Changes

===Understanding ICT – a brief history===

===Understanding ICT – a brief history===

Through the course of history, there have been discoveries and inventions that have changed social processes and structures greatly. The agricultural revolution and industrial revolution created the agrarian and industrial societies respectively. We are now in another such age, brought on by Information Communication Technologies (ICT). With information creation, access, processing and sharing becoming quicker and simpler, society is now being shaped these processes, so much so that, the term Information Society is used to describe society today. Participating in this society requires the development of new skills as well as an understanding of how these processes are affecting society. It is the responsibility of the education system to respond to this by helping students develop an understanding of ICT, its impact on society and the possibilities for learning through ICT. The education system also has to support the building of skills in students that will make them capable of functioning in, and be responsive to a society shaped by ICT.

Through the course of history, there have been discoveries and inventions that have changed social processes and structures greatly. The agricultural revolution and industrial revolution created the agrarian and industrial societies respectively. We are now in another such age, brought on by Information Communication Technologies (ICT). With information creation, access, processing and sharing becoming quicker and simpler, society is now being shaped these processes, so much so that, the term ''Information Society'' is used to describe society today. Participating in this society requires the development of new skills as well as an understanding of how these processes are affecting society. It is the responsibility of the education system to respond to this by helping students develop an understanding of ICT, its impact on society and the possibilities for learning through ICT (ICT will be used both in the singular and plural).  

Most of you student teachers must be using a cell phone to communicate, which even ten years ago would not have been the case with most students. A cell phone is a digital information and communication device, a part of the recent ICT revolution. Yet ICTs are perhaps nearly as old as humanity itself, as human beings needed to communicate with one another, beginning with symbolic (non verbal) ways, before language was invented. Language could be seen as first 'ICT', it   enabled (oral) communication amongst human beings. Yet oral communication had the limitation of space and time, meaning that the speaker and the listener had to be in the same space and time.  

Most of you must be using a cell phone to communicate, which even fifteen years ago would not have been the case with most students. A cell phone is a digital information and communication device, a part of the recent ICT revolution. Yet ICTs are perhaps nearly as old as humanity itself, as human beings needed to communicate with one another, beginning with symbolic (non verbal) ways, before language was invented. Language could be seen as first 'ICT', it   enabled (oral) communication amongst human beings. Yet oral communication had the limitation of space and time, meaning that the speaker and the listener had to be in the same space and time.  

Script was the next ICT, invented around 5,000 years ago, which enabled information to be held distinct from   the   communicator   and   be   made   available   beyond   the   limitation   of   space   and   time   that   oral communication   imposed.     (You   would   be   learning   more   about   the   processes   of   speaking   and   listening (comprising   oral   communication)   and   reading   and   writing   (comprising   written   communication)   in   your courses on language learning. Writing also enabled easier recording of human history and thus the invention of script was a landmark in the history of ICTs.

Script was the next ICT, invented around 5,000 years ago, which enabled information to be held distinct from the communicator and be made available  beyond   the  limitation  of   space and time that oral communication imposed.  (You   would   be   learning   more   about   the   processes   of   speaking   and   listening (comprising   oral   communication)   and   reading   and   writing   (comprising   written   communication)   in   your courses on language learning. Writing also enabled easier recording of human history and thus the invention of script was a landmark in the history of ICTs. Invention of printing technologies scaled up the 'writing' process and enabled mass production of books. The invention of radio and television created the 'mass media' in which simultaneously the same message could be transmitted to thousands of people. Each ICT invention enabled the processes of information creation, sharing, storing and communicating to be easier, quicker, more efficient (reaching more people) etc. Each invention was a significant event in the evolution of human communication processes and in the explosion in the availability of information.  

Invention of printing technologies scaled up the 'writing' process and enabled mass production of books. The invention of radio and television created the 'mass media' in which simultaneously the same message could be transmitted to thousands of people. Each ICT invention enabled the processes of information creation, sharing, storing and communicating to be easier, quicker, more efficient (reaching more people) etc. Each invention was a significant event in the evolution of human communication processes and in the explosion in the availability of information.  

