BACKGROUND OF THE PROJECT Information and communication technology has brought profound changes to almost all aspects of our lives in the recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, transact money, shop and spend our leisure time. The pace at which ICT is changing things shows no signs of slowing: Indeed, the development of ICT and its application such as integration of media, are continuing at even faster rates than before. In relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute. We have to recognize that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Investments in ICT infrastructure in schools, and training for teachers and other professionals is therefore necessary. I hope to develop a curriculum that will instil ICT skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. The achievement gap between rich and poor is a complex a global challenge. Technology is changing the world rapidly and the economy is going digital. It will be sad to let the digital gap define who gets what in terms of resources and equity. While there is no conclusive research to prove that student achievement is higher when using ICTs in the education space, either in the developed or developing countries, there is a general consensus among practitioners and academics that integration of ICTs in education has a positive impact on the learning environment. It is understood that in diverse socio-economic and cultural contexts ICTs can be successfully employed to reach out to a greater number of students, including those to whom education was previously not easily accessible, and help in promoting learning, along with exposing students to the technical skills required for many occupations. ICTs act as and provide students and teachers with new tools that enable improved learning and teaching. Geographical distance no longer becomes an insurmountable obstacle to obtaining an education. It is no longer necessary for teachers and students to be physically in proximity, due to innovations of technologies such as teleconferencing and distance learning, which allow for synchronous learning. ICTs in schools provide an opportunity to teachers to transform their practices by providing them with improved educational content and more effective teaching and learning methods. ICTs improve the learning process through the provision of more interactive educational materials that increase learner motivation and facilitate the easy acquisition of basic skills. The use of various multimedia devices such as television, videos, and computer applications offers more challenging and engaging learning environment for students of all ages. A study conducted by the International Institute for Communication and Development (IICD) indicated that 80 percent of its participants felt more aware and empowered by their exposure to ICT in education, and 60 percent stated that the process of teaching as well as learning were directly and positively affected by the use of ICT. Twenty-first century teaching learning skills underscore the need to shift from the traditional teachercentered pedagogy to more learner-centered methods. Active and collaborative learning environments facilitated by ICT contribute to the creation of a knowledge-based student population.
ICT in School Education in the Developed World In the developed countries, and the urban elites of advanced economies, twenty-first century education integrates technologies, engaging students in ways which were not previously possible, creating new learning and teaching possibilities, enhancing achievement and extending interactions with local and global communities. Students live in a world that has seen an information explosion and significant and rapid social and economic changes. ICT in School Education in the Developing World In the developing world, ICTs are used largely to increase access to and improve the relevance and quality of education. ICTs have demonstrated potential to increase the options, access, participation, and achievement for all students. The unprecedented speed and general availability of diverse and relevant information due to ICT, extends educational opportunities to the marginalized and vulnerable groups, among the other disadvantaged. ICTs in the developing world have the potential to enhance the education experience for children who: •
live in rural and remote-rural locations
•
have special learning needs
•
have physical disabilities constraining their access to schools
•
have dropped out and/or have kept themselves out of school for various reasons.
•
aim for excellence and fail to get satisfied in the current system
Teachers and learners in the developing world are no longer solely dependent on physical media such as printed textbooks which are often times outdated. With today’s technology, one even has the ability to access experts, professionals, and leaders in their fields of interest, around the world at any given time.7In India, various ICTs have been employed over the years to promote primary and secondary education. These include radio, satellite based, one-way and interactive television, and the Internet. However, there have been enormous geographic and demographic disparities in their use. Some states in the country currently have an enabling environment in place that allows for a greater use of ICTs for education, whereas other states lack such an environment making the use of ICTs for this purpose very sporadic. India is rated high on appreciation because it has gone beyond policies that merely recognize the strategic role of ICT for growth and development and is already institutionalizing concrete measures that support ICT initiatives. However, it has been rated low on availability of technology due to data reporting that access to computers is “limited,” the cost of Internet connections is relatively high, ISPs are described as “limited,” and the ratio of number of computers per student stated as “insufficient.”9 These observations point to the need to frame appropriate policies, build adequate infrastructure, and set aside adequate funds in order to support the deployment of ICTs in furthering the education levels of the country. Although ICTs do offer many beneficial opportunities for education, they are no substitute for formal schooling. The role of technology is to support school education and not replace it, though the technology may play an appreciable part in meeting the needs of children who cannot go to a
conventional school. Access to ICTs ensures enhancement of traditional or formal education systems, enabling them to adapt to the different learning and teaching needs of the societies.
