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=== ICT for connecting and learning - creating a personal digital library (PDL) ===

=== ICT for connecting and learning - creating a personal digital library (PDL) ===

A personal digital library (PDL) is simply a folder containing a set of sub-folders and files on your computer, which contain information on a particular topic. You can store information on different topics of interest to you in different folders, which together constitute your PDL on your computer.   

A personal digital library (PDL) is simply a folder containing a set of sub-folders and files on your computer, which contain information categorized on a particular topic. You can store information on different topics of interest to you in different folders, which together constitute your PDL on your computer.   

The PDL is 'personal' meaning it is available on your own computer, for your use any time. It is 'digital';  it is available in a digital format, which makes it  easy for you to store, search and share. Most importantly, it is a 'library' meaning the digital resources are organised meaningfully, for you to easily access information when you want it. For your chosen topic, you can create a PDL, consisting of the set of resources downloaded from the Global Digital Library,  in your folders and sub-folders. You can later create a 'meta document' for each topic, using a simple text editor, which will have information about the resources and the files stored in the PDL.  

The PDL is 'personal' meaning it is available on your own computer, for your use any time. It is 'digital';  it is available in a digital format, which makes it  easy for you to store, search and share. Most importantly, it is a 'library' meaning the digital resources are organised meaningfully, for you to easily access information when you want it. For your chosen topic, you can create a PDL, consisting of the set of resources downloaded from the Global Digital Library,  in your folders and sub-folders. You can later create a 'meta document' for each topic, using a simple text editor, which will have information about the resources and the files stored in the PDL.  

There are a few steps in creating the PDL.

There are a few steps in creating the PDL.

# Make a folder (this could be under your 'home' folder or your 'documents' folder) on the computer by topic, the topic name can be the folder name. Always give full and complete names to any folder or file, avoid using abbreviations or acronyms. This way, just reading the folder or file name will give you an idea of its contents.

# Make a folder (this could be under your 'home' folder or your 'documents' folder) on the computer by topic, the topic name can be the folder name. Always give full and complete names to any folder or file, avoid using abbreviations or acronyms. This way, just reading the folder or file name will give you an idea of its contents.

# This can have sub folders for ‘Text’, ‘Image’ and ‘Audio Video’ for saving your save your text, image, audio and video files respectively. By organizing your files and folders carefully on any topic, you are creating what can be termed as a ‘Personal Digital Library’ on that topic. Having personal digital libraries allows you to access and re-use resources easily and effectively.

# This can have sub folders for ‘Text’, ‘Image’ and ‘Audio Video’ for saving your save your text, image, audio and video files respectively.

# You could instead create sub folders for different sub-topics for your topic and save your files based on the sub topic. For instance, the topic 'energy' could serve as the name of your folder, within which you could create sub-folders for heat, light, magnetism, electricity etc. You should think about the way you would want to access your library later, and create the sub-folders (and sub sub-folders) on basis of this hierarchy. Searching for files later becomes easier if you have categorised them and then organised them in folders based on these categories.

# You could instead create sub folders for different sub-topics for your topic and save your files based on the sub topic. For instance, the topic 'energy' could serve as the name of your folder, within which you could create sub-folders for heat, light, magnetism, electricity etc. You should think about the way you would want to access your library later, and create the sub-folders (and sub sub-folders) on basis of this hierarchy. Searching for files later becomes easier if you have categorised them and then organised them in folders based on these categories.

# As a teacher, you could also have the 'academic year' as the base folder, within which you could create the resource folders and sub folders, for topics connected to your teaching. This way, when you begin a new year (2017-18), you can simply copy the folder of the previous academic year (2016-17) with the new year (2017-18) as the folder name. You can then add, modify or delete files in the sub folders within this year folder as per your requirements for the new year.

# As a teacher, you could also have the 'academic year' as the base folder, within which you could create the resource folders and sub folders, for topics connected to your teaching. This way, when you begin a new year (2017-18), you can simply copy the folder of the previous academic year (2016-17) with the new year (2017-18) as the folder name. You can then add, modify or delete files in the sub folders within this year folder as per your requirements for the new year.

