Changes

#Subject integration

#Subject integration

#Assessment

#Assessment

 

====How is a computer different from a fridge====

=====How is a computer different from a fridge=====

#This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.

#This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.

#It will be useful to go through the additional links given for this discussion; the classroom must have a projection enabled for this session.  The labs should have sufficient computers for students to practise switching on and off.

#It will be useful to go through the additional links given for this discussion; the classroom must have a projection enabled for this session.  The labs should have sufficient computers for students to practise switching on and off.

#In small groups encourage students to switch on the computer, get familiar with the various applications.

#In small groups encourage students to switch on the computer, get familiar with the various applications.

#Show them some common applications

#Show them some common applications

====What all can a computer do====

=====What all can a computer do=====

This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.

This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.

=====Demonstration 1=====

'''Demonstration 1'''

#It may be an interesting idea to start the class with this video : '''''How has the desk changed.''''' <br>

#It may be an interesting idea to start the class with this video : '''''How has the desk changed.''''' <br>

{{Youtube|1h3Qcdl8bKg}}

{{Youtube|1h3Qcdl8bKg}}

The video shows as a timeline how different applications came into the computer.  Ask students to watch and make their comments.  Encourage them to talk about any applications that they see on the video that are familiar to them.  Following this show them the various files on their computer.

The video shows as a timeline how different applications came into the computer.  Ask students to watch and make their comments.  Encourage them to talk about any applications that they see on the video that are familiar to them.  Following this show them the various files on their computer.

=====Demonstration 2=====

'''Demonstration 2'''

======Resources needed ======

'''''Resources needed'''''

*The suggested files for showing in the class are listed in the textbook and will be available in the offline textbook also. In addition you can open the following educational applications:  

*The suggested files for showing in the class are listed in the textbook and will be available in the offline textbook also. In addition you can open the following educational applications:  

*#PhET Simulation

*#PhET Simulation

*[https://te.wikipedia.org/wiki/%E0%B0%AE%E0%B1%8A%E0%B0%A6%E0%B0%9F%E0%B0%BF_%E0%B0%AA%E0%B1%87%E0%B0%9C%E0%B1%80 Telugu wikipedia]  

*[https://te.wikipedia.org/wiki/%E0%B0%AE%E0%B1%8A%E0%B0%A6%E0%B0%9F%E0%B0%BF_%E0%B0%AA%E0%B1%87%E0%B0%9C%E0%B1%80 Telugu wikipedia]  

*[http://www.computerhistory.org/timeline/ A timeline of the computer]   

*[http://www.computerhistory.org/timeline/ A timeline of the computer]   

 

'''''Demonstration steps'''''

====== Demonstration steps ======

#Demonstrate the folder structure and show how you have organized the resources for the class.

#Demonstrate the folder structure and show how you have organized the resources for the class.

#When opening each file ask students to focus on the following:

#When opening each file ask students to focus on the following:

#When you have accessed pages from the internet, through a discussion, introduce the idea that the internet is a connection of many computers.  This connectivity is an important aspect of ICT - which allows us to access information, communicate etc.  Based on the level of student awareness, the teacher can introduce emails, mobile communication, chats, etc.

#When you have accessed pages from the internet, through a discussion, introduce the idea that the internet is a connection of many computers.  This connectivity is an important aspect of ICT - which allows us to access information, communicate etc.  Based on the level of student awareness, the teacher can introduce emails, mobile communication, chats, etc.

#Students must practice Tux Typing, Tux Paint.  They should also know how to open their creations in Tux Paint (See page [[Learn Tux Paint]]).  In a text editor, students must make a list of 8-10 things they know about ICT.

#Students must practice Tux Typing, Tux Paint.  They should also know how to open their creations in Tux Paint (See page [[Learn Tux Paint]]).  In a text editor, students must make a list of 8-10 things they know about ICT.

 

==== 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.

# Before starting the activity, ask students to discuss about technologies they are aware of and collect information about the technology.

# Before starting the activity, ask students to discuss about technologies they are aware of and collect information about the technology.

# The focus of these two activities is to guide the students to understand that technology is not neutral, it impacts society in good an not-so-good ways and society shapes technology.  Students must also get an understanding that technology has a life cycle.

# The focus of these two activities is to guide the students to understand that technology is not neutral, it impacts society in good an not-so-good ways and society shapes technology.  Students must also get an understanding that technology has a life cycle.

 

==== The machine is using us ====

=====The machine is using us=====

# This activity requires a 3-period block: 1 period for  demonstration and 2 periods for the hands-on work.

# This activity requires a 3-period block: 1 period for  demonstration and 2 periods for the hands-on work.

# This activity requires internet connectivity in the lab.

# This activity requires internet connectivity in the lab.

##* www.mit.edu

##* www.mit.edu

==== The global digital library ====

=====The global digital library=====

#This activity requires 2 3-period block: 1 period for  demonstration and 2 periods for the hands-on work.

#This activity requires 2 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.

#Refer to the teacher handbook for how you can build a [[ICT_teacher_handbook/Building_a_personal_digital_library personal digital library].

#Refer to the teacher handbook for how you can build a [[ICT_teacher_handbook/Building_a_personal_digital_library|personal digital library]].

#Demonstrate how to access the internet and download information.

#Demonstrate how to access the internet and download information.

==== I have a new address ====

=====I have a new address=====

# This activity requires a 3-period block: 1 period for  demonstration and 2 periods for the hands-on work.

# This activity requires a 3-period block: 1 period for  demonstration and 2 periods for the hands-on work.

# 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.