ICT IN EDUCATION

(FOR PRIVATE CIRCULATION ONLY)

2018
PROGRAMME COORDINATOR
Prof. Uttara Deolankar

COURSE DESIGN AND REVIEW COMMITTEE

Prof. Uttara Deolankar Dr. Narendra Ojha
Dr. Leena Deshpande Ms. Medha Joglekar
Ms. Leena Chaudhari

COURSE WRITER
Ms. Shaheen A. Shaikh Ms. Tusharika Bapat - Limaye

EDITOR
Ms. Neha Mule

Published by Symbiosis Centre for Distance Learning (SCDL), Pune

May, 2018

Copyright © 2018 Symbiosis Open Education Society

All rights reserved. No part of this book may be reproduced, transmitted or utilised in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage or retrieval
system without written permission from the publisher.

Acknowledgement
Every attempt has been made to trace the copyright holders of materials reproduced in this book. Should any
infringement have occurred, SCDL apologises for the same and will be pleased to make necessary corrections
in future editions of this book.
 PREFACE

Information and Communication technology is one of the fastest growing areas where change is a rule
rather than an exception. Application of ICT in the educational field is a rapidly evolving scenario
with numerous possibilities yet to be unfolded. ICT has permeated each and every aspect of our life,
so knowledge of ICT and its applicability in education has now become a pre-requisite qualification
of all teachers, educational administrators and all those involved in the field of education. Advances
in information and communication technology (ICT) have created unprecedented opportunities in
the field of education, and have had a profound effect on the way teachers teach and how learners
learn. Mastering ICT skills and utilising ICT towards creating an improved teaching and learning
environment is of utmost importance to teachers in creating a new learning culture.

Pedagogy-Technology integration plays a key role in this transformation. The desired transformation
requires visionary leadership that can command the active involvement of all stakeholders of
education: policy makers, the entire education community including teachers, and parents.

This SLM will help you tap the potentials of ICT in Education. The SLM provides a comprehensive
coverage of an introduction to computers, information processing concepts, applications, issues,
concerns, methodology, and latest trends. It deals with certain knowledge, which is essential,
important, and how the information presented can be applied. The book stresses more on the practical
applicability of ICT in the field of education.

I would like to thank all those persons and sources who have contributed directly and indirectly
towards the completion of this book.

I have hope and confidence that this SLM will prove to be useful to all the stakeholders in education.

Mrs. Shaheen A. Shaikh

Ms. Tusharika Bapat - Limaye

iii
 ABOUT THE AUTHOR

Mrs. Shaheen Shaikh, M.A. (Philosophy), M.A. (English), M.Ed., is a senior lecturer in H.G.M.
Azam College of Education. She has teaching experience of 16 years. She is currently pursuing
doctoral studies (Ph.D.) in Pune University on ICT in Education.

She has also published an article in an international journal on ‘Best Practices in ICT’. She has
undergone both the INTEL Master Trainer and INTEL Advanced Master Trainer course. She is also
a member of the Pune University’s e-Learning Forum.

Ms. Tusharika Bapat - Limaye, is working as a Principal of a reputed Teachers’ Training College.
She has authored books on Value Education, Primary Education, and English & Creative Writing.
She is interested in acquisition of English as a second language by Indian students and conducted
different workshops in teaching language. She has a long teaching experience of 27 years and has
taught students of different age groups from pre-primary to post graduate.

iv
 CONTENTS

Unit No. TITLE Page No.

1 Introduction to ICT and Computers 1-24
1.1 Introduction
1.2 Meaning and Nature of ICT
1.3 Terms involved in ICT
1.4 Role of ICT in the changing Education Scenario
1.5 Scope of ICT in Education
1.6 Different Forms of ICT
1.7 Uses of ICT
1.8 Pros and Cons of ICT
1.8.1 Advantages/Benefits of ICT
1.8.2 Disadvantages/Barriers for ICT in Schools
1.9 Components of a Computer
1.10 Characteristics of Computers
1.11 Uses of Computers in Education
1.11.1 Computers as Tools for Self-Directed Learning
1.11.2 Computers as Tools for Collaborative Project Work
1.11.3 Computers as Research Tools
1.11.4 Computers as Explanatory Devices
1.12 Hardware for Educational Computing
1.12.1 PC Case
1.12.2 Motherboard
1.12.3 Hard Disk Drive
1.12.4 Compact Disk Drive
1.12.5 Digital Video Disk drive
1.12.6 Monitor
1.12.7 Keyboard
1.12.8 Mouse
1.12.9 Audio
1.12.10 Cables and Wires
1.13 Software for Educational Computing
1.13.1 Operating Systems (OS)
1.13.2 Application Programs
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

v
 Unit No. TITLE Page No.
2 Application Software and its Uses in Education 25-46
2.1 Introduction
2.2 Word Processors
2.2.1 Characteristics
2.2.2 Typical usage
2.2.3 Word Processing and Related Applications
2.3 Spreadsheets
2.3.1 Concepts in Spreadsheets
2.3.2 Nine Shortcut Keys that save your Time
2.3.3 Shortcomings of Worksheets
2.3.4 Creating a Template in Excel 2007
2.4 Database
2.4.1 Database Models
2.4.2 Transactions and Concurrency
2.5 Presentations
2.5.1 Giving Effective PowerPoint Presentations
2.5.2 Some More Tips for Making Effective PowerPoint
Presentations
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

