ICT integration in education : training handout (maths and science)

ICT Integration in Education Training Handout (Maths and Science)

IT for Change Bengaluru, Karnatakawww.itforchange.net

Table of Contents

Objective...............................................................................................................................................4 1 Main ideas of the program................................................................................................................4 1.1 Basic Digital Literacy....................................................................................................................4 1.2 Technology for connecting and learning.......................................................................................4 1.3 Technology for creating resources.................................................................................................4 1.4 Technology for teaching learning..................................................................................................4

http://www.itforchange.net/

2 Basic Digital Literacy.......................................................................................................................4 2.1 ICTs and Society............................................................................................................................4 2.1.1 Digital paradigm.........................................................................................................................5 2.2 The ICT environment today...........................................................................................................6 2.2.1 Computer is not a washing machine...........................................................................................6 2.2.2 Hardware....................................................................................................................................7 2.3 Learning to input with keyboard using Tux Typing......................................................................8 2.3.1 Overview....................................................................................................................................8 2.3.2 Detailed steps to use...................................................................................................................9 2.3.3 Brief information about the keyboard......................................................................................10 2.4 Learning to input with mouse using Tux Paint............................................................................10 2.4.1 Overview..................................................................................................................................10 2.4.2 Detailed steps to use.................................................................................................................11 3 Basic Digital Literacy - working with the computer......................................................................12 3.1 Edubuntu operating system.........................................................................................................12 3.2 Creating and managing files and folders.....................................................................................13 3.3 Importance of Open Software - Free and Open Source Software...............................................14 3.4 Importance of Open Content - Open Educational Resources......................................................15 3.4.1 Kinds of OERs..........................................................................................................................16 3.4.2 Principles of OERs...................................................................................................................17 3.4.3 Licensing and copyright...........................................................................................................17 3.4.4 OERs – A national priority.......................................................................................................17 4 Basic Digital Literacy - What is the Internet..................................................................................18 4.1 Networks of computers................................................................................................................18 4.1.1 Benefits of computer networks.................................................................................................18 4.1.2 The structure of the internet......................................................................................................19 4.2 Basic working of the internet......................................................................................................19 4.3 The evolution of world wide web................................................................................................20 4.4 Web browser................................................................................................................................21 5 Technology for Connecting and Learning – Personal Digital Library...........................................23 5.1 Accessing information from the internet.....................................................................................23 5.1.1 Search engines..........................................................................................................................23 5.1.2 Intelligent search......................................................................................................................25 5.2 Objectives of a personal digital library.......................................................................................25 5.3 How to evaluate an Internet resource..........................................................................................25 5.3.1 Checklist for evaluating a website............................................................................................26 5.3.2 For teaching-learning resources - In addition to the above......................................................26 5.3.3 How to evaluate a resource for teaching-learning....................................................................26 5.3.4 Classification of websites accessed..........................................................................................27 5.4 Steps in creating a personal resource folder................................................................................27 6 Technology for Connecting and Learning – Emailing and Professional learning communities....27 6.1 Emailing......................................................................................................................................29 6.1.1 Detailed steps to use.................................................................................................................29 6.1.2 Tips for emailing.......................................................................................................................33 6.1.3 Emails on mobile phones..........................................................................................................33 6.2 Mailing groups.............................................................................................................................35 7 Technology for Resource Creation – Concept Mapping................................................................35 7.1 What is a concept map.................................................................................................................35 7.2 How to use Freemind...................................................................................................................35 8 Technology for Resource Creation - Text Editing..........................................................................39

ICT Training Handout (Level 1) -July 2016 2/55

9 Technology for Resource Creation - Geogebra..............................................................................42 9.1 Introduction.................................................................................................................................42 9.1.1 Detailed steps of use.................................................................................................................44 9.2 Practice Activities........................................................................................................................46 9.2.1 Perpendicular Lines..................................................................................................................46 9.2.2 Parallel Lines............................................................................................................................46 9.2.3 Constructing triangles...............................................................................................................46 9.2.4 Circles.......................................................................................................................................46 9.2.5 Drawing polygons....................................................................................................................47 9.2.6 Creating a geometric figure and discussions............................................................................47 9.2.7 Discussion questions................................................................................................................50 10 Technology for Resource Creation - Simulations (PhET)............................................................51 10.1.1 What are computer simulations?............................................................................................51 10.2 Observe the simulation “Wave on a String”..............................................................................52 10.3 Observe the simulation “Pendulum Lab”..................................................................................53

CC BY SAThis resource book is released under the Creative Commons Attribution Share Alike 4.0 License which makes it available for wide, free, non-commercial reproduction and translation.

Author: IT for Change, 17th Main, 35th Cross, Jayanagar 4T Block, Bangalore 560041Tel: 080-26538690; 080-26654134For comments, feedback please write to [email protected] 2016, Bangalore, Karnataka


mailto:[email protected]

ObjectiveThe aim of this document is to provide an overview for high school teachers for introducing

students to Basic Digital Literacy as well as for integration in subject teaching learning. This

material is also intended to be used by teachers for their professional development.

1 Main ideas of the program 1.1 Basic Digital LiteracyIn this strand teachers will be introduced to the basics of working in an ICT environment. This will

include introduction to the PC and mobile environment, various devices involved, basic hardware

and software familiarity and developing skills in using the different devices.

1.2 Technology for connecting and learningTechnology for connecting and learning - Technology allows for possibilities for connecting and

learning through emails, accessing the Internet and through the creation of personal digital libraries.

Teachers will be introduced to online repositories, Open Educational Resources and issues of copy

right; they will also learn how to evaluate internet based information.

1.3 Technology for creating resourcesIn this strand, teachers will use various free and open source software applications to create

resources. They will explore different ways of resource creation using text documents, images and

concept maps for general resource creation and also mathematics resources using Geogebra.

1.4 Technology for teaching learning This will focus on integrating technology into the teaching learning process and will include a

demonstration of possible lesson plans using Geogebra and text editing. Teachers will explore how

technology can support teaching processes.

2 Basic Digital Literacy 2.1 ICTs and Society Information and Communication Technologies (ICTs) refer to the infrastructure and devices that

constitute creating information content, organizing, processing and representation of the

information, as well as communication of the information. Across the world, ICTs are now being

used in education systems as methods of improving educational outcomes, in school administration

processes as well as a separate body of knowledge by itself.

ICTs are not new; they are as old as human beings. Language could be seen as first 'ICT', it

enabled (oral) communication amongst human beings. Yet oral communication had the limitation


that people must be together at the same time. Writing was the next ICT which enabled information

to be held distinct from the communicator. Script means information could be passed on even when

two people are not sitting together. Writing also enabled easier recording of human history; this

was a big achievement. Invention of printing technologies scaled up the 'writing' process and

enabled mass production of books. The invention of radio and television created the 'mass media' in

which simultaneously the same message could be transmitted to thousands of people.

2.1.1 Digital paradigm

What is new now is the digital nature of ICTs. We are now in a society where we use digital

methods of accessing, creating, modifying sharing, storing information as well as for

communication. The digital format of resources has caused lots of changes since creation, storage

and dissemination of information has become much easier and cheaper than before.

Movement of ICTs

Knowledgemodel / Basis

Method Storage Sharing Publishing(mass sharing)

Features

Oral /Language

Oral Humanmemory

Speaking- Hearing

Not possible Requires synchronicity of space and time

Written /Script

Text Books Physical Not possible Share knowledge across space and time,but in limited manner

Print /Printing

Text Books Physical Books Explosion

Mass Media/Radio, TV

Analogue-Audio, video

Cassettes/similaranalogdevices

Physical Over broadcastmedia

Mass reach across space and time

Digital (ICT) Digitalmethods (text /audio / videoeditors)

Digitalstorage likehard disks

Email Websites,blogs, Wiki's –'desktoppublishing'

Information spreads fast and wide1. Mucheasier construction and much Widerpossibilities – text, audio, video

1Wikipedia, the worlds most popular encyclopedia has the vision of 'all the knowledge of the world being available to all the people in the world, see www.wikipedia.org


http://www.wikipedia.org/

Having an overview of ICTs and their larger social implications, we will now learn how to use

ICTs. Any technology has a skill component and an ICT is something all of us can practice for our

own use.