# Access relevant resources - web pages, text files, images, animations, audio clips, videos, from internet.  Make sure you check the copyright information on these resources.

# Access relevant resources - web pages, text files, images, animations, audio clips, videos, from internet.  Make sure you check the copyright information on these resources and download only those resources which license you to re-use.

# Save these on relevant sub-folders in your folder.

# Save these on relevant sub-folders in your folder.

# Create a 'meta' document which will provide your thoughts on the topic (you will learn how to create a text document in unit 2, so this can be done later)  

# Create a 'meta' document which will provide your thoughts on the topic (you will learn how to create a text document in unit 2, so this can be done later)  

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.  

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 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.   

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 time and space restrictions of physical meetings, 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) 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) 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.

Since the internet is a network of computers, you can send messages (called 'emails' or simply 'mails') from your computer to others, who can access it on any computer connected to the internet. You may be using a 'free' (as in free of cost) email such as Gmail. You should know that your mails can be 'read' by the email provider Google. Just like Google retains your 'searches' information, it also  'machine reads' your mails, so that it can show you advertisements based on the content of your searches and mails.  

Since the internet is a network of computers, you can send messages (called 'emails' or simply 'mails') from your computer to others, who can access it on any computer connected to the internet. You may be using a 'free' (as in free of cost) email such as Gmail. You should know that your mails can be 'read' by the email provider Google. Just like Google retains your 'searches' information, it also  'machine reads' your mails, so that it can show you advertisements based on the content of your searches and mails.  

Your mails may also be 'tapped' by authorised and unauthorised entities as it passes over the internet. Hence you need to take the maximum care of your digital information and be careful of what you share digitally. You should not assume that anything digital is automatically private and confidential, it may not be.

Your mails may also be 'tapped' by authorised and unauthorised entities as it passes over the internet. Hence you need to take the maximum care of your digital information and be careful of what you share digitally. '''You should not assume that anything digital is automatically private and confidential, it may not be.'''

====Using a webmail application - Gmail====

====Using a web mail application - Gmail====

Most of you will already have a Gmail or another mail account.  You can use the [[Learn Gmail|Gmail handout]] for information on how to create a Gmail account.

Most of you will already have a Gmail or another mail account.  You can refer to the [[Learn Gmail|Gmail handout]] for information on how to create a Gmail account.

=====Composing, sending and receiving emails=====

=====Composing, sending and receiving emails=====

To compose a new message using Gmail, click "Compose". This can be found on the left panel,and is shown in the first image below. When you click on that you see a panel open for composing a new mail. The second image shows how you can start composing your new mail.  

To compose a new message using Gmail, click "Compose". This can be found on the left panel,and is shown in the first image in the email gallery. When you click on that you see a panel open for composing a new mail. The second image in the gallery shows how you can start composing your new mail.  

<gallery mode="packed" heights="150px" caption="Composing emails">  

<gallery mode="packed" heights="150px" caption="Composing emails">  

File:Gmail 5 Compose Message.png|400x450px|left|thumb|Compose window in Gmail  

File:Gmail 5 Compose Message.png|400x450px|left|thumb|Compose window in Gmail  

Some basic features of the 'compose mail' form are discussed below:

Some basic features of the 'compose mail' form are discussed below:

# To: enter the email address(es) of the recipient(s)

# To: enter the email address(es) of the recipient(s)

# Cc: “Carbon copy” or “courtesy copy” another email address (not the main recipient; meant to keep others informed)

# Cc: “Carbon copy” additional email address(es) (not the main recipient; meant to keep others informed)

# Bcc: “Blind carbon copy” another email address (any email addresses entered here will be hidden from one another)

# Bcc: “Blind carbon copy” another email address (any email addresses entered here will be hidden from other ids addressed in the mail)

# Subject: a few words to describe what your email is about  

# Subject: a few words to describe what your email is about  

# Body of the email: type your message. Click on attachment icon (next to send icon) to attach your local files(text files, images, etc.) with the mail and send it to the recipient.  After you have done all the above steps and if are ready to send your mail, just click on Send icon.

# Body of the email: type your message. Click on attachment icon (next to send icon) to attach your local files(text files, images, etc.) with the mail and send it to the recipient.  After you have done all the above steps and if are ready to send your mail, just click on Send icon.

