ICT teacher handbook/What is the nature of ICT - Revision history

Ranjani: /* {{font color|brown|Additional Resources}} */

2017-07-04T06:09:10Z

Yogi: 1 revision imported: from troer

2017-06-28T09:00:35Z

1 revision imported: from troer

Ranjani: /* Chapter Objectives */

2017-06-11T20:25:22Z

Chapter Objectives

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Guru: /* The machine is using us */

2016-12-31T09:32:55Z

The machine is using us

Guru: /* The machine is using us */

2016-12-31T09:32:33Z

The machine is using us

Guru: /* When did it all begin and the human story */

2016-12-31T09:31:03Z

When did it all begin and the human story

Guru at 09:30, 31 December 2016

2016-12-31T09:30:15Z

Guru at 09:28, 31 December 2016

2016-12-31T09:28:52Z

Guru: /* {{font color|brown|Level 2 -> 2 weeks}} */

2016-12-31T09:23:55Z

Guru at 08:56, 31 December 2016

2016-12-31T08:56:12Z

@@ Line 55: / Line 55: @@
 #[https://en.wikipedia.org/wiki/Internet_of_things Internet of things]
 #Watch this CC-BY video <br>{{Youtube|u-hu6lMemB0}}
 ==={{font color|brown|Transaction notes for activities}}===
 Each activity has the following components - time estimate, prior preparation, methodology, discussion questions, subject integration and portfolio.

@@ Line 143: / Line 143: @@
 ## Resource repositories
 ##* [http://nroer.gov.in/welcome NROER]
-##* [http://vidyaonline.net]
+##* [http://vidyaonline.net vidyaonline]
 ##* [http://karnatakaeducation.org.in/KOER/en/index.php/Main_Page KOER]
 ##* Identify two more resource websites

@@ Line 142: / Line 142: @@
 ##* Search for two more newspaper websites
 ## Resource repositories
-##* NROER
+##* [http://nroer.gov.in/welcome NROER]
-##* vidyaonline.net
+##* [http://vidyaonline.net]
-##* KOER
+##* [http://karnatakaeducation.org.in/KOER/en/index.php/Main_Page KOER]
 ##* Identify two more resource websites
 ## Video downloads / photograph sharing (youtube, teacher tube, geogebratube)

@@ Line 126: / Line 126: @@
 #There is an example given in the textbook of a potter; ask the students to find out about other occupations in their locality and ask them to write a short note about how technology can impact the person and the occupation.
 # Depending on the understanding of the students, you can talk to them about computer development was given importance during the second world war.  Show the slideshow of Alan Turing and tell students the story of Enigma
-#Students can express their ideas and work in the form of picture stories.  If there is adequate time available, students cad add text to their picture stories. If students are typing their text document, you can teach them how to insert their pictures.
+#Students can express their ideas and work in the form of picture stories.  If there is adequate time available, students can add text to their picture stories. If students are typing their text document, you can teach them how to insert their pictures.
 ==={{font color|brown|Level 3 -> 5 weeks}}===

