===
#Lesson logs of [[Learn Tux Typing|Tux Typing]]. You can maintain this in your own notebook for this subject. Record the date, lesson learnt and time taken for each lesson. Over a period of time, try and complete all the lessons in Tux Typing. This will help you become familiar with the keyboard, which is useful for using the computer efficiently.
#Files created with [[Learn Tux Paint|Tux Paint]]. These files will be stored inside Tux Paint.
#Your own text notes/ concept notes that you have developed as part of your exploration of different data.

[[Category:Level 1]]
[[Category:What is the nature of ICT]]

ICT student textbook/How is a computer different from a fridge

2019-05-31T09:53:39Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಫ್ರಿಜ್‌ಗಿಂತ_ಕಂಪ್ಯೂಟರ್_ಹೇಗೆ_ವಿಭಿನ್ನವಾಗಿದೆ ಕನ್ನಡ]{{Navigate|Prev=What is the nature of ICT level 1|Curr=How is a computer different from a fridge|Next=What all can a computer do}}
<br>
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT teacher handbook/What_is_the_nature_of_ICT|ICT Teacher Handbook]]
|}</div>

<big><u>{{font color|brown|'''How is a computer different from a fridge'''}}</u></big>

{{font color|brown|In this activity, you will develop an appreciation of what the computer is and what makes the computer work.}}

===Objectives===
# Getting introduced to the ICT environment
# Understanding the role of hardware and software and what makes digital ICT special

===What prior skills are assumed===
This is your first activity in the textbook. Enjoy the new subject!!

===What resources do you need===
#Working computer lab with [[Explore_a_computer|projector]]
#Computers installed with [[Learn Ubuntu|Ubuntu Operating System]]
#Images to show of the [[Explore_a_computer|computer]]
#Handout for [[ICT_teacher_handbook/Basic_digital_literacy|Basic digital literacy]]
#Handout for [[Learn Freeplane|Freeplane]]

===What digital skills will you learn===
#Getting familiar with the [[Explore_a_computer|ICT environment]] and different kinds of ICT devices
#Operating a computer [[Explore_a_computer|safely]]
#Understanding the difference between [[Learn_Ubuntu#Overview_of_Features|operating system software]] and application software

===Description of activity with detailed steps===
====Teacher-led component====
#Your teacher may ask you, in small groups, to make a of list all the things a fridge does and a list of all the things you think a computer can do.
#In a group activity your teacher will compile all the group comments in a digital mind map using a [[Learn_Freeplane|concept mapping]] tool, called [[Learn Freeplane|Freeplane.]] She will encourage you to classify the various things the computer will do.
#The teacher will discuss why an operating system is needed and how it works with different applications, for processing your inputs and providing outputs.
#With the help of an image, the teacher will discuss the parts of a [[Explore_a_computer|computer]].

<gallery mode="packed" heights="350px" style="text-align:left">
File:Operating system placement.svg|'''What does an operating system do'''
File:Personal computer, exploded.svg|'''What does a personal computer contain'''
File:Acer E360 Socket 939 motherboard by Foxconn.svg|'''Motherboard, where all the digital circuits are wired'''
</gallery>

[[wikipedia:Computer_hardware|Do you know the parts of a personal computer]]. (parts numbered in the image above)
#[[wikipedia:Computer_monitor|Monitor]]
#[[wikipedia:Motherboard|Motherboard]]
#[[wikipedia:Central_processing_unit|Central Processing Unit]]
#[[wikipedia:Computer_memory|Main Memory]] - [[wikipedia:Random-access_memory|Random Access Memory]]
#[[wikipedia:Expansion_card|Expansion cards]]
#[[wikipedia:Power_supply_unit_(computer)|Power Supply Unit]]
#[[wikipedia:Optical_disc_drive|Optical Disk Drive]]
#[[wikipedia:Hard_disk_drive|Hard Disk Drive]] (HDD)
#[[wikipedia:Computer_mouse|Mouse]]
#[[wikipedia:Computer_keyboard|Keyboard]]

====Student activities====
#In small groups, with teacher guidance, you can switch on a [[Explore_a_computer|computer]] and identify the parts you are familiar with
#The teacher will help you create a folder on your computer, for saving your work done in the class.
#With your friends, compare a [[wikipedia:Mobile_phone|mobile phone]] and the computer and list the things each does. Discuss with your friends if there is any difference.
#[[File:flowchart for discussion.png|300px|right|A sample flowchart]]Develop a flowchart for any activity you have done, or seen someone do. It is better if this is an ICT activity - it can be using the phone, using the computer, playing a video on the TV, etc. See on the side for an example of a flowchart. What you see here is a flowchart for downloading an app on the phone. This has been developed using an application software called [[Learn_LibreOffice_Writer|LibreOffice Draw]], and [[Learn_Screenshot#Functionalities|converted into an image format]]. You can develop a similar flowchart.
#In groups, you can draw flow charts for the following things (your teacher may discuss additional activities with you):
##Connecting a TV to a cable network
##Using phones to book cooking gas
##Using the farmer SMS service from [http://mkisan.gov.in/ MKisan portal]
#With the help of your teacher, take photographs of the charts and concept maps created, using a cell phone or a digital camera.

==={{font color|purple|Portfolio}}===
We saw earlier that you will keep adding to your digital outputs during this course. You will begin your portfolio collection with the digitized mind maps/ charts.
#Login to the computer (using your personal login, if created or a team login).
#Create a folder with your name in the home folder, and start saving your files.

[[Category:Level 1]]
[[Category:What is the nature of ICT]]

User:Nitesh

2019-05-31T08:11:02Z

Nitesh: Undo revision 9292 by Nitesh (talk)

{{Geogebra|GURbU5y2}}[http://itforchange.net IT for Change]

[[File:Angle sum property of a triangle.ggb]]

ICT student textbook/What is the nature of ICT level 1

2019-05-31T07:46:19Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಐಸಿಟಿಯ_ಸ್ವರೂಪ_ಹಂತ_1 ಕನ್ನಡ]{{Navigate|Prev=Educational applications for learning your subjects|Curr=What is the nature of ICT level 1|Next=How is a computer different from a fridge}}
<div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;">
{| cellspacing="0"
| [[File:Book.jpg|none|80px|Book image]]
| style="padding-left:2px;" | Go to <br /> [[ICT student textbook/What_is_the_nature_of_ICT_level_2|Nature of ICT Level 2]]
[[ICT student textbook/What_is_the_nature_of_ICT_level_3|Nature of ICT Level 3]]
|}</div>
===Objectives===
# Understanding the power of digital ICT
# Understanding that ICT are more than only computers
# Understanding that data is of different kinds and can be edited, processed, combined in multiple formats which is what makes it possible to do many things with ICT - {{font color | purple | '''Creating with ICT''' }}
# Understanding that there are different devices for reading, representing, communicating data {{font color | purple | -'''Interacting with ICT'''}}
# Understanding of the [[Explore_a_computer|computer]] as an ICT device which communicates with data and can connect with other computers - {{font color | purple | '''Connecting with ICT'''}}
# Getting introduced to the idea of [http://en.wikipedia.org/wiki/Computer_programming programming] and [[wikipedia:Computing|computing]]