2.2 The ICT environment today

Source: Wikimedia Commons

Today the ICT devices are connecting to produce convergent solutions. ICT no longer means a big

computer, the mobile phone is a computer.

2.2.1 Computer is not a washing machine

What makes the computing devices so powerful is the varied use. If you have a fridge or washing

machine, it can only do washing or keeping things cool. But in a computer or a mobile phone, you

can read, play music, send email, watch a movie, do mathematics problems, connect and read some

information that is sitting miles away. This is possible because in computers and mobiles, there is

hardware but separate software which can give instructions for doing many things.

A computer is a device which takes input, processes it and gives output which can be stored and

shared. When you enter data into your computer, it is called as input. An input can be data like text


Illustration 1: ICT environment today

or picture or an instruction (what to do with the data). This data is processed (process means to

perform a series of operations on a set of data) and you will get the output.

The software is what makes the computer and mobile so powerful. Learn more about the history of

computers http://www.computersciencelab.com/ComputerHistory/History.htm and

http://en.wikipedia.org/wiki/History_of_computing_hardware

2.2.2 Hardware

In a typical ICT environment, you will see the following:

Source: Wikimedia Commons

1. Scanner (nowadays this is in mobile itself, notvery much used)

2. CPU – This is the processing unit. Many “chips” are there which determine the speed of computer. For example Intel core is a chip.

3. Main Memory: RAM: This determines how fast the computer works

4. Expansion cards

5. Power supply unit 6. CD Drive – External storage device

7. Hard disk: This determines how much storage

capacity

8. Motherboard: This is where all instructions

are wired together and helps the computer work Source: Wikimedia commons


Illustration 2: Parts of a computer explained

Illustration 3: Motherboard image

http://en.wikipedia.org/wiki/History_of_computing_hardware

http://www.computersciencelab.com/ComputerHistory/History.htm

9. Speakers 10. Monitor

11. Operating System 12. Application Software

13. Keyboard 14. Mouse

15. External Hard Disk 16. PrinterHardware: Parts 2-8, 10, 13 and 14 constitute basic hardware and are parts of all computing

devices. These have now all been combined into one unit in a laptop or mobile. Largely, the

hardware is divided into input, storage and output functions.

Internet connectivity devices

Source: Wikimediacommons

This is a modem.

This is used for connecting the computer- laptop

or mobile to the internet through a broadband

connection. In a networked environment, this

modem will be used together with a LAN.

Peripherals: Speakers, external hard disk and printers are important peripherals that are used for storing and

output and these can be connected to the computer or laptop. An important peripheral is a modem

for connecting to the internet.

2.3 Learning to input with keyboard using Tux Typing

2.3.1 Overview

Tux Typing is a free and open source typing tutor created especially for new computer learners. Tux

Typing is an educational typing program for children starring Tux, the Linux Penguin. The program

includes two video game-style activities for younger players, with phrases and finger lessons for

experienced users.

Overview of the Tux Typing ToolTux Typing is part of the Ubuntu distribution (in the training). This can be opened from

Applications → education → Tux Typing.


Illustration 4: Modem

2.3.2 Detailed steps to use

When we open the Tux Typing

it will show the window like

this. Typing can be practiced

by games and lesson.

When we select the lesson

option it will show the window

like this. It contains 43 basic

lessons. Go through the each

lessons to practice the typing.

Illustration 5: TuxTyping Step 3

Before displaying the keyboard

window it show another 2 window

and ask you to press space and p

key

If

After clicking space and p key it

will show the window like this. On

the screen you can see list of items

Time, Chars, CPM, WPM, Errors

and Accuracy; these will basically

tell you how well you are doing the

typing lesson


Illustration 7: TuxTyping: Step 1

Illustration 6: TuxTyping: Step 4

Illustration 8: Illustration: TuxTyping Step 2

your “capslock” is ON, then Tux Typing will not allow you tocontinue. It will beep every time you type.

You will find a blinking button on

each finger to guide you as to

which finger to be used for typing

a given character.

2.3.3 Brief information about the keyboard

Keyboard is usually the main device to providing instructions to the computer. The keys on the

keyboard can be divided into several groups based on function:

1. Typing (alphabets and numbers) keys: These keys are arranged as in a traditional

'QWERTY' typewriter

2. Special purpose keys: These keys are used alone or in combination with other keys to

perform certain actions, such as CTRL, ALT, ESC, Function keys etc.

3. Navigation keys: These keys are used for moving around in documents / editing text. They

include the arrow keys, HOME, END, PAGE UP, PAGE DOWN, DELETE and INSERT.

4. Numeric keypad: The numeric keypad is handy for entering numbers quickly. The keys are

grouped together in a block like a conventional calculator or adding machine.

2.4 Learning to input with mouse using Tux Paint

2.4.1 Overview

Initially, the keyboard was the only device for providing instructions to the computer, but with the

invention of the 'graphic user interface'(GUI in short), the mouse has become an important input

device. The mouse makes giving instructions much simpler by point the mouse and clicking.

This product is similar to other free image editing programs. It features a simple interface and a

fixed drawing area with access to previously made images using icons. Tux Paint is equipped with a

lot of tools designed to excite kids, from cartoon mascots who encourage them to use the software

to cartoon sound effects.

Overview of the Tux Paint Tool

The Tux Paint version – 0.9.21 . Tux Paint is part of the Ubuntu distribution (in the training). This

can be opened from Applications → Education → Tux Paint



When we open the Tux Paint we will

get window like this. This window or

main screen contains a tool bar, a

drawing and a selection panel on the

right for the type of drawing mode

chosen. In the bottom panel, a palette

of available colors are shown near the

bottom of the screen.

At the very bottom of the screen, Tux,

the Linux Penguin, provides tips and

other information while you draw.

The Paint Brush tool lets you draw

freehand, using various brushes

(chosen in the Selector on the right)

and colors (chosen in the Color

palette towards the bottom).

As you draw, a sound is played. The

bigger the brush, the lower the pitch.

You can also use pictures, shapes

stamps, line drawing to create your

picture.

An example of filled and unfilled

shapes.


Illustration 7: TuxPaint: Step 1



3 Basic Digital Literacy working with the computer To explain our instructions to the computer we need a special computer program which is called the

operating system. Operating system is also called system software as it

works with the hardware. Every computer must have an operating system to

run other computer programmes. Even your mobile phones will have an

operating system. Operating systems start automatically when you turn on the

computer, this process is termed booting. All the other computer programmes

like programmes to paint, type, listen to music, learn maths etc., are called

application software or 'Apps' which work with the system software. People

who write programmes are called computer programmers or software

developers. On any computer you will have software to paint, to type letters,

to watch movies, to find something on the Internet, to learn maths.

The operating system is like the Foundation of a building. By itself it may not be most useful to the

user, but it is the basis for all other applications (other floors of the building, which are used by us)

3.1 Edubuntu operating systemHow does the operating system enable you to use the computer?

Operating systems use a program called the Graphical User Interface (GUI, which is pronounced as

goo-ee). It allows you to access other computer programmes (applications) by using a mouse. The

popular operating systems are Microsoft Windows, GNU/Linux and Mac OSx. In this section, you

will learn about the functions of an operating system, using an example of Ubuntu GNU/Linux

operating system. With this learning, you can operate a computer with Windows of Mac operating

systems

Logging in :

Select your user name and type your password the desktop will appear. The desktop is shown in

image here. When you switch on your computer, you will see a login screen, login with the user id

and password created by the system administrator. Edubuntu allows you to have a user interface in

Assamese, by specifying your language as Assamese during your user id creation. The

applications menu at the top left has a list of all the programmes (apps) on your computer. The

places menu, next to it, lets you access the hard disk, CD/DVD or pen drives. Digital cameras and

MP3 players are also listed here when plugged-in.

The Application menu has sub menus for Education, Office, Internet, Games etc. Each sub-

menu has many applications. You can try to learn them yourselves by clicking and selecting

options. “Self learning” is an important possibility with ICT. Try, Learn, Enjoy.


Illustration 10: Layers of software

Shutting down the computer

What will you do 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.

If you have doubts or difficulties in using the Edubuntu operating system or any of the applications,

you can search for solutions on the Internet using a search engine. You can also find 'frequently

asked questions and answers' on

http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions .

3.2 Creating and managing files and foldersWhen you write an essay or paint something on a paper, you would like to keep it for future, right?

You would probably put it in a hard bound folder. Maybe, if you have more than one essay or

painting, you would have one folder to hold your essays and one folder to hold your paintings.

When you download resources from the Internet or create digital materials on your computer, you

would like store it in a meaningful manner, as you would do with your papers. You can store all that

you have done on a computer as a file. Every program, image, video, text document, song and

document is stored as a file. And you can keep similar / linked files together in a folder. Folders can

also store other folders called sub-folders

(you can imagine them as binders within a

hard bound folder). Folders are also called

'directories'. Do you know where the files and

folders are kept in a computer? They are

stored on a disk (remember your hardware

chapter where you learnt about hard disk, pen


Illustration 11: Edubuntu Education Menu has many educational applications

Illustration 12: File Manager

http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions

drives, CDs). To manage all the files and folders that you make, we need a file manager (also

called as file browser). A file manager or file browser is a computer program that provides a user

interface to work with files. Ubuntu uses a file manager/browser called Nautilus and you can create

folders and documents, display your files and folders and search and manage your files using

Nautilus.

This file manager lets you organist your files into folders. Folders can contain files and may also

contain other folders. Using folders can help you find your files more easily. You can also copy or

move files from one folder to another, create new folders, delete unwanted folders, give new names

to the files and folders etc. using the file browser.

You can download the files from the Internet into a folder that you should create. Folder names

should be as meaningful as possible and can be long. Folder name like 'Untitled1' or 'files' etc is

meaningless. If you are storing information relating to mathematics topic say 'quadrilateral', you can

create a folder named Quadrilateral. Inside this, if you are storing an image of a square, you can

name the file 'Image of a Square'. Mentioning the month/date of the file downloading can also help

later in remembering for re-use.

Ubuntu creates default folders for each user for music, pictures, videos, documents. You can create

your own sub folders within documents folder for your different requirements, for e.g. . One folder

for each of the subjects of this course – Mathematics, Telugu, English etc. Within the subject folder,

you can create sub folders for resources, assignments etc.

3.3 Importance of Open Software - Free and Open Source SoftwareUbuntu is a ‘Free and Open Source Software’ (called FOSS in short). While software applications

like Microsoft Windows or Adobe Photoshop are ‘proprietary’ , meaning they cannot be copied or

shared or modified by us, FOSS applications are licensed under the ‘General Public License’ which

allows all of us to share the software freely, we can also modify the software as per our needs.

Hence it is important to use FOSS in our schools. Teachers must learn and teach FOSS and avoid

use of proprietary software, since it is not possible for all to access and use proprietary software.

There are many technological, economic, pedagogical benefits from using public (free and open

source) software instead of proprietary software:

1. GNU/Linux is freely shareable. This can save public funds on license fees on procuring

proprietary software and upgrade fees at later dates. An IIM Bangalore study estimates India


would save around 20,000 crores per year on license fees by adopting public software. It can be

installed on all computers without restriction or paying license fees to vendors

2. The GNU/Linux operating system is virus-free, its technology architecture is superior to

Windows. This means no need to procure anti-virus software and no need to periodically format

the computers when it is virus affected. This saves lot of time and effort. In most schools and

educational institutions, many computers are unusable due to being affected by viruses.

GNU/Linux is virus resistant and hence more secure.

3. Since all the software like Office, web browser, educational software can be bundled with

Ubuntu GNU/Linux operating system, so all applications can be installed on the computer at

one time. On proprietary software Windows, each software has to be separately installed, which

makes it cumbersome and complicated.

4. There are a large number of freely shareable educational tools on GNU/Linux, pertaining to

mathematics, science, social sciences etc which can be used in all schools.

5. There are large number of additional tools on GNU/Linux freely shareable, such as IBUS which

supports word processing in more than 50 languages, including all languages used in Karnataka

such as Assamese, Assamese, Tamil, Urdu, Marathi, Hindi etc. or the ORCA screen reader

necessary for the visually handicapped or Scribus for desktop publishing.

6. Education should not allow 'lock-in' into proprietary products, that is bad for education.

7. Tools such as Drupal or Wordpress or Inkscape/Scribus or PiTiVi Video editors would provide

huge employment opportunities to students. Students and teachers can copy the software to their

own computers freely.

8. Public software permits local customization. The Assamese version of GNU/Linux is provided

in the training. Educational tools can be customized in Assamese by teachers as well. Such

customization. is not possible with proprietary software platform.

3.4 Importance of Open Content - Open Educational ResourcesYou have heard of the National Curriculum Framework 2005, which speaks of contextual, inclusive

and meaningful education. In your units on education, you have also read about constructivist

learning models. For these ideas to come true, relevant learning resources must be available for the

students (teachers) and teachers (teacher-educator). These resources must be contextual, easily

available, allow for learners to modify and adapt for their requirements.


Right now, in many cases, the textbook tends to be the most important resource for teachers, if not

the only resource. This resource is limited, made once in a year and represent on set of thoughts.

These resources are largely text based, have very audio visual resources and may not address

multiple learning needs. External resources, though available, are also largely non-digital,

expensive and cannot easily be adapted for local needs and contexts.

For critical and diverse perspectives to develop, multiple resources must be available and it must be

possible for knowledge to be constructed and shared from multiple contexts. Otherwise, it is

possible that only some forms of knowledge will remain important and other will die out. For

knowledge sharing to freely happen, educational resources must become freely available, freely

shareable and freely changeable to adapt to local contexts and needs. You have also read about the

role of ICTs in the creation, sharing and distribution of knowledge in section on ICTs and Society.

Open Educational Resources (OERs), as they are called are such learning resources. Open

Educational Resources are digital resources that are available freely, in multiple formats – text,

audio, video – to allow for multiple learner needs.

This is a global phenomenon and began in 2001 with the launch of wikipedia (www.wikipedia.org),

where knowledge is created and shared by many many people and not restricted to one person.

Following this, Massachussetts Institute of Technology, a leading university in the United States of

America, released many of its course materials for free called Open Courseware (2001). In teacher

education also, educational resources were developed collaboratively by a programme for Teacher

Education in Sub Saharan Africa and published on http://www.tessafrica.net. These are some of the

early initiatives in OERs; now many more OERs are available across the world teaching and

learning. In India, National Programme on Technology Enhanced Learning (NPTEL)

(http://nptel.iitk.ac.in) and IGNOU have offered many of the courses as Open Educational

Resources.

3.4.1 Kinds of OERs

There are different kinds of OERs:

- Sharing already created academic content for free www.khanacademy.org; www.tessafrica.net -

- Structuring free course materials and courses – like www.nroer.metastudio.org; ; www.edx.org;

www.coursera.org ; www.nptel.iitk.ac.in

- Collaborate and creating materials - www.wikipedia.org



http://www.nptel.iitk.ac.in/

http://www.coursera.org/

http://www.edx.org/

http://www.nroer.metastudio.org/

http://nptel.iitk.ac.in/

http://www.tessafrica.net/


The Karnataka Open Educational Resources (KOER) project is a project of DSERT Karnataka to

enable and support teachers to collaborate and create educational resources and share with all.

3.4.2 Principles of OERs

Open Educational Resources are those resources that allow the following four kinds of freedoms to

learners/ users. These “Freedoms” are as follows:

• Resources can be accessed for free, used and 're-used'

• Resources can be revised/ adapted to make it relevant

• Resources can be re-mixed / combined to make a new resource

• Resources can be redistributed - the revised/ remixed resource can be shared back. These are

called the 4 Rs (re-use, re-vise, re-mix and re-distribute)

3.4.3 Licensing and copyright

These resources are shared under copyright which are less restrictive than the usual 'all rights

reserved' and allow for some or all of the four R's. One popular copyright used for such resources is

the “Creative Commons”. Creative Commons is a type of copy right (sometimes called Copy Left)

that will allow you to use the resources, modify them, combine them and also redistribute. When

you are accessing/ sharing something as OERs, you can share it under Creative Commons License,

by explicitly mentioning that 'Copyright – Creative Commons' in your text. If nothing is mentioned,

the default copyright is 'all rights reserved', which will mean others cannot modify or share your

resources.

