TE year2sourcebook/year2 unit2 Topics of Study in the Unit

Integrating digital tools into transaction of Mathematics, Science, Social science and Language subjects

The integration of digital tools / methods into subject teaching, must be based on a consideration of the disciplinary objectives, as well as challenges in meaning making, rather than on the features or functions of the software applications currently available. This perspective will reduce chances of 'teaching to the tool', and encourage the exploration of available applications to cater to the learning needs and priorities of the discipline.

ICT has made it easy to access information, this has reduced any need for memorizing content. Hence the focus should be to move out of 'consuming content' to skills of learning such as accessing information, evaluating, analyzing, understanding, meaning making and representing information, as well as focusing on conceptual learning and creativity.

Specific suggestions for integrating ICT in subject teaching are provided in this section. These are illustrative and you can create your own lessons integrating ICT in your subject.

You can try the activities discussed in this section in the ICT lab. You can also attempt a demonstration in your own practice teaching, if you can access a laptop and a projector in the school.

Teaching mathematics

Using lessons created by a tool like Geogebra, can enable meaning making in the following ways

Abstract theorems or concepts can be visualized using the tool. By providing for the expression of many concepts algebraically and geometrically, geogebra allows the abstract algebraic concepts to be visualized graphically (geometry) and also provides linkages between the two areas of mathematics, which may not be easily visible to the students. The basics of Euclidean geometry, the concept of point, line and plane can be elucidated with in this manner.

http://geogebra.org is a repository of geogebra lessons, it also includes workshops and activities on different topics in Mathematics. You could access these resources and customise them to your own requirement for transacting a topic.

You can use geogebra to create a lesson which you can demonstrate to the students. Or you can construct the lesson in the class along with the students, so that they can see the steps you take.

You can discuss the lesson with students and explore extensions to the lessons for extending learning on related concepts and sub-concepts.

Lesson 1 with Geogebra

Lesson 2 with Geogebra

Reference: Learn Geogebra

Teaching Science

Reference: Learn PhET

Teaching Social Science - Geography

You can teach a lesson on rainfall in India, by exploring the precipitation maps of July and December in Marble. The maps show graphically the intensity of rainfall in different regions and this can be used to provoke discussions on the reasons associated with the differences in the quantum of rain in any region. This can also lead to discussions on cropping patterns in different regions of South India, based on the rainfall from the South West and North East monsoons.

Reference: Learn Marble

Teaching History

Reference: Learn Timeline

Teaching language

You can build word lists for different categories and provide meaningful hints/clues. (The clues need not only be literal clues, it can be cryptic also, like in crosswords). For instance, you could set the clue as 'Pandava' for Bhima River. This activity can be a base for students to explore crosswords (with cryptic clues), play the 'Scrabble' game, which involves students identifying words from the letters they have chosen. Solving crosswords is a good language learning activity. Making anagrams of any word can itself be a useful linguistic activity and you can try and create other words from a given word, by re-assembling the letters in different orders.

You can also record recitation of poems and stories and create audio resources which can be played to learners. The audio clip can be paused whenever required to allow for comments/discussions and resumed. Any part of the clip can be played again and as many times as required.

In year 1 you learn to create simple videos using the RecordMyDesktop software application, combining the computer screen image with an audio from the computer or from an external source (which could be your own voice). Creating picture stories, audio books and small video documents can support language learning. The video documents can include dubbing in the local language and sub titling to strengthen reading / listening skills.

Reference: Learn Kanagram

Student activity time Create word lists for different word categories such as 'districts of Karnataka', 'hills of India' or 'rivers of Europe'. For each category provide member words. You can also create word categories for the different 'word groups' in your subject - such as 'elements' or 'compounds' in science, or 'types of numbers' or 'freedom fighters of India'. The 'quiz' format, with 'help' can make it enjoyable learning experience.

ICTs for creating and using assessment information - conducting formative assessments.

moving away from focusing only on text / writing as a method of expression to allow expression in image, audio and video formats. Assessments must evolve to allow teachers to confirm conceptual understanding of students, by allowing such multiple modes of expression

Asking a student to draw an animation in geogebra or explain a simulation in Phet can help the teacher get an idea of the extent of conceptual understanding of the student.