===Digital Skills===
#Introduction to a range of ICT devices, and specifically the [[Explore_a_computer|computer]]
#Handling ICT equipment [[ICT_student_textbook/What_students_need_to_know_about_ethics_of_technology|safely]]
#Getting familiar with using an [[:Wikipedia:Operating system | operating system]] for organizing the data on your computer through files and folders; we will work on the [[Learn_Ubuntu|Ubuntu GNU/Linux]] free and open source [[wikipedia:Operating_system|operating system]]
#Using [[Explore_a_computer|input devices]] for entering data
#Exploring [[Explore_an_application|multiple applications]] for understanding different things ICT can do
#Introduction to the internet, through the [[Learn_Firefox|world wide web]] as a method of accessing information

===Your learning outputs===
#Logs of lessons using applications for [[Explore_a_computer|keyboard]] input (handwritten logs and can be typed in a [[Learn_LibreOffice_Writer|text editor]] document)
#Images created using [[Learn_Tux_Paint|Tux Paint]]
#Concept maps representing your understanding of ICT (hand drawn and [[Learn_Freeplane|digitized]])
#A simple text document using a [[Learn_LibreOffice_Writer|text editor]]

===Activities===
#Activity 1 - [[ICT_student_textbook/How_is_a_computer_different_from_a_fridge|How is a computer different from a fridge]]
#Activity 2 - [[ICT_student_textbook/What_all_can_a_computer_do|What all can you do with a computer]]

[[Category:Level 1]]
[[Category:What is the nature of ICT]]

ICT student textbook/Educational applications for learning your subjects

2019-05-31T07:31:53Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ನಿಮ್ಮ_ವಿಷಯಗಳನ್ನು_ಶೈಕ್ಷಣಿಕ_ಅನ್ವಯಕಗಳನ್ನು_ಬಳಸಿ_ಕಲಿಯಿರಿ ಕನ್ನಡ]{{Navigate|Prev=Audio visual communication|Curr=Educational applications for learning your subjects|Next=What is the nature of ICT level 1}}
[[File:Learningfractions.png|thumb|Learning fractions with Geogebra]]

=== What is this unit about ===
You will be exploring in each of the units how ICT can be used to create text, images or audio. You may be have a question - whether ICT help me in my subject learning? Can a graphic creation help learn social science or help me with Telugu language or can an animation help me with doing a science experiment? You are correct! These characteristics of ICT that allow us to create different outputs let us create many applications for learning your school subjects. For example, your teacher may decide to use image essays in your Telugu classes for helping you with your language learning through story telling. There are also applications that help you draw and learn geometry. There are maps that you can use and study on the computer. These applications can help you build the skills needed for learning a subject, or help you understand the concept better by adding audio visual or graphic content. Some of your classes will even become very different when the teacher starts using these resources. As you work with these different tools, you will learn an important aspect of these applications, as compared with your textbook. Can you guess what it might be? You will find out soon as you work with different educational applications with your teacher.

=== Objectives ===
In this unit, you will be introduced to the following:
# Understanding of the different features of a tool for a given subject
# Being able to use different / similar applications for multiple subjects
# Using the features of the tool to make your own creations that are relevant to your subjects
# Learning your subject better by exploring concepts in different ways

=== How is this unit organized ===
The units on data processing, creating graphics or audio visual communication are organized based on increasing difficulty of the processes into three levels. In this unit on educational applications also there will be three levels, based on the concepts you will be introduced in different subject areas in the classes 6-8. For supporting learning of these topics you will be introduced to different applications (like Kanagram, Marble or PhET) or different features of the same application (Geogebra) in each of the three levels.
#[[ICT_student_textbook/Explore_maths_with_Geogebra_level_1|Level 1 - Learning maths with Geogebra 1]]
#[[ICT_student_textbook/Help_build_your_vocabulary_with_Kanagram|Level 1 - Building your vocabulary with Kanagram]]
#[[ICT_student_textbook/Explore_maths_with_Geogebra_level_2|Level 2 - Learning maths with Geogebra 2]]
#[[ICT_student_textbook/Your_desktop_atlas_with_KGeography|Level 2 - Learning geography with desktop atlas KGeography]]
#[[ICT_student_textbook/Explore_maths_with_Geogebra_level_3|Level 3 - Learning maths with Geogebra 3]]
#[[ICT_student_textbook/The_globe_on_your_table_with_Marble|Level 3 - Learning geography with a desktop globe Marble]]
#[[ICT_student_textbook/Learning_science_with_different_technology_tools|Level 3 - Learning science with different technology tools]]

[[Category:Educational Applications]]

ICT student textbook/Educational applications for learning your subjects

2019-05-31T07:30:04Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದೃಶ್ಯ_ಶ್ರವ್ಯ_ಸಂವಹನ ಕನ್ನಡ]{{Navigate|Prev=Audio visual communication|Curr=Educational applications for learning your subjects|Next=What is the nature of ICT level 1}}
[[File:Learningfractions.png|thumb|Learning fractions with Geogebra]]

=== What is this unit about ===
You will be exploring in each of the units how ICT can be used to create text, images or audio. You may be have a question - whether ICT help me in my subject learning? Can a graphic creation help learn social science or help me with Telugu language or can an animation help me with doing a science experiment? You are correct! These characteristics of ICT that allow us to create different outputs let us create many applications for learning your school subjects. For example, your teacher may decide to use image essays in your Telugu classes for helping you with your language learning through story telling. There are also applications that help you draw and learn geometry. There are maps that you can use and study on the computer. These applications can help you build the skills needed for learning a subject, or help you understand the concept better by adding audio visual or graphic content. Some of your classes will even become very different when the teacher starts using these resources. As you work with these different tools, you will learn an important aspect of these applications, as compared with your textbook. Can you guess what it might be? You will find out soon as you work with different educational applications with your teacher.