3.4.4 OERs – A national priority

At the national level, the is maintaining a National Repository of Open Educational Resources. For

more information on NROER, click http://nroer.gov.in/home

Karnataka Open Educational Resources, is a resource repository collaboratively created by the

teachers of Karnataka. It is organized on the same principles of OERs and is built on a wiki

platform like wikipedia. Teachers and teacher-educators play a key role in creating locally relevant,

meaningful and dynamic resources.

The objectives of KOER are

1. To develop a process of learning, sharing and creating by building collaborative peer networks

2. To provide for continuous learning through the process of resource creation


http://nroer.gov.in/home

3. Provide a sustainable model of creating and sharing educational resources that can enhance the

educational outcomes

4. To build a repository of teaching resources – for teachers, teacher educators and as a resource

base for teacher education

For information on KOER, visit

http://karnatakaeducation.org.in/KOER/en/index.php/KOER_background-note

4 Basic Digital Literacy What is the InternetWe have heard many terms called Internet, Web, Cloud, Online, etc. We will now understand what

these mean. We have already seen what the computer can be used for, what are the parts and how to

operate the computer. One important part of the use of ICT is that of connecting with each other.

4.1 Networks of computersComputers can connect with each other to share information and process information. Some of

these computers act as 'servers', they route data

across computers. A network is a connection of

many nodes. Even computers can be connected in

a network. A computer network is a group of two

or more computer systems linked together.

Computer networks can be broadly classified as:

• Local Area networks (LAN) : The computers

are close together (may be, in the same

building. In your lab, you must have seen all the computers (clients) connected to one main

computer - the server. It is a LAN. The cables from the clients are connected to a device called

a 'hub' and the hub is connected to the server. (Your computer lab should be on a LAN. This

will help in sharing files, printer across computers).

• Wide Area networks (WANs) : The computers are farther apart and are connected by telephone

lines or radio waves.

4.1.1 Benefits of computer networks

What is the use of sharing information over a computer network? You might have booked train or

bus tickets when you travel across the state. To book a ticket you need to find out which train or bus

goes from your place to wherever you want to go and also if the tickets are available on the dates

you want to travel. If your computer is connected to the computer in a railway reservation office

which has the information about the trains and ticket availability, you can book tickets from home.


Illustration 13: LAN and WAN

http://karnatakaeducation.org.in/KOER/en/index.php/KOER_background-note

Such a connection of computers is called an Internet connection. Information is communicated

and shared between the two computers, through the Internet connection.

4.1.2 The structure of the internet

If you want information about some book available in your library, you can connect to the library's

computer from home and get the information that you want. There are many such computers in

different organisations giving us different types of information. These computers are all connected

to one another. This is called the Internet. So, for sharing or getting information from another

computer on the Internet, you need a connection to the Internet. The Internet is a physical network

of millions of computers across the world, each of which has a unique identifier.

What do you need to connect to the Internet?

Illustration 15: How does modem connect?

Before you can connect to the Internet, you must

have a computer, a modem (A modem is a

hardware device that allows a computer to

transmit data over telephone or cable lines) and

access to a telephone line which is connected to

the Internet and a software to connect. You can

also use a device called data card for connecting

to the Internet without any wire connections.

The data cards use the mobile phones network to connect to the Internet. The connection software is

usually provided by the service providers (which are mostly telephone companies).

4.2 Basic working of the internetAs we saw earlier, the Internet is a physical network of millions of computers across the world, each

of which has a unique identifier called . Some of these computers act as 'servers', they route data

across computers. The routing of data is governed by a method or protocol called the TCP-IP,


Illustration 14: How does a computer connectto the Internet

(transmission control protocol/internet protocol). As the name suggests, TCP/IP is the combination

of TCP and IP protocols working together. Under TCP/IP each file being transported across the

Internet is broken into smaller parts called "packets" by the server. Each packet is assigned an IP

(Internet protocol) address of the computer it has to travel to. As the packet moves through the

global network it is "switched" by a number of servers toward its destination, the requesting

computer or "client" computer.

These packets do not usually travel together on the Internet. Packets from the same file may travel

via different paths through different servers, but toward the same destination. This “splitting into

packets” technology allows us to use Internet most efficiently. It means parts of a file can be shared

across a number of phone lines instead of having to find one phone line to put a large file into. It is

also hard to break the network, as the data will be routed around the trouble spot. In this respect

TCP/IP can be likened to a group of cars which need to go to the same destination, but instead of all

of them going on one road (which may be busy), each car can select a different road out of

thousands of roads available (thus picking the roads with least traffic), hence all cars can reach the

destination in overall least time.

The TCP/IP protocol, which is the heart of the Internet was invented by Vincent Van Cerf,

Robert Kahn and Louis Pouzin.

Some of these servers maintain the links between the ip addresses of the servers and the 'domain

names' that we use while accessing the Internet. These are the 'domain name servers' and translate

'www.teachersofindia.org' into its IP address (which would be a series of number like

192.168.12.14).

4.3 The evolution of world wide web Web is an application on the Internet (www). This was invented by Tim Berners Lee, to allow

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'. This information network is called the World Wide Web. The

source of information is called the web site. A web site is a collection of related web pages of

information. Initially this was only for downloading, and this was called Web 1.0; when more

people wanted to create their own materials and publish on the Internet, the second generation of

www was evolved, called Web 2.0. We have moved further along now to collaborative creation of

web pages, through online collaboration platforms. Now more and more processing can be done on


http://www.teachersofindia.org/

the Internet, where the data, results and analysis is stored the Internet and we can operate/ add/

access through various web based applications. This is called Cloud Computing.

4.4 Web browserOnce you are connected to the Internet and are ready to look for things, you will need a software

called the web browser. Browser is a software program that you use to access the internet and view

web pages on your computer. Web browsers allow a user to quickly and easily access information

provided on many web pages at many websites.

Web browsers communicated with web servers primarily using HTTP (hypertext transfer protocol)

to fetch web pages. HTTP allows web browsers to submit information to web servers as well as

fetch web pages from them. Pages are identified by means of a URL (uniform resource locater),

which is treated as an address, beginning with “HTTP://” for HTTP access.

Firefox is a very popular web browser. We will use Mozilla Firefox to learn how to browse the web

as this is a Free and Open Software application. One of the great things about Firefox is that it is

supported on all different operating systems. Firefox is also open source which makes its support

group a very large community of open source developers. Firefox is also known for its vast range of

plug ins/add-ons that let the user customize in a variety of ways. Firefox is a product of the Mozilla


Illustration 16: An example of a web page

Foundation. We have many other Free and open source browsers called Google chrome, chromium,

opera, Dolphin and gnome web browser. All browsers will have similar functions.

Source taken from: http://openbookproject.net/courses/intro2ict/web/web_browsers.html

Overview

Tool Version

Right now we are using Firefox 43 and it will keep upgrading with out any charges.

You can access Firefox through one of two methods:

i. Applications-→ Internet-→ Firefox Web Browser

ii. Click on the icon on your top panel to start the Firefox Internet browser when you are using

Ubuntu.

You will see a screen like this.

A website is nothing but a folder on a computer connected to the Internet, which has a 'address '.

You will have to enter the address of a website in the address bar (see the picture). This address is

also called Uniform Resource Locater (URL). In the address bar, type www.wikipedia.org and

press enter. This is a website where you can find information on many subjects. Browsers takes

HTTP and www by default, hence typing wikipedia.org is automatically replaced by

http://www.wikipedia.org This website has information in many languages. Move the mouse

pointer on English and you will find that

the pointer has changed to a hand. These

are links to other sections of the web site.


Illustration 17: Web browser

Illustration 18: Wikipedia



http://openbookproject.net/courses/intro2ict/web/web_browsers.html

They are called hyper links. A hyper link is a mechanism by which a web page is linked to another

related web page. Text, images can be made into hyper links. When you click on English, you get

the information from the encyclopedia in English. There are different sections, if you look at the

right hand top corner, giving information about Arts, History, Maths, Science etc. You can click on

Maths and search on a certain topic. Type multiplication in the search box that you see just above

the different sections. You will get an article about multiplication.