Socio-cultural, political and economic implications of ICT on society.

ICTs are having far reaching socio-cultural, political and economic implications, both positive and negative on our society

Political

Political processes in many countries have been impacted by ICT. Political leaders now participate on virtual platforms that allow them to communicate with people directly. For e.g. Twitter which is a 'micro blogging' platform, is used by many political leaders, as well as government departments to briefly communicate their work and information.

Mass movements have also used digital networking tools to collaborate and support action. It is believed that during the Egyptian struggle for democracy, protests were coordinated using social networking platforms/tools, which made them more effective. The counting of votes has now become a fraction of time, used earlier, through 'electronic voting machines' and in a large country like India with a large voter base, counting for an entire constituency can be completed in a matter of hours.

Student activity time - The use of Internet by people mobilising in Egypt during the 'arab spring' is discussed in detail in 'Internet Activism and the Egyptian uprisings : transforming on-line activism into the off-line world' by Tim Eaton (source* - https://www.westminster.ac.uk/__data/assets/pdf_file/0004/220675/WPCC-vol9-issue2.pdf). Read this article and discuss the concept of 'mediated mobilisation'. Can a variation of such a strategy be used for instance by women, to protest against liquor shops in villages? Can you create a group of your (interested) classmates, using a tool like 'Google groups' to discuss ways/methods of raising awareness against alcoholism or domestic violence? You may have used Google groups or Whatsapp earlier as a general purpose communication tool, here you should use the group only for serious discussions on the issue and to plan an event in your institution, or in your community, to bring together people to advocate against alcoholism / domestic violence). Use the Google group to discuss the issue, share ideas, resources and experiences. Plan the event over the mailing list. Use the virtual forum, to complement any discussions you may have in your class/institution to plan and organize the event. (*The listed article was sourced using 'Google Scholar' a search engine that provides links to scholarly / academic articles. Can you search Google Scholar for articles of interest to you).

Digital technologies also allow unauthorised access (even spying). Emails and documents can be 'hacked' and accessed. A large part of our ICT infrastructure is privately owned, and the companies which often provide it 'free' (of cost) to users, may be using the information users feed, to monetise the same as well as share it with others. The sharing of such information both authorised by us (when we agree to the 'terms of use' of the software/tool), as well unauthorised, can be for the commercial gains of the company (they can sell or hire this information to advertisers for example), or for political purposes (to enable governments or other agencies to spy on us). ICT make tapping much simpler and easier, since the data passing over the global networks can be easily 'hacked' and a copy of the information shared with the people conducting such espionage.

Think and talk it over If you knew that all your letters of emails were being read, would it have any impact on your writing? Imagine, if there was a CCTV (closed circuit Television) in your classroom that was passing on information about the classroom processes to someone outside, would it have any impact on the classroom processes? Think, make your points and discuss. Read the page www.enwikpedia.org/wiki/panopticon

Socio-cultural

Since communication is the essence of social processes, the introduction of ICT has dramatically impacted most of our socio-cultural activities and processes. With the mass use of the cell phone, we now assume that we can reach anyone any time. This kind of access enables us to plan interactions / activities in much more quicker, if not more efficient ways. Even twenty years back, the best of possible communication situations, one was not sure, if one could reach another person using a land-line / fixed line phone. In the absence of email, the formal communication method of a letter sent over postal services (sometimes derisively termed 'snail mail') meant a gap of several days before communication could be established. The reduction in communication time, has opened up numerous more possibilities for each of us (who are part of this digital world).

Social networking platforms are connecting millions of people to create 'virtual communities' or groups. Such interactions with large number of people who may not be physically proximate, opens new possibilities for friendships and learning. Of course, we also hear several anecdotes of how people can be naively trusting of 'friends' on such networks and get exploited or fooled, this aspect of 'internet safety' was discuss in detail in unit 1 of year 1. It is necessary to exercise diligence and caution in making friends on such platforms.