=== Objectives ===
In this unit, you will be introduced to the following:
# Understanding of the different features of a tool for a given subject
# Being able to use different / similar applications for multiple subjects
# Using the features of the tool to make your own creations that are relevant to your subjects
# Learning your subject better by exploring concepts in different ways

=== How is this unit organized ===
The units on data processing, creating graphics or audio visual communication are organized based on increasing difficulty of the processes into three levels. In this unit on educational applications also there will be three levels, based on the concepts you will be introduced in different subject areas in the classes 6-8. For supporting learning of these topics you will be introduced to different applications (like Kanagram, Marble or PhET) or different features of the same application (Geogebra) in each of the three levels.
#[[ICT_student_textbook/Explore_maths_with_Geogebra_level_1|Level 1 - Learning maths with Geogebra 1]]
#[[ICT_student_textbook/Help_build_your_vocabulary_with_Kanagram|Level 1 - Building your vocabulary with Kanagram]]
#[[ICT_student_textbook/Explore_maths_with_Geogebra_level_2|Level 2 - Learning maths with Geogebra 2]]
#[[ICT_student_textbook/Your_desktop_atlas_with_KGeography|Level 2 - Learning geography with desktop atlas KGeography]]
#[[ICT_student_textbook/Explore_maths_with_Geogebra_level_3|Level 3 - Learning maths with Geogebra 3]]
#[[ICT_student_textbook/The_globe_on_your_table_with_Marble|Level 3 - Learning geography with a desktop globe Marble]]
#[[ICT_student_textbook/Learning_science_with_different_technology_tools|Level 3 - Learning science with different technology tools]]

[[Category:Educational Applications]]

ICT student textbook/Audio visual communication

2019-05-30T11:49:58Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದೃಶ್ಯ_ಶ್ರವ್ಯ_ಸಂವಹನ ಕನ್ನಡ] {{Navigate|Prev=Communication with graphics|Curr=Audio visual communication|Next=Educational applications for learning your subjects}}

=== What is this unit about ===
One of the most exciting things about ICT is videos - and this unit is about that. While human beings have been writing text and drawing pictures, videos are a relatively recent development. See below for the first video that was developed!<br>
{{Youtube|tc-L9_4jGc4}}
Can you make out how this was developed? Discuss with your friends and teachers.<br>
See the following video - can you identify the elements in the video?<br>
{{Youtube|IPKPz1pujM}}

Yes, the video has the following elements:
#Picture
#Sound
#Movement
(A video is a series of images, communication movement, accompanied by audio).

We have already seen that all of this is data. ICT have made it possible to create data in the form of pictures, numbers, text, voice, sound and combine this to form a video. By itself, a picture can tell a story, text can tell a story, a voice can tell a story. Combining these is also a story telling exercise and is called [[wikipedia:Audiovisual|audio visual]] communication. In this unit, we will look at how to create an audio visual communication. You will be introduced to this unit from class 7.

=== Objectives ===
# Audio is a form of communication
# Audio can be verbal (use of words) and non verbal
# Audio can be combined with images
# Video can be a combination of images and audio
# Audio visual communication can be combined with text
# Ability to narrate a story, developing a story board

===How is this unit organized===
Like in the previous units, you will be working on this in multiple levels. Audio visual will be covered in classes 7 and 8 through the following two levels (this theme will not be transacted in class 6).
====[[ICT_student_textbook/Audio_visual_communication_level_1|Audio visual communication level 1]]====
====[[ICT_student_textbook/Audio_visual_communication_level_2|Audio visual communication level 2]]====
====[[ICT_student_textbook/Audio_visual_communication_level_3|Audio visual communication level 3]]====

ICT student textbook/Communication with graphics

2019-05-30T11:31:12Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಗ್ರಾಫಿಕ್ಸ್‌ನೊಂದಿಗೆ_ಸಂವಹನ ಕನ್ನಡ]{{Navigate|Prev=Data representation and processing|Curr=Communication with graphics|Next=Audio visual communication}}
[[File:Tuxpaint-drawing.png|thumb|A digital art creation using Tux Paint]]
===What is this unit about? ===
A picture tells a thousand stories, they say! Have you ever wondered about how a picture can tell a story? When we hear a story, when we read a story, our mind forms an image of what is being described. They make us connect to the story. Similarly, when we see a picture, our mind tries to build the story from the picture. No wonder that picture story books are favourite reading books for children and adults.

In this unit, we will learn how we can use pictures as a method of story telling. Story telling is a traditional method of transmitting information from one person to another; one generation to another. Story telling can also be used to create awareness about social issues and challenges - talk to your teacher about how [[wikipedia:Burra_katha|Burra Katha]] emerged as an art form in Telangana. Drawing pictures is also not new. Human beings have been using pictures to tell stories, describe things throughout our history - from cave paintings to [[wikipedia:Deccan_painting|Deccani paintings]] to the comic strip or to the movie poster.

Can you guess what is new about this unit? Yes, it is the use of new, digital methods to create pictures and combining them with text. This field of ICT involving the creation of visual (pictures and text) stories is called [[wikipedia:Graphics|graphics]] and is developing fast as a method of developing communication. In the earlier unit on data processing, you saw how data is represented in multiple formats - through text, numbers, and maps, photos and pictures.

In this unit, we will focus on how we can use digital methods to create such graphic representations. You will be creating with ICT, interacting with various ICT applications and devices and developing messages for communication.

===={{font color|purple|''The beginning of photography!''}}====
{|
|-
|{{Youtube|sOkd8ObhN_M}}
|Your teacher will show you the following video to give you an idea of how photography began. Watch the times shown, how people lived and worked. In your home or local neighbourhood, find out if there are any old photographs.
|}

===={{font color|purple|''Telling stories with pictures - 1''}}====
<gallery mode="packed" heights="190px" style="text-align:left">
File:Animals in action; studies and stories of beasts, birds and reptiles; their habits, their homes and their peculiarities (1901) (14568810978).jpg|'''Picture for discussion - 1'''
File:Smiles of innocence.jpg|'''Picture for discussion - 2'''
File:Street.hawker.in.rome.arp.jpg|'''Picture for discussion - 3'''
File:The_How_and_Why_Library_002.jpg|'''Picture for discussion -4'''
</gallery>

What ideas come into your mind when you see the pictures? Discuss with your friends what ideas came into their mind. You may have come to the understanding that pictures can tell stories in many ways:
# Show how we feel
# Describe events
# They can sometimes express ideas beyond words
# A picture can be a substitute for an experience - you can understand the event even if you have not seen or heard it directly
# Combined with words

===={{font color|purple|''Telling stories with pictures - 2''}}====

<gallery mode="packed" heights="200px" style="text-align:left">
File:Lnt-metrorail-hyderabad-girder.jpg|'''Metro Rail Progress Picture 1'''
File:Hyderabad Metro Rail Project - Progress.jpg|'''Metro Rail Progress Picture 2'''
File:HYD Metro near SC.jpg|'''Metro Rail Progress 3'''
</gallery>

<gallery mode="packed" heights="250px" style="text-align:left">
File:Station model of Hyderabad Metro at Nampally Exhibition.JPG|'''Metro Rail Progress Picture 4'''
File:Hyderabad Metro Engine.JPG|'''Metro Rail Progress Picture 5'''
File:Hyderabad Metro Rail.png|'''Metro Rail Progress Picture 6'''
</gallery>

Look at these pictures and discuss with your friends:
#What do these pictures represent?
#Are they in any order? Should the order be changed? Will that help you talk about the metro better?
#If someone were to ask you to tell about Hyderabad Metro Rail in photos, would you use these pictures or would you want to take some more pictures? What would you have to do before you start collecting the pictures?