5 Technology for Connecting and Learning – Personal DigitalLibrary The Internet has enormous possibilities of accessing information. This changes the way we can

think of learning and the skills of learning. Skills of accessing information, organizing, evaluating

information are very important. Communication and collaboration skills are very important as

learning will no longer be limited to our immediate physical environment. We can interact and

learn from people and colleagues separated from us also. Internet allows us to connect in ways that

were not possible before.

5.1 Accessing information from the internetInformation 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. There are different formats of resources available on the Internet -

images, videos, audio files and each of these files have different formats. 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.

5.1.1 Search engines

A search engine is used to search for information on the World Wide Web. It keeps a track of all

web pages. We can search for information we want by providing a word or a sentence to a search

engine. Google is very popular search engine. In your browser's address bar type

'www.google.com'. In the search box you see type 'Sachin Tendulkar centuries'. You will see a list of

all the web pages having information about Sachin Tendulkar's centuries. You can click on the

hyper links and get more information. Alternate search engines include Bing (from Microsoft),

DuckDuckGo (https://duckduckgo.com) etc.


https://duckduckgo.com/

http://www.google.com/

The search engine software is built in a way to retrieve large amount of relevant information in a

short time. Type in different words relating to your professional and personal interests. See how

many pages of information are retreived and the time it takes to retrieve the same. How do you

think the search engine does this so quickly? Also do all of you get the same links on page 1 when

they search for an information? On what criteria does the search engine decide to provide some

links on page 1 while others on page 2 and still others on page 20?

In the past, rote learning (remembering information) has been seen as important, since such

committing information to memory would allow us to access it during need. Traditional Indian

schools also had memorizing scripts as an important learning method. However, with ICTs that has

changed. Thanks to information explosion, it is now impossible to commit to memory the numerous

aspects of our daily lives. Secondly, thanks to methods of storage and retrieval, including use of

search engines, the need to memorize has also reduced. Twenty years back, we used to remember

peoples telephone (land-line) numbers, which were not too many. Now with large number of

contacts we have, we do not need to memorise their phone (cell phone) numbers, since we can store

it in the phone itself and can retrieve by name. In the same way, any factual information can be

retrieved in a fraction of a second and hence not worth memorizing.

Accessing relevant information and evaluating a resource for correctness/ relevance is an important

skill. We should also be aware of legal, ethical, copyright (content and presentation) and safety

issues.


A google search

5.1.2 Intelligent search

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.

Hence for search, we should be as precise/exact as possible to get best results.

You will notice that the pages that come up are all different. What we also need to keep in mind is

who is the user, what is the use etc. How we use the search terms determines what results see and

how relevant they are.

5.2 Objectives of a personal digital libraryThe focus of building a resource library is on the following :

1. identify, classify and organizing learning resources (for self) and for classrooms

2. do curriculum analysis identify appropriate ICT resources for various learning needs - analyzing

and abstracting, evaluating and problem solving

3. develop a concept map of learning outcomes and map to resources

4. to evaluate an ICT resource

5. build personal resource libraries for classroom ideas

5.3 How to evaluate an Internet resourceThere are a few things to check when we look at the usefulness of the information on any website.

1. Source of the website. It is important to know about the source of the information. This will

help us have an idea of many ways of looking at things.

2. 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.

3. Relevance: Often when we search, one page will come up and often time we share with others

also. But it is important to really read (at least quickly) the contents of the page. This is because

of the way a search engine works. Any web page will have key words (called tags) and

sometimes, keywords will be added even if the word (and associated issue) is discussed very

very briefly. So, sorting for relevance is important. Information use is very contextual. A web

page written about rainfall and look at lifestyle 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.

4. 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. Please pay attention to the following while browsing.

• Home Page • Resources available • Is it free/ paid/ registered? • Copyright (Creative Commons)• About us ; contacting the website

• Links available on the page - internal, external: • Opening a link from a page - new tab, new window: • Browser back button vs using links to navigate:

Settings and preferences• Accessing information and downloading:

5.3.1 Checklist for evaluating a website

1. Whose website is it? How to contact the website? (check About Us)?

2. What kind of web site - commercial, educational, etc.

3. What kind of resources? Is the information reliable - always check more than one website

4. Does it allow for a discussion

5. Does it have transaction - like e-commerce websites

6. Is it easy to navigate?

7. what is the copyright clause - Free/ Paid/ Subscription

8. Navigation - Internal and External web links

5.3.2 For teaching-learning resources - In addition to the above1. What is the website about?

2. Is the information reliable - always check more than one website

3. Who made it?

4. What does it have?

5. Is it for teachers or for children or both?

6. How to use in class?

5.3.3 How to evaluate a resource for teaching-learning

When you are compiling a resource library for teaching-learning, we have to evaluate how it can be

used for teaching in the classroom. Some questions that you check when evaluating resources are:

i. what are the concepts to be covered and how do the specific ICT resources fit in

ii. areas of learning reinforced


iii. how can learning be extended; what new ideas/ connections are possible?

iv. suitability to a given classroom context (age appropriateness, content level)

5.3.4 Classification of websites accessed

Web Site name / address

Relevance Accuracy Bias Variety of resources

Free/ Membership/ Subscription

Copyright Can it be used by a teacher?

0-10; Givea rank and explain why

0-10 – Give a rank and explain why

Bias – Yes/ NoWhy??

(Audio, video, text,image)

Is it Creative Commons or not?

How useful is it for a teacher? In what stage ofthe teaching-learning process can this be used.

5.4 Steps in creating a personal resource folderThere are several steps in creating a resource folder:

1. Make a folder on the computer by topic

2. Access relevant resources from Internet

3. Save pages, images, videos

4. Copy and paste links

5. Insert into document

6. Insert links into document

7. Format document

For more information on how to create a resource library click

http://ka rnatakaeducation.org.in/KOER/en/index.php/How_to_build_a_resource_library

6 Technology for Connecting and Learning – Emailing and Professional learning communities Every profession has its own professional association for learning and sharing – like doctors,

lawyers, accountants, IAS officers and so on. These associations are a method of continuous

interactions with fellow practitioners (peers) and allow methods of learning beyond the college or

university. You have also learnt earlier about social constructivism and how we learn from each

other and how conceptual learning and contextual understanding are equally important.


http://karnatakaeducation.org.in/KOER/en/index.php/How_to_build_a_resource_library

http://karnatakaeducation.org.in/KOER/en/index.php/How_to_build_a_resource_library

Teachers, as professionals too need to connect regularly to their peers, for sharing their experiences,

practices as well as insights and learnings. They also need to be able to contact peers as well as

mentors for seeking support. However, in the large school system in India, we find that teachers are

often isolated in their practice and they have no way of sharing their experiences, reflecting and

sharing understanding or seeking solutions for their specific challenges. In the traditional in-service

teacher training programmes, the learning is usually at a point in time; teachers learn in workshops,

and there is limited opportunity for interactions after that. They largely do not have any formal,

organized methods of being in touch with their trainers or with each other to extend the learning

after the workshop. Hence field-level problems are difficult to solve and also teachers are not able

to share their experiences, ideas and resources with one another. After the training workshops,

teacher interactions is very limited and physical meetings at the cluster, block or district levels are

often not enough to meet these needs. ICTs can provide ways of connecting and communicating

beyond the restrictions of meetings of physical time and space through online communities. Online

communities can be mailing forums or discussion groups, can be accessed either through your

phone or the computer and are often a good way of continuing interactions.

The National Curriculum Framework for Teacher Education (NCF-TE, 2010) talks about a

pioneering model of teacher education with the following key components - (i) integrating

technology tools for teaching learning, (ii) collaborative networks for learning and sharing, (iii)

continuous learning models that allow for different paths and spaces for learning. Peer learning is

regarded as a key component of Teacher Professional Development.

In Karnataka, DSERT has implemented an in-service teacher training program called the “Subject

Teacher Forum” where the training program has incorporated technology for classroom teaching

methods as well as for creating networks for collaborative and peer learning. Mailing forums are a

good way to keep the teacher community in contact with one another and serve as a complement for

the physical communities and interactions and provide for learning beyond the workshops. Teacher

use the mailing forum to share their experiences, share resources, ask for clarifications, share

question papers, share activities and ideas for CCE, issues in school administration and for general

information sharing as well. Over 22000 teachers are members of these mailing forums in

Karnataka.