===== Checking mails and replying =====

===== Checking mails and replying =====

Your Inbox displays all email messages you have received. By default, unread messages in your Inbox have a white background and display in bold lettering while read messages have a grey background and normal type.

Your Inbox displays all email messages you have received. By default, unread messages in your Inbox have a white background and display in bold lettering while read messages have a grey background and normal type.  

 

===== Downloading an attachment =====

===== Downloading an attachment =====

[[File:Gmail_8_Download_The_Attachement.png|400x450px|left|thumb|Downloading an attachment]]

[[File:Gmail_8_Download_The_Attachement.png|400x450px|left|thumb|Image 18 - Downloading an attachment]]

#A paper clip icon next to an email indicates that there is an attachment with the mail

#A paper clip icon next to an email indicates that there is an attachment with the mail

# To download an attachment in an email, open mail and scroll down the message and come to the file attached.

# To download an attachment in an email, open mail and scroll down the message and come to the file attached.

# You can either view or download the file (down arrow mark).

# You can either view or download the file (down arrow mark).

# Click on Download

# Click on Download

# A window will appear Click on Save

# A window will appear Click on Save (see image 18)

# Choose the location where you want to save the file

# Choose the location where you want to save the file

# Click on Save to finish

# Click on Save to finish

===== Sign out from the account =====

===== Sign out from the account =====

This is very important steps to secure your mail privacy.  Logging out of your Gmail account is essential if you use public computers or even in personal computer. Your Gmail account can contain a lot of sensitive information, and signing out will help protect it.

This is very important steps to secure your mail privacy.  Logging out of your Gmail account is essential if you use public computers or even in personal computer. Your Gmail account may contain sensitive or private information, and signing out will help protect it.  

# Click on your name or small circle with your starting letter of your user name, which displayed on top right side of your screen, as in this screen.

# Click on your name or small circle with your starting letter of your user name, which displayed on top right side of your screen, (image 19).

# Click on it and select '''sign out''' or '''logout'''.

# Click on it and select '''sign out''' or '''logout'''.

[[File:Gmail_10_Sign_out.png|400x450px|left|thumb|Signing out from your account]]

[[File:Gmail_10_Sign_out.png|400x450px|left|thumb|Image 19 - Signing out from your account]]

{{clear}}

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====Student activity time (2 hours) ====

====Student activity time (2 hours) ====

#You will need to create an email id for yourself, this is like a digital post-box or digital address. You can create an email id using a Gmail on <nowiki>http://gmail.com</nowiki>. Login by providing your 'user id' and then 'your password'. Compose an email and send to another student whose id you know. Compose an email discussing some of the resources you saw on your topic and ask for your classmate to give suggestions and feedback on your resource. Copy your faculty email id in the 'cc'.  

#You will need to create an email id for yourself, this is like a digital post-box or digital address. You can create an email id using Gmail on <nowiki>http://gmail.com</nowiki>. Login by providing your 'user id' and then 'your password'. Compose an email and send to another student whose id you know. Compose an email discussing some of the resources you saw on your topic and ask for your classmate to give suggestions and feedback on your resource. Copy your faculty email id in the 'cc'. If you have practised Tux Typing sufficiently, you will find it easy to type longer messages, which can reflect your thoughts.  

#Receive emails in your 'inbox' from your classmates. Open and read them. 'Reply-to' the sender of the mail and give your comments on the mails from your classmates.  

#Receive emails in your 'inbox' from your classmates. Open and read them. 'Reply-to' the sender of the mail and give your comments on the mails from your classmates.  

#Your faculty would have created a 'class group' mailing list. You can send a mail to this list id, which will go to all students, who are members of the list.  You can use email as a general sharing tool. You can share your assignments with your classmates (after they are assessed) and seek feedback. This peer feedback can complement the feedback from the teacher educator and support peer learning. Giving feedback and receiving feedback can both be intense academic processes and the email method can be used to enable students to share much more easily, as well as give and receive feedback. This can be extended to all the courses in the program, not just the ICT Mediation course.

