1,774
edits
Changes
Jump to navigation
Jump to search
Line 41:
Line 41: + Line 102:
Line 103: + + Line 111:
Line 114: + − + Line 150:
Line 154: − =====The global digital library=====+ Line 157:
Line 161: − =====I have a new address=====+
ICT teacher handbook/What is the nature of ICT (view source)
Revision as of 21:49, 17 December 2016
, 21:49, 17 December 2016no edit summary
#Handout for [[Learn_Freeplane|Freeplane]]
#Handout for [[Learn_Freeplane|Freeplane]]
#Handout for [[Learn_Firefox|Firefox]]
#Handout for [[Learn_Firefox|Firefox]]
#Handout for [[Learn_LibreOffice_Writer|LibreOffice Writer]]
==={{font color|brown|Additional Resources}}===
==={{font color|brown|Additional Resources}}===
==={{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 ====
==== 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.
# 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.
# Each activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.
# Use the [[ICT_student_textbook/Science_Technology_and_Society|Science, Technology and Society]] chapter in the textbook to read with the class and also explore with the students different devices shown. Let the students imagine and talk about the contexts and requirements that would have allowed the different devices to develop
# Use the [[ICT_student_textbook/Science_Technology_and_Society|Science, Technology and Society]] chapter in the textbook to read with the class and also explore with the students different devices shown. Let the students imagine and talk about the contexts and requirements that would have allowed the different devices to develop
# Using the Jacquard loom, facilitate a discussion on the idea of programming and help the students understand how a machine that is programmed to do an activity is different from a general purpose calculation device (this is similar to the activity how a computer is different from a fridge)
# Using the Jacquard loom, facilitate a discussion on the idea of programming and help the students understand how a machine that is programmed to do an activity is different from a general purpose calculation device (this is similar to the activity how a computer is different from a fridge)
#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
# 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
# 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.
#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 - 4 weeks}}===
==={{font color|brown|Level 3 - 4 weeks}}===
##* www.mit.edu
##* www.mit.edu
====The global digital library====
#This activity requires one 3-period block: 1 period for demonstration and 2 periods for the hands-on work.
#This activity requires one 3-period block: 1 period for demonstration and 2 periods for the hands-on work.
#This activity requires internet connectivity in the lab.
#This activity requires internet connectivity in the lab.
#Introduce students to copyright and how to access open licensed content
#Introduce students to copyright and how to access open licensed content
====I have a new address====
# This activity requires a two 3-period blocks: 1 period for demonstration and 2 periods for the hands-on work.
# This activity requires a two 3-period blocks: 1 period for demonstration and 2 periods for the hands-on work.
# This activity requires internet connectivity in the lab.
# This activity requires internet connectivity in the lab.
# In the first block, demonstrate how to create an email account and students must create their email addresses in the first class. You must also create a email group for the class.
# In the first block, demonstrate how to create an email account and students must create their email addresses in the first class. You must also create a email group for the class.
# In the second block, demonstrate how to send and receive emails, individually and to groups. Talk to students about internet safety.
# In the second block, demonstrate how to send and receive emails, individually and to groups. Talk to students about internet safety.