Changes

===A brief history of ICT===

===A brief history of 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 ''[[wikipedia:Information_society|Information Society]]'' is used to describe society today. Participating in this society requires an understanding of how these processes are affecting society as well as the development of new skills to navigate this 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 (we will use ICT both in the singular and plural).  The term 'ICT' refers to those set of technologies that help us create information, access information, analyze information and communicate with one another.   

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 ''[[wikipedia:Information_society|Information Society]]'' is used to describe society today. Participating in this society requires an understanding of how these processes are affecting society as well as the development of new skills to navigate this 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 (we will use ICT both in the singular and plural).  The term 'ICT' refers to those set of technologies that help us create information, access information, analyse information and communicate with one another.   

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 [[wikipedia:Language|language]] was invented. Language can be seen as first 'ICT', it   enabled (oral) communication amongst human beings.   

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 [[wikipedia:Language|language]] was invented. Language can be seen as first 'ICT', it   enabled (oral) communication amongst human beings.   

[[wikipedia:Writing_system|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 [[wikipedia:Printing|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, enabling greater reach. Each ICT invention was a significant event in the evolution of human communication processes and in caused an explosion in the availability of information. While human beings have always accessed information and communicated, what makes the present ICT special, is their digital nature, hence we can even refer to ICT as '[[wikipedia:Information_technology|digital technologies]]'.  

[[wikipedia:Writing_system|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 [[wikipedia:Printing|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, enabling greater reach. Each ICT invention was a significant event in the evolution of human communication processes and caused an explosion in the availability of information. While human beings have always accessed information and communicated, what makes the present ICT special, is their digital nature, hence we can even refer to ICT as '[[wikipedia:Information_technology|digital technologies]]'.  

A brief history of ICT is provided in the table below

A brief history of ICT is provided in the table below

|Physical

|Physical

|Over broadcast media

|Over broadcast media

|Mass reach across space and time

|Mass reach across wide geographies

|-

|-

|Digital (ICT)

|Digital (ICT)

|Email

|Email

|Websites, blogs, Wikis – 'desktop publishing'

|Websites, blogs, Wikis – 'desktop publishing'

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

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

|}

|}

==== 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! 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 develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing harm as well as good.''  

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! Younger people may often pick up a technology quicker 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 develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing harm as well as good.''  

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 applications===

Every computer must have an [[wikipedia:Operating_system|operating system]] (also called system software) to run other computer programmes. Even your mobile phone has an operating system. Operating systems start automatically when you turn on the computer, this process is termed [[wikipedia:Booting|booting]]. All the other computer programmes like programmes to paint, type, listen to music, learn maths etc., are called application software or 'Apps' which work with the system software.

Computers, tablets, mobile phones are ICT devices that allow you to process and share information digitally. Each of these devices must have an [[wikipedia:Operating_system|operating system]] (also called system software) to run other applications or programmes. Operating system starts automatically when you turn on the computer, this process is termed [[wikipedia:Booting|booting]]. All the other software to paint, type, listen to music, learn maths etc., are called application software or 'Apps' which work with the system software.

We will use the [[wikipedia:Ubuntu_(operating_system)|Ubuntu]] ‘Free and Open Source Software’ (called FOSS in short) operating system. Software like Office suite, web browser, educational software can be bundled with Ubuntu GNU/Linux operating system, all these applications will be installed on the computer along with the operating system. Operating systems use a program called the Graphical User Interface (GUI, which is pronounced as goo-ee), to access other computer with a mouse. The popular operating systems are Microsoft Windows, GNU/Linux and Mac OSx. You will learn about the functions of an operating system, using an example of '''Ubuntu''' GNU/Linux operating system. With this learning, you can also operate a computer with Windows of Mac operating systems.  

We will use the [[wikipedia:Ubuntu_(operating_system)|Ubuntu]] ‘[[wikipedia:Free_and_open-source_software|Free and Open Source Software]]’ (called FOSS in short) operating system for our paper. Operating systems use a program called the Graphical User Interface (GUI, which is pronounced as goo-ee), to access other computer with a mouse. The popular operating systems are Microsoft Windows, GNU/Linux and Mac OSx. You will learn about the functions of an operating system, using an example of '''Ubuntu''' GNU/Linux operating system. With this learning, you can also operate a computer with Windows of Mac operating systems. Since Ubuntu is a FOSS operating system, FOSS applications like Office suite, web browser, educational software can be bundled with Ubuntu GNU/Linux operating system. All these applications will be installed on the computer along with the operating system.  