ICT refers to those set of technologies that help us create information, access information, analyze information and communicate with one another. Human beings have always accessed information and communicated, but what makes these present technologies special is their digital nature.

ICT refers to those set of technologies that help us create information, access information, analyze information and communicate with one another. Human beings have always accessed information and communicated, but what makes these present technologies special is their digital nature.

==== Digital ICT ====

==== Digital ICT ====

We are now perhaps in the middle of the next epochal movement in the history of ICTs, the use of digital  methods of accessing, creating, modifying sharing, storing information as well as for communication. Most of you would have been born after the beginning of the mass use of cell phones (the second generation or 2G cell phone technology was available for mass use from 1991), towards the end of the first millennium, while many teacher educators would have been born before this period!

We are now perhaps in the middle of the next epochal movement in the history of ICTs - the use of digital methods of accessing, creating, modifying sharing, storing information as well as for communication. Most of you would have been born after the beginning of the mass use of cell phones (the second generation or 2G cell phone technology was available for mass use from 1991), towards the end of the first millennium, while many teacher educators would have been born before this period! This phenomenon creates an interesting inversion in the school environment, in almost all other areas, the teacher (teacher­ educator) is more familiar than the learner (student­ teacher), while in case of ICTs (more specifically in the skill of using ICT devices and methods), it can often be the opposite! Research also suggests that younger people are quicker to pick up a technology than older people. ''Hence this course may require the student­ teacher to help the teacher educators to acquire some of the skills covered and support 'collaborative   learning   amongst   student­ teachers   and   teacher­ educators!  On the other hand,   the   experience   and insights of teacher educators can help student teachers to develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing good as well as harm.''

One point to note is that, one ICT does not replace the earlier ones, rather the earlier technologies tend to continue, to meet varying needs and contexts.  

 

 

suggests that younger people are quicker to pick up a technology than older people. Hence this course may require the student­ teacher to help the teacher educators to acquire some of the skills covered and support 'collaborative   learning   amongst   student­ teachers   and   teacher­ educators!  On the other hand,   the   experience   and insights of teacher educators can help student teachers to develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing good as well as harm. One point to note is that, one technology does not replace the earlier one, rather the earlier technologies tend to continue, thus creating a richer environment of multiple ICTs.

==== History of ICT ====

==== History of ICT ====

{| class="wikitable"

{| class="wikitable"

|'''Knowledge model / Basis'''  

|'''Knowledge model / Basis'''  

|'''Method'''

|'''Method'''

|'''Storage'''

|'''Storage'''

|'''Sharing'''

|'''Sharing'''

|'''Publishing (mass sharing)'''

|'''Publishing (mass sharing)'''

|'''Features'''

|'''Features'''

|-

|-

|Oral / Language  

|Oral / Language  

|Oral

|Oral

|Human memory

|Human memory

|Speaking - Hearing

|Speaking - Hearing

|Not possible

|Not possible

|Requires synchronicity of space and time

|Requires synchronicity of space and time. Most authentic

|-

|-

|Written / Script

|Written / Script

|Text

|Text

|Books

|Books

|Physical

|Physical

|Not possible

|Not possible

|Share knowledge across space and time, but in limited manner

|Share knowledge across space and time, but in limited manner

|-

|-

|Print / Printing

|Print / Printing

|Text

|Text

|Books

|Books

|Physical

|Physical

|Books

|Books

|Explosion

|Explosion of information, due to large volume of books being available

|-

|-

|Mass Media/ Radio, TV

|Mass Media/ Radio, TV

|Analogue -Audio, video

|Analogue -Audio, video

|Cassettes and similar analog devices

|Cassettes and similar analog devices

|Physical

|Physical

|Over broadcast media

|Over broadcast media

|Mass reach across space and time

|Mass reach across space and time

|-

|-

|Digital (ICT)