TIME REQUIREMENT FOR THE PROGRAM The program should last for 3 months twice a week to make it part of students’ orientation as they join school. At the end of those 3 months students should have a good understanding of what the curriculum here requires of them. The program should take 4hrs a week with 2hrs per lesson. My research in India was based on the following •
Evaluating the extent which ICT was used in primary and post-primary schools
•
Evaluating the impact of ICT on teaching and learning
•
Assessing the ICT skills of students at selected points in the education system and to obtain their views on their experience of ICT in their schooling
•
Obtaining the views of principals and teachers on their ICT skills and their opinions of the impact and future role of ICT in education
•
Making recommendations for policy development regarding ICT in schools
The evaluation methods comprised of: •
A survey of primary and post-primary principals
•
A survey of primary and post primary teachers
•
Observations during classroom inspections(primary schools)
•
Observation during subject inspections (post-primary schools)
EXPECTED IMPACT ON LEARNERS/STUDENTS •
ICT attitude
•
Resources
•
Support
•
Subject matter
•
Assessment
•
Planning of learning
•
Communication and Collaboration
•
Learning
•
Competencies
•
Motivation/confidence/self-esteem
•
Attainment/test scores
1. To help learners become competent, confident, responsible and critical users of ICT by making efficient, effective and creative use of basic software and hardware in their everyday classroom activities; 2. To assist learners to become responsible, critical and reflective users of ICT by recognizing the capabilities and limitations of the technology and its impact on society in general; 3. To encourage learners to develop the appropriate social skills that are essential for co-operative and collaborative learning by using ICT; 4. To empower ICT-disadvantaged learners by ensuring sufficient access for those learners who have little out-of-school opportunities to use the technology; 5. To encourage learners to develop the appropriate personal skills essential for independent lifelong learning through ICT; 6. To help the learners with special needs integrate themselves within school and society by increasing their independence and by developing their knowledge, abilities and interests; and, 7. To enable learners to take control of their own learning. Use of Software and Internet Some software titles and Internet websites are mentioned in the notes section to give an idea of the kind of ICT activities that can be used to cover a particular item in the Syllabus. However it should strongly be emphasized that: o
The software mentioned should only be used as a guideline.
o
There may be similar activities in other software available in the classroom or on other websites that can cover the same items.
o
Software currently available in classrooms may be subject to change over the years, while websites may be removed from the Internet.
o
New software titles will be introduced over the years to cover particular skills not covered by current software.
Teachers should therefore concentrate on covering the items listed in the Syllabus rather than a particular software title. The software should be considered as a vehicle, not as a target in itself, and any software other than the one listed can be used to cover a specific Syllabus item or skill. Teachers should also refer to the Internet and make use of various online interactive activities which can be used in combination with or instead of software currently available in the classroom, and which address ICT
MY EXPECTATIONS OF THE STUDENTS AFTER THE COURSE •
Understand what a computer is and the hardware functionality
•
Understand the applications of a computer
•
Essay writing/Typing Classes
•
Basics of programming
•
Internet and e-mail for learning
•
Types of computers in use today
•
Introduction to computer security
•
Basic troubleshooting
•
Computer networking
•
Introduction to digital media
•
Digital video for learning
•
Empowering minds: using control technologies
•
Web site design and development for learning
•
ICT and Geography
•
ICT and Mathematics
•
ICT and Science
•
ICT and Guidance
With my target being underprivileged schools, schools without computers and schools in rural areas. My target goes way from Primary schools to high schools.
BELOW IS A BREAKDOWN OF HOW THE TRAINING WILL BE CONDUCTED PART ONE OF THE TRAINING Expected Learning Outcomes
Content details
Learners are expected to understand the basic parts of a computer •
The keyboard
•
The mouse
•
The monitor
•
The speakers
•
The USB port
•
The flash disks
•
The CD-ROM drive
•
The CD-ROM
•
The printer
Managing the computer hardware including: •
Learners are expected to recognize and be a of the computer and its peripherals. The ter part of the learners’ everyday vocabulary, s specific language lessons, using the actual o Object labels, flashcards and charts can be c to the vocabulary as much as possible. The refer to the equipment by using the right te lessons.
•
Learners should be given the oppor computers and peripherals. This can in the mornings and afternoons.
•
Practicing use of the mouse is possi Make sure to give all
•
learners in the class ample time to u the screen, clicking the
•
mouse button
•
Pointing: Placing the mouse over a s
•
Clicking: Selecting a specific object o
•
Dragging: Moving the mouse while button to draw objects across
Starting up and shutting down the computer and peripherals (monitor and Printer).