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

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

Ubuntu GNU/Linux (we will use Ubuntu hereafter) is a [[wikipedia:Free_and_open-source_software|Free and Open Source Software]] (FOSS) Operating System. Any FOSS application can be freely shared and used by us, without any license fee payments, required by proprietary software. More on this is explained in the section on equitable and ethical use of ICT. Ubuntu installation is quite simple, and can be done by an average computer user. The minimum hardware required to install Ubuntu in a computer is:  

Ubuntu installation is quite simple, and can be done by an average computer user. The minimum hardware required to install Ubuntu in a computer is:  

# Minimum 40GB or above free space /  separate partition in hard disk.

# Minimum 40GB or above free space /  separate partition in hard disk.

# Minimum 2GB RAM (4GB and above preferred)

# Minimum 2GB RAM (4GB and above preferred)

# DVD reader or USB port

# DVD reader or USB port

Electric power should be available during the installation process. You will need the Ubuntu software in a DVD or in a pen drive (as a boot-able USB device). In the computers in your lab, a custom distribution of Ubuntu [[wikipedia:Linux|GNU/Linux]] operating system which contains all the educational software applications and utilities required to transact this paper, would have been installed. A copy of the Ubuntu custom distribution could be obtained from DSERT, if required. In case you need to install the system on the institution computers, or you would like to install in your own computer, you can do so. Being able to install the operating system itself on your computer is an empowering process. In many cases, if you face problems while using your computer, including serious issues such as hard disk crash, you can re-install the operating system to start using your computer again. The installation process for the custom Ubuntu GNU/Linux system is available in this [https://teacher-network.in/OER/images/8/8e/Ubuntu_16.04_installation_as_stand_alone_OS.pdf document] and you can become more familiar with your computer by [[Explore a computer|exploring it]].  

Electric power should be available during the installation process. You will need the Ubuntu software in a DVD or in a pen drive (as a boot-able USB device).

 

In the computers in your lab, a custom distribution of Ubuntu [[wikipedia:Linux|GNU/Linux]] operating system which contains all the educational software applications and utilities required to transact this paper, would have been installed. A copy of the Ubuntu custom distribution could be obtained from DSERT, if required. In case you need to install the system on the institution computers, or you would like to install in your own computer, you can do so. Being able to install the operating system itself on your computer is an empowering process. In many cases, if you face problems while using your computer, including serious issues such as hard disk crash, you can re-install the operating system to start using your computer again. The installation process for the custom Ubuntu GNU/Linux system is available in this [https://teacher-network.in/OER/images/8/8e/Ubuntu_16.04_installation_as_stand_alone_OS.pdf document] and you can become more familiar with your computer by [[Explore a computer|exploring it]].  

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

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

# You can login and logout,  and your user data will be secure within your own login

# You can login and logout,  and your user data will be secure within your own login

## '''Logging in''': When you switch on your computer, you will see a login screen. Login with the user id (name) and password created by the system administrator. Ubuntu allows you to have a user interface in your own language, by specifying your language as the user language, during your user id creation. Once you have logged in, the home screen will appear.

## '''Logging in''': When you switch on your computer, you will see a login screen. Login with the user id (name) and password created by the system administrator. Ubuntu allows you to have a user interface in your own language, by specifying your language as the user language, during your user id creation. Once you have logged in, the home screen will appear.

## '''Shutting down the computer-''' After you have finished your work, you have to turn off the computer. You must turn it off by clicking on the last button on the right hand top corner and select shut down. Never turn off the power button without shutting the computer properly.

## '''Shutting down the computer-''' After you have finished your work, you have to turn off the computer. You must turn it off by clicking on the last button on the right hand top corner and select shut down. Never turn off the power button without shutting the computer properly, as it can cause files to corrupt.