===Objectives===
#Understanding the power of story telling as a method of communication and that pictures can tell stories
#Understanding how to tell a story - developing a story board and determining how/ when to introduce different elements – text, images, designs
#Creating digital art
#Accessing images and pictures from the internet
#Creating a graphic communication - combining images and text

=== How is the unit organized ===
In this unit, similar to the previous units, you will work on activities at three levels. Broadly the levels are divided in terms of the following skills:
#At level one, you will focus on compiling pictures and reading them to tell a story
#At the second level, you will create pictures with digital tools and learn to illustrate stories and songs
#At the third level, you will develop a story sequence, look for suitable images, or create suitable images, and combine with text to create your own posters, comic strips and story books

*The examples for graphics creation will be drawn from your textbook and will be related to different topics you have studied. You would have learnt to type in Telugu and make a concept map in the activities in the data representation and processing unit. You would have also learnt to make simple documents with a text processor. All these skills you will learn in the unit on data representation and processing will help you develop your graphic communication.
*You will continue to add to your portfolio. You should look at your portfolio as a library for learning various subjects. This theme also will be covered across classes 6,7 and 8 through the following three levels, respectively.

==== [[ICT student textbook/Communication with graphics level 1|Communication with graphics level 1]] ====

==== [[ICT student textbook/Communication with graphics level 2|Communication with graphics level 2]] ====

==== [[ICT student textbook/Communication with graphics level 3|Communication with graphics level 3]] ====

ICT student textbook/Data representation and processing

2019-05-30T11:16:49Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ದತ್ತಾಂಶದ_ಪ್ರಾತಿನಿಧ್ಯ_ಮತ್ತು_ಪ್ರಕ್ರಿಯೆ ಕನ್ನಡ]{{Navigate|Prev=What is the nature of ICT|Curr=Data representation and processing|Next=Communication with graphics}}
===What is this unit about===
If someone asks you what is data, what would your answer be? Read the following sentences and if you agree, put a tick mark. Add other things you do in which you gather data.
{| class="wikitable"
|-
| style="width: 10%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px]]
| style="width: 90%;" |
#You gather data when you see.
#You gather data when you read.
#You gather data when you are watching TV.
#You gather data when you cook or when you eat.
#You gather data when you play
#You gather data when ______________________
#You gather data when ______________________
#You gather data when ______________________
|}
Gathering data from the environment, analyzing and understanding and decision making are important for survival. Imagine human beings hunting and roaming in the forests - if they see a wolf, they should process the data and quickly run for cover. So, gathering data and using it for decision making is not new for human beings.

Can you guess what may be different about this unit? Yes - you are correct! Digital technologies have changed the way we are gathering data and representing data. Discuss with your friends, in groups, all the word that come to your mind when you say data.
Now look at the following and identify whether the following are data or not.

<gallery mode="packed" heights="150px" style="text-align:left">
File:Mass Balance Change over India from GRACE.ogv
File:Double rainbow, Graz, Austria, 2010-05-30.jpg
File:Magic_Square_2015.jpeg
File:Rain and thunder (01).ogg
</gallery>

<gallery mode="packed" heights="150px" style="text-align:left">
File:8-cell-simple.gif
File:Sachin_Tendulkar_cricket_centuries_against_countries.JPG
File:Anandam_by_Dasari_Venkataramana_cover.jpg
{{Youtube|WVuV_xVDJDY}}
</gallery>

{| class="wikitable"
|-
|
{|
![[File:Mass Balance Change over India from GRACE.ogv|150px|Mass Balance Change over India from GRACE|link=http://119.226.159.19/OER/index.php/File:Mass_Balance_Change_over_India_from_GRACE.ogv]]
|}
|
{| class="wikitable"
![[File:Double rainbow, Graz, Austria, 2010-05-30.jpg|150px|Double rainbow, Graz, Austria]]
|}
|[[File:Magic_Square_2015.jpeg|150px]]
|
{| class="wikitable"
![[File:Rain and thunder (01).ogg|150x150px|Rain and thunder]]
|}
|-
|{{Youtube|WVuV_xVDJDY}}
|
{| class="wikitable"
|-
|[[File:8-cell-simple.gif|center|150px|A 3D projection animation]]
|}
|[[File:Sachin_Tendulkar_cricket_centuries_against_countries.JPG|150px|Sachin_Tendulkar_cricket_centuries_against_countries.JPG]]
|[[File:Anandam_by_Dasari_Venkataramana_cover.jpg|150px]]
|}

Are you surprised? All the above are data. We saw how computers work by converting everything into data. Whether we see a picture, or listen to a song or perform calculations, we are working with data. In today's world data is becoming more and more important and we should develop skills of understanding data to make decisions.

===Objectives===
# Understanding how to read data in various formats and analyze
# Understanding methods of data organizing, analysis and representation
# Processing and representing data in textual, image and numeric formats with different tools
# Understanding the power of data visualization

=== How is this unit organized ===
As in the previous unit, there are three levels of activities, for classes 6,7 and 8 respectively. This is the first unit in which you will be interacting with different ICT applications and will be getting introduced to [[Learn Ubuntu|basic digital literacy]]. In this unit, one of the first things you will learn is to type in the local language.
# At the first level, the focus will be on reading data in different formats, organizing data, analysing and making meaning. You will be introduced to concept mapping and text editing as a method of documenting your analysis.
# At the second level, you will learn to use spreadsheet for data collection, organizing and analysis.
# At the third level, which will be in the third year, you will be introduced to making multi-page documents to communicate your ideas.
At each level you will be exploring new things about ICT; you will also be creating your outputs and building your digital portfolio. This portfolio will include your outputs; they will be such that you will know what you have learnt and you will also know the method of learning. At the end of the year, your teacher will assess your portfolio.

The examples will be drawn from your textbook and will be related to different topics you have studied.

The links to each of the units are provided below.

==== [[ICT student textbook/Data representation and processing level 1|Level 1]] ====

==== [[ICT student textbook/Data representation and processing level 2|Level 2]] ====

==== [[ICT student textbook/Data representation and processing level 3|Level 3]] ====

[[Category:Data representation and processing]]
[[Category:Level]]

ICT student textbook/What is the nature of ICT

2019-05-30T03:43:45Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಐಸಿಟಿಯ_ಸ್ವರೂಪಗಳೇನು ಕನ್ನಡ]{{Navigate|Prev=Introduction|Curr=What is the nature of ICT|Next=Data representation and processing}}

===What is this unit about ===
In the previous chapter, we saw how ICT are part of many things we do; and how they have changed the way we are working, learning and even playing. What is it about ICT that allows such changes to happen?

Let us consider the following pictures. Below each picture write 2-3 words describing what is happening in the picture.