•
Using the keyboard to control an activity.
•
Using the mouse to navigate within a Software package.
•
Using the mouse to navigate within a Software package.
•
Associate changes on screen with mouse movement and keyboard entry
the screen
Managing computer software,
•
Discuss actions on the computer wi class sessions or group work. What mouse? How does the mouse point
•
These simple operations can be con sessions early in the Scholastic year in opening and closing computer so sessions.
•
Icons: Learners will learn to associa computer activity or software. They
including: •
Opening and closing computer software
•
Using the Windows Start button to shut down Windows in the proper sequence
•
Folder on the Desktop. •
icons themselves, and starting the p
Recognizing icons in the Year Group •
Using the print facility when represented by an icon.
Using particular keyboard keys
•
Letter and number keys can be used letter and number recognition skills
•
Since learners are first exposed to t capitals, overlay keyboards represe used over the normal computer key
•
When capitals are introduced, learn of the SHIFT key to distinguish betw
•
The ENTER key can be used to start
•
The BACKSPACE is used to delete te
Including: •
All letter keys in lower and upper case
•
All number keys
•
The SHIFT key
•
The ENTER key
•
The CTRL key
•
The Backspace key
•
The Spacebar key
Awareness of basic principles including: •
Identifying possible safety hazards
•
Sitting properly at the computer
Learners must be made aware of particular and exposed power outlets. This can be don discussions adapted to their level of ability.
PART TWO OF THE TRAINING
Expected Learning Outcome Managing the computer hardware, by •
Inserting, accessing, saving on and
•
removing a floppy disk
•
Accessing files from the hard disk
•
Loading, running and ejecting a CD-ROM
Content details •
Learners should be able to open fil on a flash disk.
•
Learners can also save their flash d
•
Learners should also be able to loa or activities from the hard disk.
•
Learners should be able to handle edge and the centre. They should b drive and unload it when finished.
•
Running software from CD-ROM sh
to loading Auto-run programs.
Managing computer software, by: •
Responding to simple messages displayed on screen.
•
Logging into a user profile
Using particular keyboard keys: •
•
CD-ROMs, which start automatical the drive.
•
By clicking on YES, NO and CANCEL or saving files
•
Learners should be able to enter th software
•
Learners should by now be able to and use them accordingly.
Punctuation keys (comma, full stop apostrophe, inverted commas)
Access particular items from Pull-down
Learners can practice accessing the followi
Menus
• File Open • File Save • Print • Changing Rubber Stamp Sets • Playing and stopping movies
PART THREE OF THE TRAINING Expected Learning outcome
Content details
Writing sentences to form short paragraphs enhanced by pictures
Typing lessons
Using different font styles and sizes for emphasis: •
Bold
•
Italic
•
Underlined
Managing the computer software including: • Using more items in pull-down menu
Managing computer files, including:
•
Saving their own projects
•
Opening, saving, printing, closing files
•
Cutting and pasting through the E
•
Entering, copying, cutting, pasting,
•
Copying and pasting objects.
inserting and deleting text, images and sound
ICT EVALUATION Expected Learning outcome
Content details
Learners should be able to describe their interactions with computer software.
Teachers can organize sessions to stimula where they can relate their own experienc Describe how a particular problem is solve
Learners should be able to explain how they use the computer to present ideas and information. Learners should be able to explain how they solve problem tasks presented by the software.
During whole-class follow-up sessions, lea present their solutions to peers.
Learners should be able to talk about their encounters with various forms of communications technology at home.
Awareness of types of communication ins phone, radio and television, compact disc
PART FOUR OF THE TRAINING
Expected Learning Outcomes
Content details
Accessing the World Wide Web
Learners can glean information from web teacher before the session and directly re
(WWW) sing e-mail, including: •
Composing an e-mail message
•
Sending an e-mail message to one or more recipients
•
Retrieving an e-mail message
•
Replying to an e-mail message
•
Organizing collaborative projects selected curriculum-related them share information.
•
Organizing twinning among schoo
Using the cutting, copying and pasting facilities to manipulate text within the
Moving text between pages in Book Work copying and pasting phrases from the Int
same application and across different applications Exporting and importing graphics across different applications Retrieving and amending previously stored work
During projects worked over a number of load previously-saved work, add and dele Learners should be able to load their proj specifically created by the teacher on har
Using software-specific features to enhance document presentation.