# Users can browse (and search for) the folders and files on the computer using a file browser (the Ubuntu file browser is called Nautilus)

# Users can browse (and search for) the folders and files on the computer using Nautilus file browser

# Users can use different applications on their computer for creating and accessing files. This includes accessing, creating, editing text, image, audio, video, animation files. You will learn some of these applications in unit 2 (generic resource creation)

# Users can use different applications on their computer for creating and accessing files. This includes accessing, creating, editing text, image, audio, video, animation files. You will learn some of these applications in unit 2 (generic resource creation)

# Users can connect to other ICT devices - printers and scanners, mobile phones, pen drives, external hard disks and storage devices, external DVD writers etc.

# Users can connect to other ICT devices - printers and scanners, mobile phones, pen drives, external hard disks and storage devices, external DVD writers etc.  

# Users can connect to local area networks and the internet.

# Users can connect to their local area network and the internet.

You can add more FOSS applications to your computer. Go to Applications > System Tools -> Software. You will need to type the required application name in the search bar. It will show all applications with the words you have entered and you will get an option for "Install". Click on "install" if you want to install the application. If your search does not get the application(s) you want, try with fewer letters / words to search . It may ask your Ubuntu log in password for authentication, just type your Ubuntu password press enter.

While Ubuntu will come bundled with many applications, you can also add more FOSS applications to your computer. Go to Applications > System Tools -> Software. You will need to type the required application name in the search bar. It will show all applications with the words you have entered and you will get an option for "Install". Click on "Install" if you want to install the application. If your search does not get the application(s) you want, try with fewer letters / words to search . It may ask your Ubuntu log in password for authentication, just type your Ubuntu password press enter.  

As explained in the overview, practice activities will be provided at relevant points in the source book, to integrate theory and practice. These practice activities will need to be done in your ICT Lab.

As explained in the overview, practice activities will be provided at relevant points in the source book, to integrate theory and practice. These practice activities will need to be done in your ICT Lab.

Create a folder with this topic name, this could be a sub-folder within 'Documents' folder.  You should identify a topic (or two), in which you are interested to create resources.  Your own work as a student teacher may require you to source / make materials for classroom teaching-learning processes, or you may want to share your ideas and thoughts, as a resource, with your classmates for mutual learning, or you may simply want to create a resource for your self-development. The topic could be from the subject(s) you teach (a science topic like ‘Light’ or a mathematics topic such as ‘number system’ or a geography topic as ‘forests’), or a larger issue in education ('Challenges of teaching in inner-city public schools'), or larger social issue ('global warming'). It will be much more meaningful learning, if as a part of this course, you could access, create and publish a learning resource on a topic which you want to learn/ know more about or need teaching resources. You could create this  resource in English or in Kannada or your own language.  

Create a folder with this topic name, this could be a sub-folder within 'Documents' folder.  You should identify a topic (or two), in which you are interested to create resources.  Your own work as a student teacher may require you to source / make materials for classroom teaching-learning processes, or you may want to share your ideas and thoughts, as a resource, with your classmates for mutual learning, or you may simply want to create a resource for your self-development. The topic could be from the subject(s) you teach (a science topic like ‘Light’ or a mathematics topic such as ‘number system’ or a geography topic as ‘forests’), or a larger issue in education ('Challenges of teaching in inner-city public schools'), or larger social issue ('global warming'). It will be much more meaningful learning, if as a part of this course, you could access, create and publish a learning resource on a topic which you want to learn/ know more about or need teaching resources. You could create this  resource in English or in Kannada or your own language.  

|}

|}

=== 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.  

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.  

The internet is a physical network of millions of computers across the world, each of which has a unique identifier. Some of these computers act as 'servers', they store data which can be accessed by other computers. The Internet is thus like a huge library with information on almost any issue. The 'web-sites' we visit are nothing but folders of computers connected to the internet. Apart from information, many of these computers also have applications or web tools, such as search engine, maps, translation, which have different purposes.  

The internet is a physical network of millions of computers across the world, each of which has a unique identifier. Some of these computers act as 'servers', they store data which can be accessed by other computers. The Internet is thus like a huge library with information on almost any issue. The 'web-sites' we visit are nothing but folders of computers connected to the internet. Apart from information, many of these computers also have applications or web tools, such as search engine, maps, translation, which have different purposes.  

World wide web (www) is an application on the Internet, which allows computers to access the Internet in the form of a web page, using an application called the web browser. There are millions of pages of shared information on the computers in the network, created by many people and organizations, in the form of 'web pages' accessed using a software application called a 'web browser'.

World wide web (www) is an application on the Internet, which allows computers to access the Internet in the form of a web page, using an application called the web browser. There are millions of pages of shared information on the computers in the network, created by many people and organizations, in the form of 'web pages' accessed using a software application called a 'web browser'.

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''.

Internet is also allowing new methods of learning through on-line 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 using a web browser ====

You will access and navigate the internet using a free and open source web browser such as [[Learn Firefox|Mozilla Firefox]].  Mozilla Firefox will appear under Applications > Internet >Firefox Web Browser.

You will access and navigate the internet using a free and open source web browser such as [[Learn Firefox|Mozilla Firefox]].  Mozilla Firefox will appear under Applications > Internet >Firefox Web Browser.

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  [http://google.com Google search engine] or [https://duckduckgo.com DuckDuckGo] 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 (this is explained in the section on 'Ethical use of ICT').

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 a key word(s) relating to the topic e.g. Wikipedia, using a search engine, such as  [http://google.com Google search engine] or [https://duckduckgo.com DuckDuckGo] search engine. You can search not only for text, but also for images and videos  You can download the file (video, text file, image file) to your computer.  

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.

You can save web pages off-line to read later, without having an internet connection. 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 off-line.

Open [https://en.wikipedia.org/ Wikipedia]. Use a search engine to access different websites on the internet. Search for resources connected to the topic you have identified. You will find that much more resources are available for your topic in English compared to Kannada or other languages.   

You will find that much more resources are available for your topic in English compared to Kannada or other languages.   

{| class="wikitable"

{| class="wikitable"

|'''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 and download information, consisting of web pages, image, videos, etc relevant to your topic.  

|'''Student activity time''' - Your teacher demonstrated different kinds of websites above. In groups, look for websites in the different categories. In each group, use a search engine to access different websites on the internet.  search and make a list of 3-5 websites. Enter these addresses in your note book and download information, consisting of web pages, image, videos, etc relevant to your topic.  

 

|}

|}

=== Professional learning communities of teachers for collaboration and peer learning ===

=== Professional learning communities of teachers for collaboration and peer learning ===

Every profession has its own professional association for learning and sharing. These associations are a method of continuous interactions with fellow practitioners (peers) and allow methods of learning beyond the college or university. You would have learnt about [[wikipedia:Social_constructivism|social constructivism]] and peer learning. Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as insights. They also need to be able to contact peers as well as mentors for seeking support.  

Many professions have their own professional associations. These associations provide a forum for continuous interactions with fellow practitioners (peers) and allow methods of learning beyond the college or university. You would have learnt about [[wikipedia:Social_constructivism|social constructivism]] and peer learning. Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences, practices as well as insights. They also need to be able to contact peers as well as mentors for seeking support.  

While professional communities and associations have been there for a long time, ICT have made possible ways of connecting and communicating with each other simpler and more accessible. Online communities are often a good way of continuing interactions beyond the restrictions of meetings of physical time and space. Online communities can be mailing forums or discussion groups and can be accessed either through your phone or the computer. Mailing forums are a good way to keep the teacher community in contact with one another and serve as a complement to physical interactions, and provide for learning beyond the workshops.

While professional communities and associations have been there for a long time, ICT have made possible ways of connecting and communicating with one another simpler and more accessible. On-line communities are often a good way of continuing interactions beyond the restrictions of meetings of physical time and space, and can provide for learning beyond workshops. On-line communities can be mailing forums or discussion groups and can be accessed either through your phone or computer.

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) talks envisions teacher education with the following key components: (i) collaborative networks for learning and sharing, (ii) continuous learning (iii) Different paths and spaces for learning. It regards peer learning as an important component of Teacher Professional Development.

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education] (NCF-TE, 2010) talks envisions teacher education with the following key components: (i) collaborative networks for learning and sharing, (ii) continuous learning (iii) different paths and spaces for learning. It regards peer learning as an important component of Teacher Professional Development.

Professional Learning Communities is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You will form a ICT based learning community of all your classmates, and use this network over the course to share your ideas, experiences and learnings, seek support and feedback of classmates for collaborative learning.

Professional Learning Communities is a recent method for continuing professional development and by providing teachers with peer support, it can be a sustainable method of development. You will form a ICT based learning community of all your classmates, and use this network over the course to share your ideas, experiences and learnings, seek support and feedback of classmates for collaborative learning.