<gallery mode="packed" heights="200px">
File:Video conference class for english teachers DSCN0123.JPG|Teachers in a video conference
File:It@schoolDSCN2395.JPG|Students learning how to shoot with a camera
File:Learning to read with a tablet.jpg|Learning to read with a tablet
</gallery>

{| class="wikitable"
|-
| style="width: 15%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px|Think and write]]
| style="width: 85%;" |
{{font color|purple| ''Look at each of the pictures above and write 3 words that come to your mind in each picture''}}
#
#
#
|}

<gallery mode="packed" heights="200px">
File:Animation training of itschool1.jpg|Students learning animation
File:Simulating_Faraday%27s_experiment_using_PhET_-_a_public_software_tool_in_GHS_Mallupura,_Nanjangud,_Mysore.png|Students learning with a simulation
File:Bangalore Woman on Cellphone top November 2011 -23.jpg|Woman with a Cellphone
</gallery>

{| class="wikitable"
|-
| style="width: 15%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px|Think and write]]
| style="width: 85%;" |
{{font color|purple| ''Look at each of the pictures above and write 3 words that come to your mind in each picture''}}
#
#
#
|}

<small>Image credits: [http://itschool.gov.in Kerala IT@Schools project], Government high school, Mysuru, [http://ITforChange.net IT for Change,] [http://commons.wikimedia.org Wikimedia Commons]. All images are licensed under Creative Commons license which allows for free sharing with attribution.</small>
===={{font color|purple|Think and write}}====
Write down below what are the characteristics of ICT that allows the various things above. Discuss these with your friends and teacher.
{| class="wikitable"
|-
| style="width: 10%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px]]
| style="width: 90%;" |
<br><br><br><br>
|}

To do these things, you use many ICT devices such as a mobile phone, a computer, camera. People may tell you about how they communicated or did things in the days before the phone. It may be very hard for you to imagine but ICT (and all other technologies) were not always there - they were developed over time. <br>
{| class="wikitable"
|-
| style="width: 10%;" |[[File:Emojione 1F914.svg|center|thumb|100x100px]]
| style="width: 90%;" |{{font color|Purple|''Ask your teacher or parent or other older members in your neighbourhood when was the first time they saw a computer or a phone or a TV''.}}
<br><br><br><br><br>
|}
In this unit, you will learn about what are ICT, how ICT developed and how we need to work with ICT for all of us to benefit. You can read more about how ICT developed in the chapter on [[ICT student textbook/Science Technology and Society|Science, Technology and Society]].

You may also have guessed one more thing - the different devices need to be connected. Internet, which you may have heard of, is a [[wikipedia:Computer_network|network]] of computers connected with one another. Later in this unit, we will see how these these help in doing the various things above.

===Objectives===
{{font color|purple|''Interacting with ICT''}}
# Understanding the nature of ICT - how technology has developed in society, how ICT have developed and how ICT have changed the society
# Understanding about the ICT environment - various devices and applications
# Understanding the safe use of ICT, including the internet
# Understanding the ethical and legal aspects of ICT
{{font color|purple|''Communicating with ICT''}}
# Understanding how to use technology for self learning
#Understanding how to use technology for connecting with each other for learning
{{font color|purple|''Creating with ICT''}}
# Understanding that you can do various things with ICT (like writing, painting, mapping, singing)
#Getting familiar with different applications for creating with ICT

===ICT have changed the society===
Look around you - can you make a list of things that have digital technologies involved in them? Yes, that is right. Starting from the computer in your school, television, movies, videos and other materials for subject learning, mobile communication, [[wikipedia:Aadhaar|Aadhar]] card, land records, bank accounts, pension accounts and so many more things, ICT have become integrated into society in many ways.

{{font color|purple|'''1. ICT can help create:'''}}
ICT can create information in so many different ways - maps, audio, video, text, numeric data. You no longer need to share your ideas only in text. This means newer and newer methods of creation and sharing. You can also learn in different ways. How you can learn learn and what is needed to be learnt have become different. For example, we no longer need to learn about a cash withdrawal slip, we need to know how to use the ATM. Your teacher can now take a video of a class in your school and share it. Different devices are getting developed; more and more functions are being performed by less number of devices. For example, you can use the computer to watch a movie or play music. A smart phone can do many things a computer can do.

{{font color|purple|'''2. ICT can help connect and communicate:'''}}
The most important thing about ICT today is the internet. The internet has changed the way we think of communicating with one another. Talking to a friend through WhatsApp or Telegram chats, emailing or making a video call are just some of the ways in which the internet has changed the way we talk with others. With the internet, you can also connect to any computer in the world and get information. You can join other friends, form groups to learn about many things.

{| class="wikitable"
|-
| style="width: 20%;" |[[File:Emojione 1F914.svg|center|thumb|75x75px]]
| style="width: 20%;" |[[File:Potter working, Bangalore India.jpg|frameless|250x250px]]
| style="width: 20%;" |[[File:Potter and his work, Jaura, India.jpg|frameless|250x250px]]
| style="width: 40%;" |Before digital ICT came, a potter could be gathering data about the mud, the water, the texture and he was making the pot. Now you have a photo of the pottery making and it is possible to know about the pot by looking a picture and reading about it. Is there any difference between what you know and what the potter knows?
|}
#{{font color|purple|'''What are the ways in which ICT can help the potter create knowledge?'''}}
#{{font color|purple|'''What are the ways in which ICT can help the potter communicate?'''}}

If so many things are impacted by ICT, it is important to understand how these work, and how they should be used [[ICT_student_textbook/What_students_need_to_know_about_ethics_of_technology|ethically and safely]]. ICT should be used in such a way that all can benefit.

For example, take a resource like water or air. Would you not want good quality water to be available to everyone? Don't you want all students to be able to go to schools? Don't you want good hospitals to be available to all? Similarly, technology should be treated like a common resource of society, where everyone can access it, interact with it, benefit from it and contribute to it. More and more people should be able to use ICT according to their needs. ICT should also be treated like a common resource or a public good - like public transport, public education or public health.

===What is the internet===
(This section contains some theoretical information about the internet; your teacher will discuss this with you. It is also possible to go to the activities directly and come back to this section after the activity).
{| class="wikitable"
|-
|[[File:Network-782707 1280.png|thumb|Internet is a network of computers]]
|You may have, or you may have seen someone, look for some information using a computer or mobile phone. How is this possible? The internet makes this possible. The internet is nothing but a network of computers. Your computer may not have all the information you need. There may be other computers in different organizations, giving us different types of information. These computers are connected to one another, their network is called the Internet. The Internet is a physical network of millions of computers across the world. Each computer has a unique identifier. Some of these computers act as '[[wikipedia:Server_(computing)|servers]]', they store data which can be accessed by other computers, hence the internet is like a huge library with information on almost any issue.
|-
|[[File:Herramientas web 2.0.jpg|thumb|World Wide Web|262x262px]]
|Initially the internet was a set of computers connected by one another and you had to send text messages for getting the information you need. This was difficult to do. In 1989, Sir [[wikipedia:Tim_Berners-Lee|Timothy Berners Lee]] developed an application called the "World Wide Web - www". Yes, the "www" is an application on the internet to access the internet in the form of a web pages, using an application called the Web Browser. Have you heard of the word browsing centre?
The web browser makes getting information from the internet easier. Computers transfer information through a method called '''[[wikipedia:HTML|Hyper Text Mark-up Language]]''' or HTML. Any information that we want to share - text, image or even audio and video - can all be shared by developing these web pages.