@@ Line 73: / Line 73: @@
 ====How is a computer different from a fridge====
 #The first level requires four 3-period block: each block has 1 period for demonstration and 2 periods for the hands-on work.
-#It will be useful to go through the additional links given for this discussion; the classroom must have projection enabled for this session.  The labs should have sufficient computers for students to practise switching on and off.
+#It will be useful to go through the additional links given for this discussion; the classroom must have a projection enabled for this session.  The labs should have sufficient computers for students to practise switching on and off.
-#In small groups ask students to come up why a computer is different from a fridge and this can be compiled digitally using a mind mapping tool
+#In small groups ask students to come up why a computer is different from a fridge and this can be compiled digitally using a min mapping tool
 #Project this for discussion and encourage students to classify the different things a computer does
 #Introduce to the children that computer understands data and applications communicate data; distinguish between an operating system and application software
 #In small groups encourage students to switch on the computer, get familiar with the various applications.
-#Show them some common applications like text editor, mind mapping tool, painting tool, browser, etc.
+#Show them some common applications like Text processor, Mind mapping tool, Painting tool, browser, etc.
 #Help the students create their own folders in which they will save their work
 #In small groups let the students talk about any application they are familiar with and list out the steps involved (this can be a flow chart or mind map).  This can be used to introduce the idea of computing - the ability to describe a process to get to an outcome.
 #Student created mind maps can be digitized (you can take a photograph of their hand drawn map) and added to their cumulative portfolio.
 ====What all can a computer do====
 This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.<br>
@@ Line 112: / Line 113: @@
 ==={{font color|brown|Level 2 -> 2 weeks}}===
-{{font color|brown|At this level, the activities require an ability to understand ideas of society and choices made by society.  If the class does not have the intellectual level to handle this, this entire section can be moved to the end of the year or combined with Level 3 activities.}}
+{{font color|brown|At this level, the activities require an ability to understand ideas of society and choices made by society.  If it seems difficult to transact this with the class, this entire section can be moved to the end of the year or combined with Level 3 activities.}}
 ==== When did it all begin and the human story ====
 # These are two activities in Nature of ICT level 2 to introduce students to the idea that technology developed in society.
 # Each activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.
@@ Line 124: / Line 126: @@
 #There is an example given in the textbook of a potter; ask the students to find out about other occupations in their locality and ask them to write a short note about how technology can impact the person and the occupation.
 # Depending on the understanding of the students, you can talk to them about computer development was given importance during the second world war.  Show the slideshow of Alan Turing and tell students the story of Enigma
-#Students can express their ideas and work in the form of picture stories.  If there is adequate time available, students can add text to their picture stories. If students are typing their text document, you can teach them how to insert their pictures.
+#Students can express their ideas and work in the form of picture stories.  If there is adequate time available, students cad add text to their picture stories. If students are typing their text document, you can teach them how to insert their pictures.
 ==={{font color|brown|Level 3 -> 5 weeks}}===
@@ Line 140: / Line 142: @@
 ##* Search for two more newspaper websites
 ## Resource repositories
-##* [http://nroer.gov.in/welcome NROER]
+##* NROER
-##* [http://vidyaonline.net]
+##* vidyaonline.net
-##* [http://karnatakaeducation.org.in/KOER/en/index.php/Main_Page KOER]
+##* KOER
 ##* Identify two more resource websites
 ## Video downloads / photograph sharing (youtube, teacher tube, geogebratube)

@@ Line 32: / Line 32: @@
 #Understanding how to use technology for connecting with each other for learning
 #Developing an understanding of the role the Internet is playing in the society
-##Understand safe and ethical ways of using the internet
+#Understand safe and ethical ways of using the internet
 {{font color|brown|''Creating with ICT''}}
 #Understanding that you can do various things with ICT  (like writing, painting, mapping, singing)
@@ Line 55: / Line 55: @@
 #[[wikipedia:World_Wide_Web|World Wide Web]]
 #[https://en.wikipedia.org/wiki/Internet_of_things Internet of things]
-#Watch this video {{Youtube|u-hu6lMemB0}}
+#Watch this CC-BY video {{Youtube|u-hu6lMemB0}}
 #[[ICT_teacher_handbook/ICT_and_society|ICT and Society]]
 #[[ICT_teacher_handbook/ICT_for_connecting_and_learning|ICT for connecting and learning]]
@@ Line 70: / Line 70: @@
 #Subject integration
 #Portfolio component
-==={{font color|brown|Level 1 - 4 weeks}}===
+==={{font color|brown|Level 1 -> 4 weeks}}===
 ====How is a computer different from a fridge====
 #The first level requires four 3-period block: each block has 1 period for demonstration and 2 periods for the hands-on work.
@@ Line 112: / Line 112: @@
 #Students must practice Tux Typing, Tux Paint.  They should also know how to open their creations in Tux Paint (See page [[Learn Tux Paint]]).  In a text editor, students must make a list of 8-10 things they know about ICT.
-==={{font color|brown|Level 2 - 2 weeks}}===
+==={{font color|brown|Level 2 -> 2 weeks}}===
 {{font color|brown|At this level, the activities require an ability to understand ideas of society and choices made by society.  If the class does not have the intellectual level to handle this, this entire section can be moved to the end of the year or combined with Level 3 activities.}}
 ==== When did it all begin and the human story ====
@@ Line 128: / Line 128: @@
 #Students can express their ideas and work in the form of picture stories.  If there is adequate time available, students cad add text to their picture stories. If students are typing their text document, you can teach them how to insert their pictures.
-==={{font color|brown|Level 3 - 5 weeks}}===
+==={{font color|brown|Level 3 -> 5 weeks}}===
 ====The machine is using us====
 # This activity requires a 3-period block: 1 period for  demonstration and 2 periods for the hands-on work.