Assam is beginning such a program now for building professional learning communities.


6.1 Emailing

Overview

E-mail (electronic mail) is the exchange of computer-stored messages by telecommunication. E-

mail was one of the first uses of the Internet and is still the most popular use. There are many

domains to use emails for communication.

Gmail (pronounced Gee-mail) is a free Web-based e-mail service from Google that provides users

with 15 gigabytes of storage for messages and provides the ability to search for specific messages.

The Gmail program also automatically organizes successively related messages into a

conversational thread. This handout will explain how to do this on www.gmail.com

All smart phones will have email option and we can configure email to access emails.

Email, short for electronic mail refers to the exchanging of digital messages from an author to one

or more recipients, across the Internet or other computer networks. Email servers accept, forward,

deliver, and store messages. Neither the users nor their computers are required to be online

simultaneously; they need connect only briefly for as long as it takes to send or receive messages.

Email provides a way to exchange information between two or more people that is generally far less

expensive than physical meetings or phone calls. Email is a popular method for communicating

with your colleagues, since it has many advantages

1. you can send a mail to many people at the same time, and they can also send their reply to the

same people, hence facilitating a group conversation

2. you can reply to a mail at your convenience, email is 'asynchronous', unlike a phone call, when

you need to be available for the same time period as the other person

3. the email is an electronic record of the conversation and can be recalled later

4. discussions over email thus can be a useful information source for review by oneself and others

5. email is cheap, since you pay for Internet access than for each mail. There are also free email

providers like google (gmail), yahoo (yahoomail) etc


This section describes how to create an email and also use emails for communicating. To create an

email id please open your browser, Application-→ Internet → Firefox Web Browser


http://www.gmail.com/

Open any browser - Mozilla Firefox or Google

Chrome and type www.gmail.com in the address

bar. If you have you email ID and password,

please enter them in these boxes you will see.

Do not click on the box which says "Stay signed

in". This means your Gmail account will always

be open. If you do not have an account click on

Create Account and the following form will

appear.

To Create new Gmail ID click on Create

Account and follow the below steps.

1. Enter your name

2. Enter username and password. User name

can be the same as your name. Keep your

password simple to remember.

3. Enter your date of birth, gender and phone

number. To prove that it is a human being

registering, you must enter the code

numbers.

4. Enter another email address if you have

one. Check the privacy and terms and

conditions box.

5. Click on Next Step and your new gmail

account is ready.


Illustration 19: Emailing: Step 1



1. Type the website for your mail

(www.gmail.com for gmail) in the

address bar.

2. Enter your username and password

without any spelling mistakes.

3. Do not check the "Stay Signed In" box.

4. To check your existing messages, go to

Inbox. Your new Inbox will look like

this with Welcome Message from Gmail

1. To compose a new message, go to

"Compose". This can be found on the

left panel. When you click on that you

see a panel open for composing a mail.

2. If you click the double arrow in the right

hand corner of this panel, the compose

window will pop out. You can see the

bottom panel with formatting options

3. Enter the address of the recipient; this

can be one recipient or to the mailing

forum. You can post to mailing lists by

entering the address of the group in the

"To" or "Cc" box. For example, mail to

[email protected]

will be delivered to the STF forum.

4. You can addess an email to one recipient

and copy the mail to others by putting

their email IDs in the "cc" box.

5. Enter the subject. Type the contents in

the box. Attach files (if any) by clicking

on the image like a clip. Click "Send"





http://www.gmail.com/

6. If you receive an email in your Inbox

you can select Reply or Forward the

mail. You can also reply to a mailing list.

7. Remember that if you reply to a list, all

members will get the email. To reply to

an email sent to you, type or select only

the email id of the sender.

8. To reply, click on Reply , Type your

message and click on send. To forward,

click on Forward instead of Reply

Type in the email address (or addresses)

for the individual(s) you want to forward

the message to. Note: When you

forward an email, any and all

attachments will also be forwarded.

Download an attachment

1. A paper clip icon next to an email

indicates that there is an attachment

2. To download an attachment in an email,

scroll down the message and come to the

file attached.

3. You can either view or download the file.

4. Click on Download

5. A window will appear Click on Save

6. Choose the location where you

want to save the file; click on Save




1. To delete an email message, click on the

check box next to that email

2. Note: You can delete several emails at

once by selecting multiple check boxes.

3. Click on the Delete button to delete the

selected email

Log out when you’re done

1. When you are finished, log out by

clicking on your photo or circle with

your intial (located on the top right

corner ).

2. Then click on Sign out.

6.1.2 Tips for emailing

1. Remember to check your spam folder regularly. Sometimes, mails go to spam folder

because the email software decides that it is spam. Messages more than 30 days will be

deleted and you will lose information.

2. Never share password, account information on any email - even if it seems to come from

banks, government organization, etc. These are called phishing mails and can lead to fraud.

3. You can create filters on your email to help sort.

4. Sign out email properly after you finish with your work, Do not click on the red X to close

the browser window; this may not log you out.

6.1.3 Emails on mobile phones

In this section, we will see how to access emails on mobile phones. Mobile Mail is a simplified

webmail interface that you can use on your phone's web browser. The following instructions will

configure an Android smartphone as an IMAP client.




Touch the E-Mail icon to configure your e-mail

settings. This is located either on your home

screen or customized screens or in the Apps

icon which shows all of your apps in one place.

Choose IMAP account. If you would like to use

POP3, choose POP3 account. POP3 is post

office protocol 3, These let you download the

messages to your computer. This removes them

from the server in normal use. A later method is

IMAP or Internet Message Access Protocol. This

stores all messages on the server, so you do not

clear them when they are read. This means you

can access them from ANY computer, without

losing them on other computers.

Input your e-mail address in both the Email address and Username fields. Input the password

associated with your e-mail address. For IMAP server , input imap.domainname.com, where the

highlighted portion is your own domain name. Security type should automatically be set to None.

Port should automatically be set to

143; IMAP path prefix is not necessary.If you chose POP3 account in the previous step, input

pop.domainname.com. In the POP serverfield, the port will automatically be set to 110. Select

Next.


Illustration 29: Emails on mobilephones: Step 1

Illustration 30: Emails on mobile phones: Step 2


For outgoing server, input

smtp.domainname.com,

Port should be set to 587.

Require sign-in is checked; User name is your e-

mail address. Password is the password

associated with the e-mail address. Select Next

It will take several seconds to check the

outgoing server settings. After that screen,

you will be able to configure how often your

e-mail syncs and other settings. Select Next.

6.2 Mailing groupsMailing groups are when a group email ID is created and this can be used to communicate with all

members in the group. This is useful because we do not have to type individual email IDs.

You can become member of mailing-lists in which a mail sent to the mailing-list will be forwarded

to all members. The mathematics teachers in Government high schools have a state wide mailing-

list called the [email protected]. In Assam, a forum has been created for maths

teachers to interact and communicate [email protected].

7 Technology for Resource Creation – Concept Mapping 7.1 What is a concept mapConcept mapping is a highly effective way of thinking and analyzing. Concept mapping is a

creative and logical means of mapping out ideas and exploring the connections between ideas.

Freemind is one such mind mapping tool. This allows us to create concept maps around an idea and

to explore the connections between various ideas. Teachers can use this to plan for lessons or to

discuss in the classrooms.

7.2 How to use FreemindTo Open from the desktop menu select Applications > Office > Freemind.





Once Freemind is open you will see a window like this.

The new mind map is the root node and you can give it any

name you want. The name of this root node will be the

name of the mind map. Once you have given it a name, you

can save the mind map.


Illustration 33: Freemind: Step1

Once you click on save, you will see a window like this.

You can save the folder you want to select the folder you

want to save it on.

Here the mind map is named Food and is saved under

home/ranjani/Documents

Now you see that the mind map is named Food and the root

node is called Food. To insert other words that are

connected, you can enter them as child nodes. To enter these

nodes, you can use the "Enter" key or "Insert" key after

selecting the node to which the child nodes must be added.

Here, the child nodes have been added after selecting the

node "Food". The child nodes added are called sibling nodes

and the main node is called parent node.