Different kinds of information could be made available and accessing the information also became easier.<br>
|-
|[[File:Internet of Things.jpg|thumb|Internet of things]]
|Now can you think of all the places the internet is being used? Write them below.
#
#
#

If you have accessed the internet, or if you know of anyone who has accessed the internet , can you list below 2-3 web sites?
#
#
#
Have you had any questions about or while using the internet?
#
#
#
|}

===How is the unit organized===
In this unit, there are three levels of activities. Level 1 activities will introduce you to the unit and will be simple. Activities at the second and third level will be more advanced. This will be based on the ICT skills needed as well as the subject you are studying through that activity. At each level, you will learn ICT skills which would help you do a more advanced activity at the next level.

You can imagine this somewhat like a spiral staircase.

At each level you will be exploring new things about ICT; you will also be creating your outputs and building what is called a [[wikipedia:Electronic_portfolio|digital portfolio]]. This portfolio will include your outputs; from these you will be able to know what you have learnt. At the end of the year, your teacher will assess your portfolio.

You will also keep adding and changing your portfolio. How is that possible? When you make a model of clay or thermocol, you cannot change it after you make it. One of the special features of ICT is that you can change (edit) your creation. This means that, in Class 7 you can change what you completed in class 6 or in Class 8 you can change what you completed in class 7. This means you can keep adding to your knowledge and also improve the quality of your output. You will have a cumulative portfolio at the end of class 8.

====[[ICT student textbook/What is the nature of ICT level 1|Level 1]]====

====[[ICT student textbook/What is the nature of ICT level 2|Level 2]]====

====[[ICT student textbook/What is the nature of ICT level 3|Level 3]]====
__FORCETOC__

ICT student textbook/What is the nature of ICT

2019-05-30T03:41:53Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಐಸಿಟಿಯ_ಸ್ವರೂಪಗಳೇನು English]{{Navigate|Prev=Introduction|Curr=What is the nature of ICT|Next=Data representation and processing}}

===What is this unit about ===
In the previous chapter, we saw how ICT are part of many things we do; and how they have changed the way we are working, learning and even playing. What is it about ICT that allows such changes to happen?

Let us consider the following pictures. Below each picture write 2-3 words describing what is happening in the picture.

<gallery mode="packed" heights="200px">
File:Video conference class for english teachers DSCN0123.JPG|Teachers in a video conference
File:It@schoolDSCN2395.JPG|Students learning how to shoot with a camera
File:Learning to read with a tablet.jpg|Learning to read with a tablet
</gallery>

{| class="wikitable"
|-
| style="width: 15%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px|Think and write]]
| style="width: 85%;" |
{{font color|purple| ''Look at each of the pictures above and write 3 words that come to your mind in each picture''}}
#
#
#
|}

<gallery mode="packed" heights="200px">
File:Animation training of itschool1.jpg|Students learning animation
File:Simulating_Faraday%27s_experiment_using_PhET_-_a_public_software_tool_in_GHS_Mallupura,_Nanjangud,_Mysore.png|Students learning with a simulation
File:Bangalore Woman on Cellphone top November 2011 -23.jpg|Woman with a Cellphone
</gallery>

{| class="wikitable"
|-
| style="width: 15%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px|Think and write]]
| style="width: 85%;" |
{{font color|purple| ''Look at each of the pictures above and write 3 words that come to your mind in each picture''}}
#
#
#
|}

<small>Image credits: [http://itschool.gov.in Kerala IT@Schools project], Government high school, Mysuru, [http://ITforChange.net IT for Change,] [http://commons.wikimedia.org Wikimedia Commons]. All images are licensed under Creative Commons license which allows for free sharing with attribution.</small>
===={{font color|purple|Think and write}}====
Write down below what are the characteristics of ICT that allows the various things above. Discuss these with your friends and teacher.
{| class="wikitable"
|-
| style="width: 10%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px]]
| style="width: 90%;" |
<br><br><br><br>
|}

To do these things, you use many ICT devices such as a mobile phone, a computer, camera. People may tell you about how they communicated or did things in the days before the phone. It may be very hard for you to imagine but ICT (and all other technologies) were not always there - they were developed over time. <br>
{| class="wikitable"
|-
| style="width: 10%;" |[[File:Emojione 1F914.svg|center|thumb|100x100px]]
| style="width: 90%;" |{{font color|Purple|''Ask your teacher or parent or other older members in your neighbourhood when was the first time they saw a computer or a phone or a TV''.}}
<br><br><br><br><br>
|}
In this unit, you will learn about what are ICT, how ICT developed and how we need to work with ICT for all of us to benefit. You can read more about how ICT developed in the chapter on [[ICT student textbook/Science Technology and Society|Science, Technology and Society]].

You may also have guessed one more thing - the different devices need to be connected. Internet, which you may have heard of, is a [[wikipedia:Computer_network|network]] of computers connected with one another. Later in this unit, we will see how these these help in doing the various things above.

===Objectives===
{{font color|purple|''Interacting with ICT''}}
# Understanding the nature of ICT - how technology has developed in society, how ICT have developed and how ICT have changed the society
# Understanding about the ICT environment - various devices and applications
# Understanding the safe use of ICT, including the internet
# Understanding the ethical and legal aspects of ICT
{{font color|purple|''Communicating with ICT''}}
# Understanding how to use technology for self learning
#Understanding how to use technology for connecting with each other for learning
{{font color|purple|''Creating with ICT''}}
# Understanding that you can do various things with ICT (like writing, painting, mapping, singing)
#Getting familiar with different applications for creating with ICT

===ICT have changed the society===
Look around you - can you make a list of things that have digital technologies involved in them? Yes, that is right. Starting from the computer in your school, television, movies, videos and other materials for subject learning, mobile communication, [[wikipedia:Aadhaar|Aadhar]] card, land records, bank accounts, pension accounts and so many more things, ICT have become integrated into society in many ways.

{{font color|purple|'''1. ICT can help create:'''}}
ICT can create information in so many different ways - maps, audio, video, text, numeric data. You no longer need to share your ideas only in text. This means newer and newer methods of creation and sharing. You can also learn in different ways. How you can learn learn and what is needed to be learnt have become different. For example, we no longer need to learn about a cash withdrawal slip, we need to know how to use the ATM. Your teacher can now take a video of a class in your school and share it. Different devices are getting developed; more and more functions are being performed by less number of devices. For example, you can use the computer to watch a movie or play music. A smart phone can do many things a computer can do.

{{font color|purple|'''2. ICT can help connect and communicate:'''}}
The most important thing about ICT today is the internet. The internet has changed the way we think of communicating with one another. Talking to a friend through WhatsApp or Telegram chats, emailing or making a video call are just some of the ways in which the internet has changed the way we talk with others. With the internet, you can also connect to any computer in the world and get information. You can join other friends, form groups to learn about many things.