#Your faculty would have created a 'class group' mailing list. You can send a mail to this list id, which will go to all students, who are members of the list.  You can use email as a general sharing tool. You can share your assignments with your classmates (after they are assessed) and seek feedback. This peer feedback can complement the feedback from the teacher educator and support peer learning. Giving feedback and receiving feedback can both be intense academic processes and the email method can be used to enable students to share much more easily, as well as give and receive feedback. This can be extended to all the courses in the program, not just the ICT Mediation course.

=== Equitable access to ICTs ===

=== Equitable access to ICTs ===

Technology is a resource of society, hence we need to create a society where everyone can access it, interact with it, benefit from it and contribute to it. More and more people should be able to use ICT in a manner appropriate for their needs; for this, access to ICT should be treated like a public good, like public education or public health.   

Technology needs to be seen as a resource of society, hence we need to enable all to be able to access it, interact with it, benefit from it and contribute to it. More and more people should be able to use ICT in a manner appropriate for their needs; for this, access to ICT should be treated like a public good, like public education or public health.   

As you use the computers and Internet, the easy sharing of digital documents will seem quite powerful – instead of physically photo copying documents making digital copies of the document or photos of an event or equipment is simpler and also almost free. Hence it would seem obvious that digital modes of information production and sharing would make resources easy to access, covering all kinds of digital items including content and software. However, there have been very strong forces that have worked against such easy sharing.  

The easy sharing of digital documents makes ICT quite powerful – instead of physically photo copying documents, making digital copies of the document is simpler and also almost free. Hence it would seem obvious that digital modes of information production and sharing would make resources easy to access, covering all kinds of digital items including content and software. However, there have been very strong forces that have worked against such easy sharing.  

Paradoxically such sharing has been made difficult using technological methods as well as legal methods. Legal methods have been through releasing software or content using restrictive licenses, that forbid sharing or modifying (making these 'proprietary' instead of 'open'). Technological methods have been to not release the source code (in case of software), which is required for making   modifications and by using techniques that  prevent 'copy paste' processes. 'Proprietary' software which forbids sharing and customising is used by most ICT users.

Sharing has been made difficult using technological methods as well as legal methods. Legal methods have been through releasing software or content using restrictive licenses, that forbid sharing or modifying (making these 'proprietary' instead of 'open'). Technological methods have been to not release the source code (in case of software), which is required for making   modifications and by using techniques that  prevent 'copy paste' processes. 'Proprietary' software which forbids sharing and customising is unfortunately popular amongst ICT users.  

==== FOSS ====

==== FOSS ====

Fortunately, in the case of software, there are free software communities that have developed software and released it on liberal conditions, that allow free sharing and modifying. [[wikipedia:Richard_Stallman|Dr Richard Stallman]], who was a professor at the [[wikipedia:Massachusetts_Institute_of_Technology|Massachusetts Institute of Technology,]] established the [[wikipedia:Free_Software_Foundation|Free Software Foundation]], which worked to develop software applications and released them under a '[[wikipedia:GPL|General Public License]]' (GPL), which allows the user four freedoms – to use, study, modify and share. The GPL also insists that any changes made to a free software should also be released on same terms.

Fortunately, in the case of software, there are 'free software' communities that have developed software and released it on liberal conditions, that allow free sharing and modifying. [[wikipedia:Richard_Stallman|Dr Richard Stallman]], who was a professor at the [[wikipedia:Massachusetts_Institute_of_Technology|Massachusetts Institute of Technology,]] established the [[wikipedia:Free_Software_Foundation|Free Software Foundation]], which worked to develop software applications and released them under a '[[wikipedia:GPL|General Public License]]' (GPL), which allows the user four freedoms – to use, study, modify and share. The GPL also insists that any changes made to a free software should also be released on same terms. Please note that 'free' refers to the 'freedom' to re-use, share, modify and re-distribute and not to 'free of cost'. We can use 'gratis' to indicate 'free of cost'.

==== OER ====

==== OER ====

Similarly in the case of content or learning materials, the '[[wikipedia:Open_educational_resources|open educational resources]]' (OER) movement aims to support creation of digital materials that allow the four rights – right to re­use, re­vise, remix and re­distribute (called the 4 Rs).  

