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ICT teacher handbook/What is the nature of ICT (view source)
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==={{font color|purple|Objectives}}}===
===Chapter Objectives===
===Chapter Objectives===
This chapter is to introduce students to the various possibilities of ICT in creating and communicating. The students must get familiar with interacting with ICT as well as be able to comfortably use different applications. Understanding that technology can be shaped by society and how ICT can help them, their school or community is an important focus of this unit.
This chapter is to introduce students to the various possibilities of ICT in creating and communicating. The students must get familiar with interacting with ICT as well as be able to comfortably use different applications. Understanding that technology can be shaped by society and how ICT can help them, their school or community is an important focus of this unit.
''Interacting with ICT''
''Interacting with ICT''
# Understanding the nature of ICT - how technology has developed in society, how ICT has developed and how it has changed the way society is organized today
# Understanding the nature of ICT
# Understanding about the ICT environment - various devices and applications
##how technology has developed in society
##how ICT has developed and
##how it has changed the way society is organized today
# Understanding about the ICT environment
##Appreciating that a computer can do many things; unlike many other electronic appliances
##Understanding the difference between hardware and software
##Getting familiar with various devices and applications
# Understanding the safe use of ICT
# Understanding the safe use of ICT
# Understanding the ethical and legal aspects of ICT
# Understanding the ethical and legal aspects of ICT
''Communicating with ICT''
''Communicating with ICT''
# Understanding how to use technology for self learning
#Understanding that the computer communicates with data, and can connect to other devices
# Understanding how to use technology for connecting with each other for learning
#Understanding how to use technology for self learning
#Understanding how to use technology for connecting with each other for learning
''Creating with ICT''
''Creating with ICT''
# Understanding that you can do various things with ICT (like writing, painting, mapping, singing)
#Understanding that you can do various things with ICT (like writing, painting, mapping, singing)
#Understanding that data of different kinds and can be edited, processed, combined in multiple formats which is what makes it possible to do many things with ICT
#Understanding that there are different devices for reading, representing data
#Understanding that data can be organized in files and folders
#Getting familiar with input devices
# Getting familiar with different applications for creating with ICT
# Getting familiar with different applications for creating with ICT
===Digital learning resources===
#Handout for [[ICT_teacher_handbook/Basic_digital_literacy|Basic Digital Literacy]]
#Handout for [[Learn_Freeplane}Freeplane]]
===Additional Resources===
===Additional Resources===
#[[wikipedia:World_Wide_Web|World Wide Web]]
#[[wikipedia:World_Wide_Web|World Wide Web]]
#[https://en.wikipedia.org/wiki/Internet_of_things Internet of things]
#[https://en.wikipedia.org/wiki/Internet_of_things Internet of things]
#{{Youtube|u-hu6lMemB0}}
#Watch this video<br>
{{Youtube|u-hu6lMemB0}}
===Transaction notes for activities===
===Transaction notes for activities===
#This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.
#This activity requires a 3-period block: 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 a 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.
#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
#Introduce to the children that computer understands data and applications communicate data; distinguish between an operating system and application software
#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). This can be used to introduce the idea of computing - the ability to describe a process to get to an outcome.
#Help the students create their own folders in which they will save their work
#Student created mind maps can be digitized and added to their cumulative portfolio.
#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.
#In small groups encourage students to switch on the computer, get familiar with the various applications.
#In small groups encourage students to switch on the computer, get familiar with the various applications.
#Show them some common applications like Text processor, Mind mapping tool, Painting tool, browser, etc.
#Show them some common applications like Text processor, Mind mapping tool, Painting tool, browser, etc.
=====What all can a computer do=====
=====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.
This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.<br>
'''Demonstration 1'''
'''Demonstration 1'''
It may be an interesting idea to start the class with this video : '''''How has the desk changed.''''' <br>
{{Youtube|1h3Qcdl8bKg}}
{{Youtube|1h3Qcdl8bKg}}
The video shows as a timeline how different applications came into the computer. Ask students to watch and make their comments. Encourage them to talk about any applications that they see on the video that are familiar to them. Following this show them the various files on their computer.<br>
The video shows as a timeline how different applications came into the computer. Ask students to watch and make their comments. Encourage them to talk about any applications that they see on the video that are familiar to them. Following this show them the various files on their computer.<br>
'''Demonstration 2'''
'''Demonstration 2'''<br>
'''''Resources needed'''<br>
'''''Resources needed'''<br>
*The suggested files for showing in the class are listed in the textbook and will be available in the offline textbook also. In addition you can open the following educational applications:
*The suggested files for showing in the class are listed in the textbook and will be available in the offline textbook also. In addition you can open the following educational applications:
