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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]].  
 
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 ====
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==== Accessing and adding various FOSS applications  ====
 
Ubuntu performs other basic functions expected of an operating system, including the following:
 
Ubuntu performs other basic functions expected of an operating system, including the following:
 
# 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
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## '''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.
 
## '''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  Nautilus file browser
 
# Users can browse (and search for) the folders and files on the computer using  Nautilus file browser
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# 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)
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# Users can use different applications on their computer for creating and accessing files. You will learn some of these applications in unit 2 (generic resource creation). The custom Ubuntu distribution comes bundled with a large number of educational applications as well as generic  text, image, audio, video, animation resource authoring tools.
 
# 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 their local area network and the internet.
 
# Users can connect to their local area network and the internet.
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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.  
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[[File:Edubuntu 1 Education Menu has many educational Applications.png|thumb|Educational applications menu in Ubuntu]]
 +
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.
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|}
 
|}
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=== ICT for connecting ===
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=== ICT for connecting and learning - Accessing the global digital library (GDL) ===
−
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.  
+
For making teaching more effective, a resource rich learning environment is necessary. However, in many cases, teachers only have the text book for their subject. The text book is intended primarily for the student and the teacher needs to access resources that are a super set of the topic as dealt in the text book, so that the teacher is well placed to teach the topic in a variety of ways, based on the learning contexts and needs of the students. Teachers must also be resourceful to address any doubts or questions that may arise in class or elsewhere on the topic. However, learning resources other than text books are not easily available to teachers. Also significant part of materials available is copyrighted, meaning teachers cannot make copies of the same for their use and it may be expensive to purchase all the required resource materials.
 +
 
 +
The internet, a product of digital ICT, has changed the way we think of accessing information or communicating. With the internet, you can connect to any computer in the world and access information and resources. As a 'global digital library, the internet has information on almost every topic. This changes the way we can think of learning and the skills of learning.  Skills of accessing information, organizing, evaluating information are very important. While the Internet is a continuous learning resource and there is a lot of content you can access, to make the resources useful, you need to organize it well, and have a clear unit plan on how to integrate multiple resources for teaching.  
    
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'.
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Information can be accessed in multiple ways from the Internet and we need to know how to search for information on the Internet. Sources of information, even if freely available on the Internet, needs to be acknowledged. Resources are available in different formats on the Internet- images, videos, audio files etc. We must be aware of Internet safety while accessing images, videos and other information on the Internet. We already saw that each website is a page on the Internet and has an address. We can either copy and paste the link directly in the address bar of the browser (shown above). Another way of finding information on the Internet is through the use of a search engine.
 +
 
 +
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 on-line 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''.
 +
 +
[http://en.wikipedia.org/wiki/Open_educational_resources <nowiki/>]
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==== How to evaluate an Internet resource / web site ====
 +
There are a few things you must check when we look at the usefulness of the information on any website.
 +
# Source of the website. Whose website is it ? How to contact the website owner/manager? (check the 'About Us' link that is usually provided on a web site to get this information). It is important to know about the source of the information, to get a sense of its authenticity
 +
# What kind of web site - commercial, educational, etc. Educational sites or non-commercial sites may be more reliable, generally, since they are not trying to 'sell' you something
 +
# What is the copyright of the content on the site? Is it providing information on free or paid or subscription basis?
 +
# Features of a website: How useful a website is depends on how many different ways we can access the information and use it and view it. Can it be used by teachers, students, general public? The understanding of this will also help us determine how much we can use the content.
 +
# Relevance: Often when we search, we may immediately share the first page we find, with others. However, it is important to read (at least quickly) the contents of the page, to help you get a sense of the relevance of the page for your purpose. Information use is very contextual and depends on its vintage as well. If the information is very old, we need to test for accuracy. For teaching-learning resources see if the information is for teachers or for children
 +
# Use of multiple websites: Only one website will give us only one kind of information. Using more than one website will give multiple perspectives. We can also cross check and identify errors if any. For the same purpose, more the internal and external web links on a page, more useful it can be, since it can lead us to more resources. For teaching-learning resources, particularly check if the information is reliable by checking more than one website. 
    
==== Navigating the Internet using a web browser ====
 
==== Navigating the Internet using a web browser ====
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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.   
−
  −
==== Accessing the global digital library (GDL) ====
  −
For making teaching more effective, a resource rich learning environment is necessary. However, in many cases, teachers only have the text book for their subject. The text book is intended primarily for the student and the teacher needs to access resources that are a super set of the topic as dealt in the text book, so that the teacher is well placed to teach the topic in a variety of ways, based on the learning contexts and needs of the students. Teachers must also be resourceful to address any doubts or questions that may arise in class or elsewhere on the topic.
  −
  −
However, learning resources other than text books are not easily available to teachers. Also significant part of materials available is copyrighted, meaning teachers cannot make copies of the same for their use and it may be expensive to purchase all the required resource materials. 
  −
  −
As a 'global digital library, the internet has information on almost every topic. This changes the way we can think of learning and the skills of learning. Skills of accessing information, organizing, evaluating information are very important. While the Internet is a continuous learning resource and there is a lot of content you can access, to make the resources useful, you need to organize it well, and have a clear unit plan on how to integrate multiple resources for teaching. While there are many tools for teaching learning, no single tool will be fully adequate for learning; we have to use a library of tools and materials.
  −
  −
Information can be accessed in multiple ways from the Internet and we need to know how to search for information on the Internet. Sources of information, even if freely available on the Internet, needs to be acknowledged. Resources are available in different formats on the Internet- images, videos, audio files etc. We must be aware of Internet safety while accessing images, videos and other information on the Internet. We already saw that each website is a page on the Internet and has an address. We can either copy and paste the link directly in the address bar of the browser (shown above). Another way of finding information on the Internet is through the use of a search engine.
  −
  −
Teachers also 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 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
  −
  −
==== How to evaluate an Internet resource ====
  −
There are a few things you must check when we look at the usefulness of the information on any website.
  −
# Source of the website. It is important to know about the source of the information, to get a sense of its authenticity
  −
# Use of multiple websites: Only one website will give us only one kind of information. Using more than one website will give multiple perspectives. We can also cross check and identify errors if any.
  −
# Relevance: Often when we search, we may immediately share the first page we find, with others. However, it is important to read (at least quickly) the contents of the page, to help you get a sense of the relevance of the page for your purpose. Information use is very contextual. A web page written about rainfall and crops will be different for different places. So we need to look at how it will be useful for us. Information also has to be valid for a given time. If the information is very old, we need to test for accuracy.
  −
# Features of a website: How useful a website is depends on how many different ways we can access the information and use it and view it. Can it be used by teachers, students, general public? The understanding of this will also help us determine how much we can use the content.
  −
  −
==== How to search for information ====
  −
The second aspect of using a website relates to how we search for information. What words we use, how we phrase the question for search are all important features in deciding the quality of search results. For example try these different searches - Giraffe, Evolution and Evolution of giraffe You will notice that the pages that come up are all different. What we also need to keep in mind is who the user is, what is the use etc. How we use the search terms determines what results see and how relevant they are. You can even type in your question in full in the search engine bar, to provide adequate inputs for the search.
  −
  −
==== Check list for evaluating a website ====
  −
The following questions should be answered to evaluate a website:
  −
# Whose website is it ? How to contact the website owner/manager? (check the 'About Us' link that is usually provided on a web site to get this information)
  −
# What kind of web site - commercial, educational, etc. Educational sites or non-commercial sites may be more reliable, generally, since they are not trying to 'sell' you something
  −
# What kind of resources? Is the information reliable - always check more than one site
  −
# Is it easy to navigate?
  −
# What is the copyright of the content on the site? Is it providing information on free or paid or subscription basis?
  −
# How many internal and external web links does it have.
  −
  −
==== For teaching-learning resources ====
  −
# Is the information reliable - always check more than one website
  −
# Is it for teachers or for children?
      
{| class="wikitable"
 
{| class="wikitable"
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|}
 
|}
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==== Professional learning communities of teachers for collaboration and peer learning ====
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=== ICT for connecting and learning - Professional learning communities of teachers ===
 
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.  
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==== Participation in online, email and mobile-based forums ====
 
==== Participation in online, email and mobile-based forums ====
−
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.  
+
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. 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. You can join other friends, form groups to learn about many things.  
   −
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.  
+
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.   
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==== 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). As teachers, you too can release materials you create as OER, so that other teachers can give feedback as well as revise/refine the same to make it better quality. (Karnataka high school teachers are already doing this in the Karnataka Open Educational Resources (KOER) programme of DSERT, which you too can join).
+
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 also 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 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. (Karnataka high school teachers are already doing this in the Karnataka Open Educational Resources (KOER) programme of DSERT, which you too can join).
    
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, allow greater access to software and content, and hence are necessary to adopt and promote for equitable access to ICT.
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=== Student Portfolio ===
 
=== Student Portfolio ===
−
You would have many emails in your inbox, you can save an email which has useful comments in your folder
+
# You would have downloaded resources (open educational resources) on the topics chosen by you, in your computer.
 +
# You would have many emails in your Inbox, you can save an email which has useful comments in your 'mail' folder on your computer, or on a mail folder on the web
 
[[Category:TE year 1 source book]]
 
[[Category:TE year 1 source book]]
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