Similarly in the case of content or learning materials, the '[[wikipedia:Open_educational_resources|open educational resources]]' (OER) movement aims to support creation of digital materials that allow the four rights – right to re­use, re­vise, remix and re­distribute (called the 4 Rs).  

Teachers often will need to contextualise materials (make changes as per their own needs), which copyrighted materials would not allow. Hence there is a movement to produce learning resources and make these available with less copyright restrictions. The [http://en.wikipedia.org/wiki/Open_educational_resources '<nowiki/>'''Open Educational Resources''''] movement aims to release materials with minimal restrictions, which will allow teachers to freely 're-use', 're-vise', 're-mix' and 're-distribute' materials (these are called the 4 Rs, the fifth R can be 're-tain'). Teachers can access available OER from the internet and create their own digital libraries on their computers for different topics of their interest. Teachers can release materials they create as OER, so that other teachers can give feedback as well as revise/refine the same to make it better quality.

Teachers often will need to contextualise materials (make changes as per their own needs), which copyrighted materials would not allow. Hence there is a need to produce learning resources and make these available with minimal copyright restrictions. The [http://en.wikipedia.org/wiki/Open_educational_resources '<nowiki/>'''Open Educational Resources''''] movement aims to release materials with minimal restrictions, which will allow teachers to freely 're-use', 're-vise', 're-mix' and 're-distribute' materials. Teachers can access available OER from the internet and create their own digital libraries on their computers for different topics of their interest. Teachers can release materials they create as OER, so that other teachers can give feedback as well as revise/refine the same to make it better quality.

FOSS and OER movements aim at providing digital resources that are licensed to allow you to make copies. In addition, you can modify the software / content resource and share again. FOSS and OER, allow greater access to software and content, and hence are necessary to adopt and promote for equitable access to ICT.

 

FOSS and OER movements aim at providing digital resources that are licensed to allow you to make copies. In addition, you can modify the software / content resource and share again. FOSS and OER are necessary to adopt and promote for equitable access to ICT.

==== Inclusive use of ICT ====

==== Inclusive use of ICT ====

By allowing for different methods of representing information (in different formats, using different tools) and communicating, digital ICT provide diverse set of opportunities to support different (multiple intelligences) learning styles. Moving away from only the written word, to using images, audio and visuals to communicate understanding and making meaning allows for a more inclusive learning environment.

By allowing for different methods of representing information (in different formats, using different tools) and communicating, digital ICT provide diverse set of opportunities to support different (multiple intelligences) learning styles. Moving away from only the written word, to using images, audio and visuals to communicate understanding and making meaning allows for a more inclusive learning environment.

In addition, there are specialised hardware and software applications to support visually, hearing and speech challenged learners. Text to speech converters are useful for visually challenged such as the FOSS application [http://spoken-tutorial.org/tutorial-search/?search_foss=Orca&search_language= ORCA], speech to text converters can help those who are unable to use the keyboard and mouse as input devices (these are available on mobile phones now for simple tasks like making calls, searching the net etc.). On most screens, the font size can be increased (usually by simply selecting CTRL ++) to the size required, which can help some people with poor vision.

In addition, there are specialised hardware and software applications to support visually, hearing and speech challenged learners. Text to speech converters are useful for visually challenged such as the FOSS application [http://spoken-tutorial.org/tutorial-search/?search_foss=Orca&search_language= ORCA], speech to text converters can help those who are unable to use the keyboard and mouse as input devices (these are available on mobile phones now for simple tasks like making calls, searching the net etc.). On most screens, the font size can be increased (usually by simply selecting CTRL ++) to the size required, which can help some people with poor vision. Teachers need to be sensitive to such options for using ICT to support inclusive learning.

{| class="wikitable"

{| class="wikitable"

==== Plagiarising - copying resources created by others and representing it as yours ====

==== Plagiarising - copying resources created by others and representing it as yours ====

While it is easy to copy a resource from the internet and include in your own work without giving credit to the creator,  it is an unethical practice. This is called [[wikipedia:Plagiarism|'plagiarism']], the more familiar word is 'copying'.  Referring to other resources, 'citing' them in your work, or adapting them to meet the needs of your work are ethical activities. This is called 'fair use' of materials created by another person. What is 'minor' copying or 'large' depends on the situation, and you need to use your judgement. In case of doubt, always discuss with your faculty, classmates and friends. One simple rule - use materials from existing OER sources, and give credit to the source, in your own document.

While it is easy to copy a resource from the internet and include in your own work without giving credit to the creator,  it is an unethical practice. This is called [[wikipedia:Plagiarism|'plagiarism']], the more familiar word is 'copying'.  Referring to other resources, 'citing' them in your work, or adapting them to meet the needs of your work are ethical activities. This is called 'fair use' of materials created by another person. What is 'minor' copying or 'large' depends on the situation, and you need to use your judgement. In case of doubt, always discuss with your faculty, classmates and friends. One simple rule you can adopt - use materials from existing OER sources, and give credit to the source, in your own document.

==== Violating the 'license' associated with the resource ====

==== Violating the 'license' associated with the resource ====

Digital resources, including software and content always have an associated 'license' of use. In case the software or content is licensed as [[wikipedia:proprietary|'proprietary']], where the creator has all the rights, and has not given any rights to others, then using the digital resource is illegal, without paying the required license fee and unethical. Such use is called 'piracy'. You may find it technically very easy to just 'copy-paste' an article from the internet or copy a proprietary software program from another computer, or download a movie from the internet which is not licensed to be copied. All these would be unethical practices and must be avoided. For the same reason, your school computer lab, when you enter an institution, must not have any pirated software. If you find any pirated software or content in the school computers, please do bring it to the notice of your head master.

Digital resources, including software and content always have an associated 'license' of use. In case the software or content is licensed as [[wikipedia:proprietary|'proprietary']], where the creator has all the rights, and has not given any rights to others, then using the digital resource is illegal, without paying the required license fee and unethical. Such use is called 'piracy'. You may find it technically very easy to just 'copy-paste' an article from the internet or copy a proprietary software program from another computer, or download a movie from the internet which is not licensed to be copied. All these would be unethical practices and must be avoided. For the same reason, your school computer lab, when you enter an institution, must not have any pirated software. If you find any pirated software or content in the school / institution computers, please do bring it to the notice of the head of the institution or the lab in-charge.

One way of avoiding this unethical practice, is to use and promote Free and Open Source Software (FOSS) and Open Educational Resources (OER). It is ethical to use FOSS and OER. It is unethical to pirate proprietary software or content.  

One way of avoiding this unethical practice, is to use and promote Free and Open Source Software (FOSS) and Open Educational Resources (OER). It is ethical to use FOSS and OER. It is unethical to pirate proprietary software or content.  

'''Remember that if a digital resource has no explicit copyright clause mentioned, it means it is owned by the creator with no rights for others.''' Hence when you create a digital resource, please take care to explicitly mention that it is an OER. You can do this by providing the copyright clause such as - "Copyright - Creative Commons CC BY SA 4.0", you can mention this in the first page itself, below the title of the article.

'''If a digital resource has no explicit copyright clause mentioned, it means it is owned by the creator with no rights for others.''' Hence when you create a digital resource, please take care to explicitly mention that it is an OER. You can do this by providing the copyright clause such as - "Copyright - Creative Commons CC BY SA 4.0", you can mention this in the first page itself, below the title of the article.

==== Ethical use of internet ====

==== Ethical use of internet ====

The Computer Professionals for Social Responsibility has prepared the '[http://cpsr.org/prevsite/program/ethics/cei.html/ ten commandments]' or ten rules for use of computers, some of which are listed below:

The Computer Professionals for Social Responsibility has prepared the '[http://cpsr.org/prevsite/program/ethics/cei.html/ ten commandments]' or ten rules for use of computers, some are listed below:

# You should not use a computer to harm other people.

# You should not use a computer to harm other people.

# You should not interfere with other people's computer work.

# You should not interfere with other people's computer work.

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Apart from harm that may be inflicted by others through the internet, there is harm from excessive use of the internet. See [http://www.thehindu.com/opinion/op-ed/man-treated-for-internet-addiction/article6503707.ece '''Man treated for Internet addiction''']. South Korea, the country which has the highest density of internet use has [http://telegraph.co.uk/news/health/11348625/5-treatments-for-chronic-internet-addiction.html internet deaddiction centres in more than 100 hospitals]. Like any other resource, the internet needs to be used wisely, there is a danger of misuse, abuse and over-use. Please visit the following sites to learn about safe internet use