You can keep adding child nodes to any node. For example

you can add child nodes to the node called environment by

selecting and using "Insert" key. You can also add a sibling

node to environment by selecting the node environment and

using "Enter" key. "Plants" and "Animals" are child nodes

for "environment" and "agriculture" is sibling node for

"environment.

When you discuss concepts, we notice that sometimes

concepts are connected, and we want to link them to study in

detail. For doing this we can add a graphical link (an arrow)

to connect two nodes.

To do this select two nodes and select Insert Option from the

menu bar, and add graphical link. You can click on the

arrow and move it around.


Illustration 34: Freemind: Step 2




We will also see that sometimes these concepts are very

large and we may want to create a new mind to study them.

For example, in this mind map we may want to create a new

mind map called agriculture to study. After we create a new

mind map called agriculture, we can insert a "file link" to

open the new mind map when the node "agriculture" is

clicked. To do this, we click on node called agriculture and

click on "Insert". Under Insert, click on "Hyperlink - File

chooser". This will open a window from where you can

select the document name to be opened. This can be a mind

map. The file can be a picture or video also.

We can also insert weblinks to any node for additional

information. To do this, you select the node to which

additional information is to be added and click on "Insert".

Under Insert, click on "Hyperlink - Text field". It will open

a window in which you can enter the hyperlink manually.

You can also add notes to a node to add more description to

a node. To to this, you need to go to "View" and select

"Note Window".

This will open a box where you can enter text. You can

adjust the size of this box. To enter a note, select a node and

enter the notes below in the note window.





The completed mind map with links and notes will look like

this below.

You can select the Format and Navigate to change colours,

layout and also to move the nodes around.

You can also export your mind map to Image or Text

Document using File → Export As.

Once you create a mind map, you can view and edit it as a mind map using Freemind.

8 Technology for Resource Creation Text Editing A text editor is a software used for creating (including writing, editing, formatting, and possibly

printing) text documents. Apart from entering and editing text, you can insert images and links also.

This software lets you to create a document, store it on the disk, show it on a screen, make changes

to it using the keyboard and print it on a printer. LibreOffice Writer, Microsoft Word,

OpenOffice.org writer, Web-based text editors (Google Docs) etc are popular text editors. In this

section you will learn how to use LibreOffice Writer on Ubuntu. LibreOffice works on Ubuntu

GNU/Linux, Mac and Windows operating systems. This handout has been created in Libre Office

Writer.

To create a document in Libre Office Writer go to:

Applications → Office → Libre Office Writer. It

will open an empty document. The first step to do

would be to give the file an appropriate name and

save it under a correct folder.



Illustration 42: Text Editing with LO Writer: Step 1

When you do File Save As it will open a folder,

you can select the folder under which you want

to save the file. The name of the file is Libre

Office Introduction .odt

ODT is the short form of Open Document Text.

ODT conforms to Open Document Format

(ODF) which is recommended by the

Government of India through its

Policy on open standards”. The .docx format of

Microsoft Office is not an open document

format. It is not recommended by Government

of India policy.

The Menu Bar has the following options:

1. File Menu has options for File Save, Close, Print

2. Edit Menu has options for Copying, Cutting and Pasting Text – this will allow us to move

text from one part of the document to another. To copy text from one place to another, or

from one document to another, you can select the text, go to Edit --→ Copy and go to a

different place in the document to paste it; Edit → Paste.


Illustration 43: Text Editing with Libre Office Writer: Step 2


3. Insert Menu has options for entering page breaks, page numbers, formulas and images.

4. Format has options for changing the

format of the text, font type, size and also

advanced layout options. In the tool bar,

the letter “B” and “I” can be used to

make the text bold and italics.

You can also create numbered lists in a Writer

document.

For this select the text input that has been

entered, go to Format, Select Bullets and

Numbering and choose the numbering type that

is needed.

This will produce a numbered list.






To insert a formula, go to Insert → Object →

Formula.

It will open a window as shown – a left panel

which has various options for formulas and a

bottom panel in which the formula is to be

constructed.

Go to Insert → Image → This will open a folder

from which images are to be inserted.

The image inserted above looks like this.

9 Technology for Resource Creation Geogebra 9.1 IntroductionGeogebra is an interactive geometry , algebra, statistics and calculus application, intended for

learning and teaching mathematics from primary school to university level. GeoGebra is a

mathematical software application that helps you learn Geometry and Algebra. This application is

free and licensed under the GNU Public License. Can you guess why the creators of this tool named

it GeoGebra. Geo is an abbreviation for Geometry and Gebra for Algebra. Did you know that you

can represent all geometric figures as algebra equations? GeoGebra helps you see both the

geometric figures and its algebra representation at the same time, hence the name GeoGebra.





Overview of Geogebra Tool

The GEOGEBRA version is - 5.0.236.0-3D in the custom distribution. Geogebra is part of

the Ubuntu distribution (in the training). This can be opened from Applications → Education

→ Geogebra.

Web download

You can download this from www.geogebra.org

Mobile version

Geogebra can also be downloaded for the mobile from Google Playstore

In GeoGebra you can animate the geometric figure you have drawn and dynamically see how

some values like length, area, perimeter of a figure changes, see the same figure in different ways.

For detailed resources on how to learn Geogebra you can click on

http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy.


Drawing 1: Introduction to Geogebra Window

http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy

http://www.geogebra.org/

9.1.1 Detailed steps of use

Drawing points, line segment and rays

Select Point Tool, and click anywhere on the

drawing point to plot six points A, B, C, D, E, F.

Drawing line segments and lines

Select Segment between two points tool, clicko on point A and then point B.

Select Line through two points tool, click onpoint C and then point D.

Select Ray through two points tool, click onpoint E and the point F.


Illustration 52: Learning Geogebra: Step 1



Can you describe in your own words the

difference between a segment, line and ray?

Also see the algebra view and observe the

equations of the line b and ray c. The line

segment a is represented in the algebra view as a

= 2.83, where 2.83 is the length of the segment.

Continued on next page

ii. Drawing a parallel lineiii. Select Point Tool and click anywhere on the

drawing point to plot three points A,B, C.

iv. Select Line through two points tool, click on

point A and then point B.

Select Parallel Line tool, click on point C first.

Then click on line AB. Now use the Move Tool

and move points A, B and C. What do you

observe? Describe it.

Next with Move Graphics view tool and move

the drawing pad. Do the two lines ever meet?

Rotate a rayDraw line segment AB of any length (Segmentbetween two points tool).Select the Ray Through two points tool, click

on point A, then select another point C on the

drawing pad as shown in the figure.

Select the Angle tool, as seen in the figure and




Illustration 57: Learning Geogebra: Step5

click on points B, then A and finally C. You will

see an angle measure. Click on the Move tool

and move point C.

Observe the change of angle.

Observe the direction (clockwise, anticlockwise)

in which you move the ray? In which direction

does the angle increase/ decrease?

9.2 Practice Activities

9.2.1 Perpendicular Lines

i. Draw a lineii. Draw a perpendicular line (after plotting a point on line)iii. Measure the angle and move the angle labeliv. Save the file as “perpendicular line.ggb”v. Make a point on perpendicular linevi. Draw a perpendicular on perpendicular

9.2.2 Parallel Lines

i. Make two parallel linesii. Make transversaliii. Draw perpendicular; intersect point and measure distanceiv. Name the object using textboxv. Give colour and bold

9.2.3 Constructing triangles

i. Draw one segmentii. With circle tool draw two other segmentsiii. Measure angleiv. Write angle sum property in text box v. Make triangle vi. Take midpoint, draw medians, mark and measure all segments

vii. Calculate ratio viii. Add text box ix. Take screenshot x. Put in maths question paper

9.2.4 Circles

i. Draw a circleii. Draw tangents from an external pointiii. Mark points of contact of the tangentsiv. Join centre of circle to points of contactv. Measure angle at the centrevi. Measure angle between the tangentsvii. What is the sum of above two angles


viii. Join centre and external pointix. Does the line segment bisect angle at the centre

9.2.5 Drawing polygons

1. Select Point tool and plot three points A B and C to represent the vertices of a triangle.

2. To draw a three-sided polygon – triangle, select Polygon tool click on point A, then B and C

and again click on point A.

3. Select Point tool and plot three points A B C and D to represent the vertices of a

quadrilateral.