{| class="wikitable"
|-
| style="width: 20%;" |[[File:Emojione 1F914.svg|center|thumb|75x75px]]
| style="width: 20%;" |[[File:Potter working, Bangalore India.jpg|frameless|250x250px]]
| style="width: 20%;" |[[File:Potter and his work, Jaura, India.jpg|frameless|250x250px]]
| style="width: 40%;" |Before digital ICT came, a potter could be gathering data about the mud, the water, the texture and he was making the pot. Now you have a photo of the pottery making and it is possible to know about the pot by looking a picture and reading about it. Is there any difference between what you know and what the potter knows?
|}
#{{font color|purple|'''What are the ways in which ICT can help the potter create knowledge?'''}}
#{{font color|purple|'''What are the ways in which ICT can help the potter communicate?'''}}

If so many things are impacted by ICT, it is important to understand how these work, and how they should be used [[ICT_student_textbook/What_students_need_to_know_about_ethics_of_technology|ethically and safely]]. ICT should be used in such a way that all can benefit.

For example, take a resource like water or air. Would you not want good quality water to be available to everyone? Don't you want all students to be able to go to schools? Don't you want good hospitals to be available to all? Similarly, technology should be treated like a common resource of society, where everyone can access it, interact with it, benefit from it and contribute to it. More and more people should be able to use ICT according to their needs. ICT should also be treated like a common resource or a public good - like public transport, public education or public health.

===What is the internet===
(This section contains some theoretical information about the internet; your teacher will discuss this with you. It is also possible to go to the activities directly and come back to this section after the activity).
{| class="wikitable"
|-
|[[File:Network-782707 1280.png|thumb|Internet is a network of computers]]
|You may have, or you may have seen someone, look for some information using a computer or mobile phone. How is this possible? The internet makes this possible. The internet is nothing but a network of computers. Your computer may not have all the information you need. There may be other computers in different organizations, giving us different types of information. These computers are connected to one another, their network is called the Internet. The Internet is a physical network of millions of computers across the world. Each computer has a unique identifier. Some of these computers act as '[[wikipedia:Server_(computing)|servers]]', they store data which can be accessed by other computers, hence the internet is like a huge library with information on almost any issue.
|-
|[[File:Herramientas web 2.0.jpg|thumb|World Wide Web|262x262px]]
|Initially the internet was a set of computers connected by one another and you had to send text messages for getting the information you need. This was difficult to do. In 1989, Sir [[wikipedia:Tim_Berners-Lee|Timothy Berners Lee]] developed an application called the "World Wide Web - www". Yes, the "www" is an application on the internet to access the internet in the form of a web pages, using an application called the Web Browser. Have you heard of the word browsing centre?
The web browser makes getting information from the internet easier. Computers transfer information through a method called '''[[wikipedia:HTML|Hyper Text Mark-up Language]]''' or HTML. Any information that we want to share - text, image or even audio and video - can all be shared by developing these web pages.

Different kinds of information could be made available and accessing the information also became easier.<br>
|-
|[[File:Internet of Things.jpg|thumb|Internet of things]]
|Now can you think of all the places the internet is being used? Write them below.
#
#
#

If you have accessed the internet, or if you know of anyone who has accessed the internet , can you list below 2-3 web sites?
#
#
#
Have you had any questions about or while using the internet?
#
#
#
|}

===How is the unit organized===
In this unit, there are three levels of activities. Level 1 activities will introduce you to the unit and will be simple. Activities at the second and third level will be more advanced. This will be based on the ICT skills needed as well as the subject you are studying through that activity. At each level, you will learn ICT skills which would help you do a more advanced activity at the next level.

You can imagine this somewhat like a spiral staircase.

At each level you will be exploring new things about ICT; you will also be creating your outputs and building what is called a [[wikipedia:Electronic_portfolio|digital portfolio]]. This portfolio will include your outputs; from these you will be able to know what you have learnt. At the end of the year, your teacher will assess your portfolio.

You will also keep adding and changing your portfolio. How is that possible? When you make a model of clay or thermocol, you cannot change it after you make it. One of the special features of ICT is that you can change (edit) your creation. This means that, in Class 7 you can change what you completed in class 6 or in Class 8 you can change what you completed in class 7. This means you can keep adding to your knowledge and also improve the quality of your output. You will have a cumulative portfolio at the end of class 8.

====[[ICT student textbook/What is the nature of ICT level 1|Level 1]]====

====[[ICT student textbook/What is the nature of ICT level 2|Level 2]]====

====[[ICT student textbook/What is the nature of ICT level 3|Level 3]]====
__FORCETOC__

ICT student textbook/Introduction

2019-05-30T03:34:22Z

Nitesh:

[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ_ವಿದ್ಯಾರ್ಥಿ_ಪಠ್ಯ/ಪರಿಚಯ ಕನ್ನಡ]{{Navigate|Prev=Preface|Curr=Introduction|Next=What is the nature of ICT}}
===What is ICT===
[[File:Bangladeshi girls taking Selfie at Pohela Falgun.jpg|thumb|200x200px|Girls taking a selfie]]Have you seen something like this? Can you tell what the girls are doing?

They are using a mobile phone to take a photo of themselves. Is there anything different about how they are doing this? Have you ever seen anyone in your school or community or home use a phone? Can you describe the things you have seen them do with a phone?
[[File:49024-SOS-ATM.JPG|left|thumb|200x200px|Any Time Money!]]Look at this machine here - have you have seen something like this anywhere in your neighbourhood? Have you seen anyone use this machine? This is an ATM ([https://en.wikipedia.org/wiki/Automated_teller_machine Automated Teller Machine]), a machine from which you can get cash. Another full form for ATM is 'Any time money'. Usually the name of a bank will be mentioned on the ATM, example State Bank of Hyderabad ATM.

Are you thinking what is common between these two pictures? Let us find out.<br><br>
{{clear}}
===={{font color|purple|Think and write}}====
Look at the table below and complete it. In the last column make a list of equipment and facilities you think you will need for doing these things.
{| class="wikitable"
|-
| style="width: 15%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px|Think and write]]
| style="width: 50%;" |
{{font color|purple| ''Look at the list below and underline if you have done or seen or heard of these things''}}
* You have seen someone booking a gas cylinder refill through a phone.
* You have, or someone you know has, taken a photo of themselves taken for getting it printed on the ''Tirumala darshan'' ticket
* You have watched videos on your computer
* You have listened to songs on a phone.
* You have seen someone send chat messages on the phone
* You have seen people using a phone to make payments
| style="width: 35%;" |
|}

Compare the list you have made with your friends. What did you find? Now you may also be wondering how these things are done.

'''There is one common feature, which makes all these different things possible - the use of Information Communication Technologies, in short - ICT.'''
ICT refer to those set of technologies that help us create information, access information, analyze information and communicate with one another.