The mass sharing of information through the digital networks is also perhaps speeding up the assimilation of dominant cultures, which began with the advent of mass media. Wherever one travels, we can see the popular symbols of globalization – 'Mac Donalds' and 'Pizza Huts'. The shopping malls across cities look familiar with the similar brands available on sale. There is research to suggest that this process is undermining local contexts and cultures. An UNESCO study has documented the decline of local cultures and languages and that many languages have become extinct and many dying. As teachers, your role would be in promote digital avenues for storing and sharing local cultures as well, to resist the decline in local cultural resources. For instance, the Wikipedia encyclopedia has more than 5 million articles in English but less than 1% of that in Kannada. Documenting local cultures, resources, literature and sharing it in digital formats on public digital platforms is an important priority for our society, one in which teachers would need to have an important role.

Filter bubbles

On the other hand, Eli Pariser tells us the Internet is also allowing each of us to be enclosed in our own 'filter bubbles' – we access information based on our beliefs/ thoughts/ biases. Search engines such as the google search engine, filters out any information we seek, which is in line with our past searches. On one hand it makes it 'easier' for us to get the information we like. However this can be a dangerous process, which will increasingly curtail the diversity of perspectives that we access. Learning often comes from interacting with the unknown and unexpected and when each of us is taken along the line of our own dominant thoughts, it can create alienation and automation. The daily newspaper provides the 'same' information to all and hence serves as a basis for some common thinking and discussions and can allow some 'bridging' of divergent perspectives. However, when each of us is accessing a different information store, Pariser argues that such bridging becomes difficult.

Student discussion time Pariser says in 'Filter Bubble', “The creators of the Internet envisioned something bigger and more important than a global system for sharing pictures of pets …(and supported the idea of a) "civilisation of Mind in cyberspace" – a kind of worldwide metabrain. But personalised filters sever the synapses in that brain. Without knowing it, we may be giving ourselves a kind of global lobotomy instead. ” Do you agree with this statement? Do you think that 'filter bubbles' have a role to play in the increasing intolerance in society in many countries?

Economic

For several centuries, society was agrarian, meaning most people worked in agriculture, food (and related items) production was the most significant part of the gross domestic product (GDP). With the industrial revolution in the 18^th century, industry / manufacturing sector became very important and its contribution to a nations GDP crossed that of agriculture.

Table

Society is changing, moving from an Agricultural society → Industrial society → Knowledge society. The table below lists highlights relating to the processes of production.

Kind of society	Agricultural society	Industrial society	Information society
Sector	Primary	Secondary (Manufacturing)	Tertiary (Services)
Basic production	Food	Goods	Services / knowledge
Basic material	Land	Capital	Information
India in 1950 (2010)	70.00% (15)	20.00% (28)	10.00% (57)

ICTs have affected the nature/shape of many industries and occupations. Typewriters, film role based cameras have become extinct. Information based 'service' industries such as travel and tourism, financial services, insurance, have been significantly impacted. Amazon, the worlds largest book seller sells more e-books than books

The rise of global platforms such as airbnb (accommodation), Uber (transport) will impact the hotel, transport sectors significantly. It will also change the number of jobs available and the nature of work. Many 'digital' occupations have also begun, such as software engineering, digital photography, system administration, desk top publishing etc. In the work and education course, you could touch on some of these occupations.

The possibilities of establishing information networks which can facilitate rapid communications and decision making has led to the creation of very large scale transnational corporations. They are able to support decentralised working, yet retain overall control through by better 'Management Information Systems. Such networks are also on the other hand, supporting decentralised production and collaborative production projects, such as FOSS or Wikipedia.

Thus the digital nature of ICTs can be both greatly beneficial as well as greatly harmful for furthering human rights and development. Hence a critical perspective is essential, and as a teacher we need to be cautious against the hype that surrounds ICTs, as a panacea for all problems. In this unit, we will discuss the challenges and problems posed by ICTs, in every discussion on their benefits also, to enable you to keep a balanced and critical perspective.