Learners should be able to select the app requirements of the particular task.
Using different printing options in software packages.
Learners should be able to manage the di charts, banners, pamphlets, greeting card
ICT EVALUATION Expected Learning outcome Appreciating the effect of ICT in the society around them.
Selecting relevant information. E-mail netiquette
Content details •
Learners experience and are able disadvantages of using software, t comparison with traditional printe
•
Learners will be able to appreciate places which are otherwise unrea places.
Learners are required to complete contro to locate information relevant to the task •
Learners must be able to follow si respect others on the
•
Internet, and for their own safety They must also be able to recogni others.
PART FIVE OF THE TRAINING
Expected Learning outcome
Content details
Merging textual, numerical, tabular and graphical data to present information.
Creating documents using various effects sounds to present online information.
Uploading and downloading text, image and audio files to and from the Internet
Learners should be able to use informatio their own projects. Learners should also b online for others to share. Downloaded fi created.
•
and Intranet/network
Bookmarking web sites
Learners should be capable of entering sp address bar and bookmark these in the Fa for future use in their projects. The addre during assigned tasks
Attaching files to e-mail messages
Sending Primary to other schools using eclassmates.
Sorting and organizing textual and numerical data
Learners can use software having basic sp data and producing output such as: Lists in alphabetical order
Generating tables, line and block graph
Creating documents with Print Shop using according to the information. Example: cr Science projects.
Creating line and block graphs using softw functions. Printing tables and graphs
Using software with spreadsheet function data. Such work can form part of integrat
school exhibitions. Using the cutting, copying and pasting facilities to manipulate text within the same application and across different application
Items from CD-ROMs can be copied and p
Using the Print Preview facilities
Being able to use Print Preview and adjus actually committing to print.
Learners should also be able to re-phrase
ICT EVALUATION Expected Learning outcome
Content details •
Learners are made aware of such digital cameras, television and rad Moreover, they are able to talk an and disadvantages in comparison communication. They should be m kinds of equipment are useful in d
•
Such awareness can be acquired t including conversations and writin sessions.
Appreciating the effect of ICT in the society around them.
•
Learners are made aware of the a exposure to and discussion about mobile phones, scanners, digital c may involve the use of such equip learners themselves.
Selecting accurate and relevant information.
•
Learners should be able to disting useful information in specific web while carrying out tasks specifical
•
The teacher can raise specific que encourage learners to assess the c may include: What strikes you mo about? How can it help you in you than any other?
•
Learners should be able to disting non-educational content (ex. com television.
•
When using e-mail, learners shou safety rules; ex. not opening or re
Recognizing the values of both ICT and non-ICT tools.
Web safety awareness
sources
Recognizing control mechanisms in a variety of household devices
•
Learners should be able to talk an commonly found in the house (ex as televisions, video/DVD players, done through language activities s short step-by-step instructions (ex a tape in a video player)
PART SIX OF THE TRAINING Expected Learning outcome
Content details •
Learners should be coached in se Internet search engines. They sh different sources to select that in their particular needs
•
Learners must be able to distingu ICT tools facilitate work and whe This can be done through discuss
•
Different groups can work on th outcome of the tasks can then be logbook.
•
Learners are made aware of the exposure to and discussion abou mobile phones, scanners, digital may involve the use of such equi
•
Learners are made aware of the such as the use of ICT in public p Internet.
Selecting accurate and relevant information.
•
Learners must be able to decide for specific purposes. This can be engines on the Internet during cl
Internet safety awareness
•
Learners should be able to distin information, and should be able by following simple safety rules: numbers, home address, etc.
•
They must respect others’ perso to anyone.
•
Learners should be aware of par exist outside schools’ filtered sys and other public places.
Consolidation of skills covered up to Year 5 and: Analyzing and interpreting generated information Recognizing the values of both ICT and non-ICT tool.
Appreciating the effect of ICT in the society around them.
Generating tables, line and block graph
Creating documents with Print Shop usin according to the information. Example: c Science projects.
Creating line and block graphs using soft functions. Printing tables and graphs
Using software with spreadsheet functio data. Such work can form part of integra school exhibitions.
Using the cutting, copying and pasting facilities to manipulate text within the same application and across different application
Items from CD-ROMs can be copied and
Using the Print Preview facilities
Being able to use Print Preview and adju actually committing to print.
PART SEVEN OF THE TRAINING Expected Learning outcome Setting up of a mail account E-mail and internet security concerns Opening mailbox Creating mail Sending email Deleting emails
Learners should also be able to re-phrase