Changes

==={{font color|purple|Objectives}}}===

==={{font color|brown|Chapter Objectives}}===

===Chapter Objectives===

This chapter is to introduce students to the various possibilities of ICT in creating and communicating.  The students must get familiar with interacting with ICT as well as be able to comfortably use different applications.  Understanding that technology can be shaped by society and how ICT can help them, their school or community is an important focus of this unit.

This chapter is to introduce students to the various possibilities of ICT in creating and communicating.  The students must get familiar with interacting with ICT as well as be able to comfortably use different applications.  Understanding that technology can be shaped by society and how ICT can help them, their school or community is an important focus of this unit.

''Interacting with ICT''

{{font color|brown|''Interacting with ICT''}}

# Understanding the nature of ICT

# Understanding the nature of ICT

##how technology has developed in society

##how technology has developed in society

# Understanding the safe use of ICT

# Understanding the safe use of ICT

# Understanding the ethical and legal aspects of ICT

# Understanding the ethical and legal aspects of ICT

''Communicating with ICT''

{{font color|brown|''Communicating with ICT''}}

#Understanding that the computer communicates with data, and can connect to other devices

#Understanding that the computer communicates with data, and can connect to other devices

#Understanding how to use technology for self learning

#Understanding how to use technology for self learning

#Understanding how to use technology for connecting with each other for learning

#Understanding how to use technology for connecting with each other for learning

''Creating with ICT''

{{font color|brown|''Creating with ICT''}}

#Understanding that you can do various things with ICT  (like writing, painting, mapping, singing)

#Understanding that you can do various things with ICT  (like writing, painting, mapping, singing)

#Understanding that data of different kinds and can be edited, processed, combined in multiple formats which is what makes it possible to do many things with ICT

#Understanding that data of different kinds and can be edited, processed, combined in multiple formats which is what makes it possible to do many things with ICT

# Getting familiar with different applications for creating with ICT

# Getting familiar with different applications for creating with ICT

===Digital learning resources===

==={{font color|brown|Digital learning resources}}===

#Handout for [[ICT_teacher_handbook/Basic_digital_literacy|Basic Digital Literacy]]

#Handout for [[Learn_Ubuntu|Basic Digital Literacy]]

#Handout for [[Learn_Freeplane}Freeplane]]

#Handout for [[Learn_Tux_Paint|Tux Paint]]

#Handout for [[Learn_Freeplane|Freeplane]]

#Handout for [[Learn_Firefox|Firefox]]

===Additional Resources===

==={{font color|brown|Additional Resources}}===

#[http://www.computerhistory.org/babbage/engines History of Charles Babbage, who is considered the Father of Computing]

#[http://www.computerhistory.org/babbage/engines History of Charles Babbage, who is considered the Father of Computing]

#[https://en.wikipedia.org/wiki/Operating_system What is an operating system]

#[https://en.wikipedia.org/wiki/Operating_system What is an operating system]

{{Youtube|u-hu6lMemB0}}

{{Youtube|u-hu6lMemB0}}

===Transaction notes for activities===

==={{font color|brown|Transaction notes for activities}}===

Each activity has the following components.

Each activity has the following components.

#Time estimate

#Time estimate

#Subject integration

#Subject integration

#Assessment

#Assessment

====Level 1 - 2 weeks ====

==={{font color|brown|Level 1 - 2 weeks}}===

=====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.

#Show them some common applications like Text processor, Mind mapping tool, Painting tool, browser, etc.

#Show them some common applications like Text processor, Mind mapping tool, Painting tool, browser, etc.

=====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.<br>

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

'''Demonstration 1'''<br>

'''Demonstration 1'''<br>

#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.

====Level 2 - 2 week ====

==={{font color|brown|Level 2 - 2 weeks}}===

===== 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.

# Use the [[ICT_student_textbook/Science_Technology_and_Society|Science, Technology and Society]] chapter in the textbook to read with the class and also explore with the students different devices shown.  Let the students imagine and talk about the contexts and requirements that would have allowed the different devices to develop

# Use the [[ICT_student_textbook/Science_Technology_and_Society|Science, Technology and Society]] chapter in the textbook to read with the class and also explore with the students different devices shown.  Let the students imagine and talk about the contexts and requirements that would have allowed the different devices to develop

# Using the Jacquard loom, facilitate a discussion on the idea of programming and help the students understand how a machine that is programmed to do an activity is different from a general purpose calculation device (this is similar to the activity how a computer is different from a fridge)

# Using the Jacquard loom, facilitate a discussion on the idea of programming and help the students understand how a machine that is programmed to do an activity is different from a general purpose calculation device (this is similar to the activity how a computer is different from a fridge)

====Level 3 - 4 weeks ====

==={{font color|brown|Level 3 - 4 weeks}}===

=====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.