{| class="wikitable"
|-
| style="width: 10%;" |[[File:Emojione 1F914.svg|center|thumb|100x100px]]
| style="width: 90%;" |{{font color|Purple|''Is speech ICT? Is writing ICT? Is a book ICT? Is there anything special about ICT now?''}}
<br><br><br><br><br>
|}

Human beings have always gathered information and communicated, but what makes these present technologies special is their [[wikipedia:Digital|digital]] nature. In this textbook, we mean digital technologies or digital ICT when we refer to ICT.

Before we understand more about ICT, look at the list below and circle all the words that you have heard of:<br>
Have_you_heard_of_ICT_terms.mm
[[File:Have_you_heard_of_ICT_terms.mm|center]]
''(If you are referring to the printed book, please open the file "Have_you_heard_of_ICT_terms.mm" on your computer using Freeplane).''

As students, you may have been introduced to some of these terms in your school, in your family or in your neighbourhood. The cell phone tower, your nearest ATM, your mother's mobile phone, games, [[wikipedia:WhatsApp|Whatsapp]] chats, email, the [[wikipedia:Selfie|selfie]], internet, videos and songs on your computer - all these are examples of a new kind of ICT. These technologies are called [http://www.dictionary.com/browse/digital-technology digital technologies] and they are changing the way we talk to each other, work with each other, and the way we do things. The computer is becoming like a television, the phone is becoming like a computer, you can use the computer to make voice calls, you can record a video with your phone, you can read your newspaper on the phone, and you can even paint with your computer! The technologies that make these possible are called digital technologies, which is a new kind of ICT.

You can read more about how ICT developed, in the chapter on [[ICT_student_textbook/Science_Technology_and_Society|Science, Technology and Society]].

===We live in an information society===
Look at the pictures below and discuss with your friends and teacher.

{| class="wikitable"
|-
| style="width: 60%;" |[[File:A Bonobo at the San Diego Zoo "fishing" for termites.jpg|left|thumb|600px|A Bonobo with a stick ]]
| style="width: 40%;" |What is the [[wikipedia:Bonobo|bonobo]] doing in this picture - can you guess? You are correct! It is "fishing" for termites from an ant hill. (Bonobo belongs to the same family as the chimpanzee and used to be called the pygmy chimpanzee).
<br>Did you think only human beings can fish? When it was first discovered in the 1920s that [[wikipedia:Chimpanzee|chimpanzees]] can make tools, all over the scientific community, people were amazed. This was because human beings were defined as the only species which makes tools for use, hence ability to make tools was seen as the essential distinction between human beings and animals. Dr Louis Leakey, a famous [https://en.wikipedia.org/wiki/Primatology primatologist] said " We have to define what is a tool, or we have to define what is a human being or we have to accept that chimpanzees are human beings!".
|-
| style="width: 60%;" |[[File:Google self-driving Lexus SUV rear view.jpg|left|thumb|600px|Google car - can you see what is different? ]]
| style="width: 40%;" |What is special about this car? Did you guess? What is the meaning of self-driving car? Yes, it has no driver.
<br>When you drive, you gather information about the road, other vehicles, people, animals and weather and you operate the controls. Gathering information, processing, analyzing and acting, has been a defining characteristic of the human species. If a car can now do this, does it make the car a human being? What makes a human being special?
|}

To understand more about digital technologies are affecting how we learn and how we work, let us think of a small activity.
===={{font color|purple|Think and write}}====
Let us say you are withdrawing money from a nearby ATM. Can you make a list of all the things you need to do for that? You need your account number, your [[wikipedia:Personal_identification_number|Personal Identification Number]] (PIN) and you need to enter the amount of money. When you put your card in the machine, it verifies your PIN, collects information about your bank account, the bank and the balance amount. The ATM machine does all of this, communicates with your bank and allows you to withdraw the money.

In the box below, can you list down three important words that come to your mind when you read about this? Can you draw a flowchart of how you think this activity could happen?

{| class="wikitable"
|-
| style="width: 15%;" |[[File:Emojione 1F4DD.svg|left|thumb|100x100px|Think and write]]
| style="width: 85%;" |
<br><br><br><br><br>
|}

So many things we do now are based on collecting information, processing information, representing information and communicating information. Many devices - mobile phones, television, computers, tablets, cameras, scanners - collectively called ICT, have made this possible. How we collect information, how we analyze it, how we communicate the information and how we use the information to decide what to do are all very important. ICT and broadly digital technologies are changing the way we do things, thus making today's society an [[wikipedia:Information_society|information society]] . You may be familiar with the computer but now ICT have moved far beyond only the computer. As students you have to learn ICT to build your skills for functioning in the information society.

===What can you expect to learn===
ICT can help you create music, write poetry, learn mathematics or make videos. ICT can also help you in communicating with each other and learning together. This textbook has been developed to introduce you to all these activities.

In this new subject called ICT, we can expect to learn about ICT and how to work with ICT; this will be covered over 3 academic years.

===== Knowledge =====
This subject will introduce you to:
#What is ICT
#How did ICT develop
#Effect of ICT on family, neighbourhood, school and village/city
#Use of ICT ethically, safely and responsibly

===== Skill =====
In this subject, through different hands-on activities and projects you will learn to:
#Use ICT to express your ideas, using available resources (using images, audio, text, videos)
#Use ICT to learn school subjects and improve your general knowledge
#Use ICT to talk to your friends, to work together and to play together
#Use ICT in cultural activities and in the development of the local community.

As students, you are encouraged to explore this new area and make connections to your own daily life, the impact these ICT have on your life, how you would like to work with this technology and how you can equip yourself to understand this new way of thinking, learning and communicating.

===How is this book organized===
The textbook has 5 units, for five themes of ICT learning:
# [[ICT student textbook/What is the nature of ICT|What is the nature of ICT]]
# [[ICT student textbook/Data representation and processing|Data representation and processing]]
# [[ICT student textbook/Communication with graphics|Communication with graphics]]
# [[ICT student textbook/Audio visual communication|Audio visual communication]]
# [[ICT student textbook/Educational applications for learning your subjects|Learn your school subjects]]
* There is an overview section which has an overall introduction for each of the units. This overview for each unit is for you to get a complete view of what are the various aspects you will learn in that unit. These aspects will be then covered level-wise. Some of these ideas may be unfamiliar in the beginning, you could revise them after you finish the level-wise activities.
* Each unit has a brief introduction followed by hands-on (meaning practical work with your computer) activities for each unit / theme. These units will have activities at three different levels, as you move from class 6-8. Different ICT devices (hardware) and applications (software) will be used for the activities. Your teacher will show you how to use these ICT devices and applications. Instructions for learning applications are available [[Explore an application|here]]. You can visit these pages to learn about these applications, which you will use for some of the activities in this book.
* Your teacher will determine the appropriate level of activity. She will introduce a new unit or an activity with a demonstration. This will be followed by activities for you. These activities could include some projects and will involve individual or group work.
* You can work individually or in groups or read the textbook and discuss in the classroom. Different groups in the class will work on different examples for a given theme and share your analysis, findings and creations. You will learn together and also teach one another!