4. To draw a four-sided polygon – quadrilateral, select Polygon tool, click on point A, then B,

C and D and again click on point A.

5. Try making a pentagon and hexagon on your own.

9.2.6 Creating a geometric figure and discussions

Now we will draw a right angled triangle where the base is 5 units and the hypotenuse is 8 units.

For more information on triangles, you can refer to reading material on KOER at

http://karnatakaeducation.org.in/KOER/en/index.php/Triangles and

http://karnatakaeducation.org.in/KOER/en/index.php/Similarity_and_Congruence

You have to familiarize yourself with the tool bar to complete this figure. All buttons on the tool

bar hide many related tools. You choose the tool you want by pressing the small red arrow in the

lower right corner of the button. Choose from the list that shows up.

1. Start your drawing by using the tool Segment with Given Length from Point.


Illustration 58: Learning Geogebra : Step 6

Illustration 59: Learning Geogebra:Step 7

http://karnatakaeducation.org.in/KOER/en/index.php/Similarity_and_Congruence

http://karnatakaeducation.org.in/KOER/en/index.php/Triangles

2. Continue by drawing the right angle. Do this by drawing a perpendicular line through

point A. Choose the perpendicular line tool, click on point A first and then on the line.

3. To mark the third corner of the

triangle you use one of the circle tools,

Circle with Centre and Radius.

4. Click on the point B and fill in the

length of the hypotenuse as radius.


Illustration 60: Learning Geogebra : Step 8 Illustration 61: Learning Geogebra: Step 9


5. Choose the tool Intersect Two Objects, click on the circle and the perpendicular line.

The point in the intersection is the third corner of the triangle.

6. The perpendicular line and the circle,

even the points do not need to be visible

or seen now, you only want to show the

triangle. Hide an object by right-clicking

the object and uncheck Show Object by

clicking on it.

7. The lengths of the sides in the triangle can be shown. Right-click one of the sides and

choose Object Properties in the menu which shows up. Check the Show Label field and




Illustration 65: Learning Geogebra :Step 13


choose Value from the drop down list.

8. To show the size of the angles use the Angle tool. Click on each vertex of the triangle.

The order in which you click the vertices must be in the clock wise direction. In this figure

click in this order BAC, CBA, and ACB.

9. Click on Area tool and then click on the polygon.

10. Change the shape of the triangle by moving the points you are able to move (use the

Move tool).

9.2.7 Discussion questions

1. How many points do we need to draw a triangle? How many segments?

2. What is the hypotenuse? Is it a side of the triangle also?



Illustration 68: Learning Geogebra : Step16



3. If a triangle is a right triangle, what should be the value of one angle? How do we draw that?

[There are two ways – one with a perpendicular line and the other with a rotating ray]

4. Why are we using the circle with hypotenuse as radius for the third point? Is there any other

way you could have done this? Do we have enough data to do that?

5. Measure the third side and also measure the other two angles. With the same base can you

construct other right triangles?

6. Verify the area calculation of the triangle.

7. Complete this to be a rectangle and also discuss why the area of the triangle is given as

Area = ½ x b x h

10 Technology for Resource Creation Simulations (PhET) PhET is a collection of simulations that can be integrated in classroom teaching-learning. We will

look at two examples of simulations.

For this we will need to open an application called PhET on the computer. You can find PhET

under Applications> Education> Science. PhET is an educational resource that contains computer

demonstrations of experiments and activities. When we click on Play with sims – it will open

simulations in various subjects. We will click on Physics and scroll down to the simulation on

Pendulum Lab.

When we want to open a simulation, we click on the green rectangle which says “Run Now”.

10.1.1 What are computer simulations?

Computer simulations are very useful for scientific research when a physical experiment may be

very costly or dangerous or extremely time consuming to do. When a scientist is studying a

problem, she will make assumptions about what causes the change and make predictions about what

will change. This is based on past study of the subject and knowledge. This information can be

input to the computer and the simulation will make all the calculations and show what changes

happen. Sometimes, the changes that the simulation will show will be different from what the

scientist predicted. This will help the scientists refine the theory. The simulation shows the

experiment on a computer. The scientist can change the inputs to see how the experiment changes.

In a classroom, a simulation of an experiment can be used to generate discussions around a concept/

phenomenon. Computer models are different from animations. In an animation, we simply see a


movie which shows a phenomenon happening. The inputs cannot be changed whereas in a

simulation you can change the inputs/ parameters.

When using simulations, it is important that we make the approach one of inquiry and not one of

visual representation of a content area.

We will look at two examples of how to work with simulations.

10.2 Observe the simulation “Wave on a String”You will see a picture like this. This is similar to a situation that you might have had where you tie

a rope to one end and the other end is in your hand. When you shake your hand, the rope will shake

though it will be fixed at the other end. Similarly, if we move the wrench here, the rope (which is a

collection of beads) will also move without being removed from the other end.

Answer the following questions

1. When you “move” the wrench up and down, did the string move? How did it move? How

did each of the beads move?

2. When you look at the simulation, it looks like something is moving from one end to another.

What is moving?

3. Let us understand what happens when you move the string using the manual option.

Move the wrench upwards

Move the wrench downwards

Move the wrench upwards and downwards

Are the beads in the string moving left to right; right to left, or up and down? What does this tell you about waves

How fast does the string move when tension is high and when tension is low. Is there a difference and why?

When you add damping how does the string move4. Let us understand what happens when you move the string using the oscillating option. You

can complete the table below. You will see that there is a green rectangle on the top in

which there are control buttons for amplitude, frequency and damping. We know what

damping is. At the end of this simulation, you will be able to describe amplitude and

frequency.

Increase and decrease

amplitude

How does the wave look? How do the beads

move? What changes in the beads when you

change the amplitude? Do all the beads move in


the same way? When you increase or decrease

amplitude, what happens to the frequency

Increase and decrease

frequency

How does the wave look? How do the beads

move? What changes in the beads when you

change the amplitude? Do all the beads move in

the same way? When you increase or decrease

frequency, what happens to the amplitude?

Change the values of tension

and damping

What do you observe is happening to the wave?

What happens if the wave end is not fixed but

loose?

Use the ruler to see how the beads move?

How far do the beads jump? Does it change?

10.3 Observe the simulation “Pendulum Lab”

1. Notice where the pendulum is – is it

higher, lower or at the same level as the

central position?

2. Notice the graph – what are the two

variables on the bar chart?

3. What do you think will happen to the

pendulum next?

4. Notice where the pendulum is – has it

moved? What can you say about its

movement?

5. Notice the graph – what are the variables

on the bar chart? What are the values of

PE and KE as compared to total energy?


6. Notice where the pendulum is – has it

moved? Is it higher or lower than the

central position?

7. Did you notice anything about the speed

of the bob as it moves from one extreme

position to another?

8. Notice the graph – what are the variables

on the bar chart?

9. What has happened to the values of the

KE and PE as compared to total energy?

10. What do you think is happening? Is this

what you will think will happen when

you try this experiment? Why? Why not?

What is different?

11. Notice where the pendulum is. This

extreme position to the right is at a

different height than. Why? What role

does friction play and where does it

come from

12. Look at the graph – what are the

variables in the bar chart? Where has the

thermal energy come from? What do you

expect will happen to the simple

pendulum?

Mechanics of the simple pendulum

The motion of a pendulum is a classic example of mechanical energy conservation. A pendulum

moves it sweeps out a circular arc, moving back and forth in a periodic fashion. Neglecting air

resistance (which would indeed be small for an aerodynamically shaped bob), there are only two

forces acting upon the pendulum bob. One force is gravity. The force of gravity acts in a downward

direction and does work upon the pendulum bob. However, gravity is an internal force (or

conservative force) and thus does not serve to change the total amount of mechanical energy of the


bob. The other force acting upon the bob is the force of tension. Tension is an external force and if it

did do work upon the pendulum bob it would indeed serve to change the total mechanical energy of

the bob. However, the force of tension does not do work since it always acts in a direction

perpendicular to the motion of the bob. At all points in the trajectory of the pendulum bob, the angle

between the force of tension and its direction of motion is 90 degrees. Thus, the force of tension

does not do work upon the bob.

Since there are no external forces doing work, the total mechanical energy of the pendulum

bob is conserved.