Apart from harm that may be inflicted by others through the internet, there is harm from excessive use of the internet. See [http://www.thehindu.com/opinion/op-ed/man-treated-for-internet-addiction/article6503707.ece '''Man treated for Internet addiction''']. South Korea, the country which has the highest density of internet use has [http://telegraph.co.uk/news/health/11348625/5-treatments-for-chronic-internet-addiction.html internet de-addiction centres in more than 100 hospitals]. Like any other resource, the internet needs to be used wisely, there is a danger of misuse, abuse and over-use. Please visit the following sites to learn about safe internet use

# https://www.getsafeonline.org/protecting-your-computer/safe-internet-use/

# https://www.getsafeonline.org/protecting-your-computer/safe-internet-use/

# http://blog.searchlock.com/internet-safety-tips-kids-teens/

# http://blog.searchlock.com/internet-safety-tips-kids-teens/

Apart from harm to yourself, the use of the internet can cause problems for your computer, through [[wikipedia:malware|malware]] (software viruses), or spam (unwanted mails).  

Apart from harm to yourself, the use of the internet can cause problems for your computer, through [[wikipedia:malware|malware]] (software viruses), or spam (unwanted mails).  

Do not download any software or content to your computer from the internet, unless you have clear instruction from your cyollege/ faculty. Before clicking on any link, consider if that link may lead you to malware or any fraud. Avoid downloading any content, unless you are reasonably sure it is genuine, by only downloading content that is licensed as OER, you reduce your chances of downloading malware.

''Do not download any software or content to your computer from the internet, unless you have clear instruction from your cyollege/ faculty. Before clicking on any link, consider if that link may lead you to malware or any fraud. Avoid downloading any content, unless you are reasonably sure it is genuine.'' By only downloading content that is licensed as OER, you reduce your chances of downloading malware.

==== Courtesy in email communication ====

==== Courtesy in email communication ====

In case of emails, do not open any mail from an unknown person. Do not click on / download any attachment, unless you are expecting it, even if the same is from a known person. Secondly, always participate in email discussions with utmost courtesy and respect to others. The email medium is prone to 'flame wars' where members exchange angry and offensive mails. The email medium has many serious limitations compared to a face-to-face communication, since it is difficult to communicate ones feelings and thoughts fully and clearly through short / terse written texts. Hence you need to take extra care to not get caught in any such inflammatory or angry or offensive discussions.  

In case of emails, do not open any mail from an unknown person. Do not click on / download any attachment, unless you are expecting it, even if the same appears to be from a known person. Secondly, always participate in email discussions with utmost courtesy and respect to others. The email medium is prone to 'flame wars' where members exchange angry and offensive mails. The email medium has many serious limitations compared to a face-to-face communication, since it is difficult to communicate ones feelings and thoughts fully and clearly through short / terse written texts. Hence you need to take extra care to not get caught in any such inflammatory or angry or offensive discussions.  

'[[wikipedia:Internet_troll|Trolling]]' is a process in which many one or more people may gang up together to intentionally make offensive and inflammatory responses. In your mailing network of fellow student teachers, the administrator must take firm actions (such as warning offenders, suspending posting rights etc) against members who communicate in offensive ways.  

'[[wikipedia:Internet_troll|Trolling]]' is a process in which many one or more people may gang up together to intentionally make offensive and inflammatory responses. In your mailing network of fellow student teachers, the administrator must take firm actions (such as warning offenders, suspending posting rights etc) against members who communicate in offensive ways.  

=== Integrating with other courses in the program ===

=== Techno-pedagogical possibilities  ===

You can access the global digital library for resources for all your subjects. On almost any topic, you are likely to find many articles and you will need to assess the academic value of any material before using it.  

You can access the global digital library for resources for all your subjects. On almost any topic, you are likely to find many articles and you will need to assess the academic value of any material before using it.