|Digital (ICT)

|Digital methods (text / audio / video editors)

|Digital methods (text / audio / video editors)

|Digital storage like  hard disks

|Digital storage like  hard disks

|Email

|Email

|Websites, blogs, Wikis – 'desktop publishing'

|Websites, blogs, Wikis – 'desktop publishing'

|Information spreads  fast and wide¹. Much easier construction and much Wider possibilities – text, audio, video

|Information spreads  fast and wide¹. Much easier construction and much Wider possibilities – text, audio, video

|}

|}

You will learn to use digital ICT for two purposes in the first year - 'connecting and learning' and 'creating (generic resources) and learning', in the two units respectively. Before 'connecting and learning' you need to have a basic familiarity with the ICT devices and tools.

You will learn to use digital ICT for two purposes in the first year - 'connecting and learning' and 'creating (generic resources) and learning', in the two units respectively. Before 'connecting and learning' you need to have a basic familiarity with the ICT devices and tools.

===Basic familiarity with ICT devices and operating system===

===Basic familiarity with ICT devices and operating system===

==== Installing operating system on the computer ====

==== Installing operating system on the computer ====

==== Accessing and adding various FOSS applications, basic troubleshooting ====

==== Accessing and adding various FOSS applications, basic troubleshooting ====

=== ICT for connecting ===

=== ICT for connecting ===

The internet, a product of digital ICT, has changed the way we think of communicating. 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 communicate with others. With the internet, you can connect to any computer in the world and access information. You can join other friends, form groups to learn about many things. Internet is also allowing new methods of learning through online courses and resource repositories. Unit 1 will help you learn how you can use ICT to connect and learn.

The internet, a product of digital ICT, has changed the way we think of communicating. 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 communicate with others. With the internet, you can connect to any computer in the world and access information. You can join other friends, form groups to learn about many things. Internet is also allowing new methods of learning through online courses and resource repositories. Unit 1 will help you learn how you can use ICT to ''connect and learn''.

==== Navigating the Internet,  web browser for accessing the internet ====

==== Navigating the Internet,  web browser for accessing the internet ====

Accessing the internet and browsing the web (understanding the difference between the two)

You will access and navigate the internet using a web browser such as Firefox.  Mozilla Firefox will appear under Applications > Internet >Firefox Web Browser.

Downloading information and organizing

If you know the web address of the site you want to visit, you can type it in the address bar. Ex; http://kn.wikipedia.org. If you don’t know the particular web address, you can type the key word of searching object, e.g. wikipedia.  You can search not only for text, but also for images, videos using a search engine, such as DuckDuckGo or Google search engine. You can download the file (video, text file, image file) in to computer. Check if the copyright of the file allows to copy and use.

Identifying license information and using downloaded information appropriately

You can save web pages offline to use without internet. To save the page, right click on the page and click on "Save Page As". In the save tab, you can give specific file name and in the file format you need to select "Web Page Complete" and then click SAVE. Now it will save html file with a thumbnail folder. By clicking on html file you can view web page offline.

Using safety tips while browsing

Using a search engine, your teacher will open [https://en.wikipedia.org/ Wikipedia]. She will explain how the search engine works and she will demonstrate different kinds of websites on the internet.

You will develop a text document with a list of websites that you have accessed

|'''Student activity time''' - Your teacher demonstrated different kinds of websites above. In groups, look for websites in the different categories. In each group search and make a list of 3-5 websites. Enter these addresses in your note book.

==== Participation in online, email and mobile-based forums (forming teacher communities of practice for collaboration and peer learning) ====

==== Participation in online, email and mobile-based forums (forming teacher communities of practice for collaboration and peer learning) ====

=== Developing personal digital libraries (PDLs) and evaluation of digital resources ===

 

==== Developing personal digital libraries (PDLs) and evaluation of digital resources ====

===Equitable access to ICTs===

===Equitable access to ICTs===