3 Internet and Education 47-64

3.1 Introduction
3.2 History of Internet
3.2.1 Advantages of Internet
3.2.2 Disadvantages of Internet
3.3 Establishing an Internet Connection
3.3.1 Types of Internet Connections
3.4 Internet Skills
3.5 Protocol
3.6 HTML Files
3.6.1 HTML Tags
3.6.2 Naming Conventions of an HTML File
3.7 Internet Etiquette
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

vi
Unit No. TITLE Page No.
4 Internet Tools 65-80
4.1 Introduction
4.2 World Wide Web
4.3 Search Engines
4.4 E-mail
4.4.1 Difference between E-mail and other Messaging Media
4.4.2 Some useful Tips while communicating via E-mail
4.5 Chat
4.5.1 Chat Room
4.5.2 Chat Room Activities
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

5 Intranet and Networking 81-98

5.1 Introduction
5.2 Types of Intranet
5.2.1 By Scale
5.2.2 By Internetwork
5.2.3 By Connection Method
5.2.4 By Functional Relationship (Network Architecture)
5.2.5 By Network Topology
5.3 Advantages of Intranet
5.4 Disadvantages of Intranet
5.5 Uses of Intranet in Education
5.6 Setting up Intranet: Requirements and Costing
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

vii
 Unit No. TITLE Page No.
6 Issues in ICT in Education 99-116
6.1 Introduction
6.2 Ethics
6.3 Copyright
6.3.1 Concept of Fair Use
6.3.2 Concept of Intellectual Property
6.3.3 Use of Clip Art
6.4 Hacking
6.4.1 Damage caused by a Hacker
6.5 Computer Viruses
6.5.1 History of Virus
6.5.2 Evolution of Virus
6.5.3 Other Threats
6.6 Management of Viruses
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading
7 ICT-Based Methodology 117-140
7.1 Introduction
7.2 Project-Based Learning (PBL)
7.2.1 Classroom Environment in a Project-Based Classroom
7.3 Technology-Aided Learning (TAL)
7.3.1 Advantages and Disadvantages of Technology-Aided
Learning
7.4 Inquiry-Based Learning
7.4.1 Inquiry-Based Classroom Vs Traditional Classroom
7.5 Discovery Learning
7.5.1 Advantages and Disadvantages of Discovery Learning
7.6 Computer-Based Teaching
7.6.1 Advantages and Disadvantages of Computer-Based Teaching
7.7 Reflective Learning
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading
viii
Unit No. TITLE Page No.
8 New Trends in ICT in Education 141-162
8.1 Introduction
8.2 Blogs
8.2.1 History of Blog
8.2.2 Types of Blogs
8.2.3 Legal Status of Publishers of a Blog
8.2.4 Blogger’s Code of Conduct
8.3 E-Conferencing
8.4 Discussion Forums
8.5 Online Thinking Tools
8.5.1 Types of Online Thinking Tools
8.6 E-Tutors
8.6.1 Components of Online Tutoring Service
8.6.2 Online Tutoring Procedures
8.6.3 Online Tutoring Requirements
8.6.4 Advantages of Online Tutoring
8.6.5 Disadvantages of Online Tutoring
8.7 Digital Library
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

ix
 Unit No. TITLE Page No.
9 Evaluation of Educational Software / Computer-Based Technology 163-180
9.1 Introduction
9.2 Educational Values of the Software/ CBT
9.2.1 Educational Objectives of Software
9.2.2 Programmed Learning
9.3 Criteria for Software/CBT Selection
9.4 Methods of Evaluation
9.4.1 Quantitative Methods of Evaluation
9.4.2 Qualitative Methods of Evaluation
9.4.3 Conclusion
9.5 Critical Questions of Educational Software Evaluation
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress

10 E-Learning 181-202
10.1 Introduction
10.2 Types of E-Learning
10.3 Benefits of E-Learning
10.4 Resources for Online Educators
10.5 Tools used for E-Learning
10.6 Creating E-Learning Programs
10.6.1 Integrating Media into your Course
10.6.2 E-Learning Tips
10.7 ICT and Distance Education
10.7.1 Enhancement in Distance Learning due to ICT
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

x
Unit No. TITLE Page No.
11 MIS in Education 203-226
11.1 Introduction
11.2 Educational Planning: Types and Process
11.2.1 Types of Educational Planning
11.2.2 Process of Educational Planning
11.3 Advantages of using Computers in Educational Planning
11.4 Management Information System (MIS)
11.4.1 The MIS Structure
11.4.2 Levels of Information Handling
11.4.3 Factors for Successful Implementation of MIS
11.5 Role of MIS in Educational Planning
11.5.1 Information Flow and Planning in Schools
11.6 Information Network and Educational Planning
11.7 Advantages of using Computers in Educational Administration
11.8 Computer-Based Administration of Student Data
11.9 Computer-Based Library Systems
11.9.1 Information Storage and Retrieval
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading
12 Introduction to Educational Technology 227-234
12.1 Meaning of Educational Technology
12.2 Nature and Scope of Educational Technology
12.3 Definitions of Educational Technology
12.4 Evolution of Educational Technology
12.5 Approaches of Educational Technology
Summary
Keywords
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

xi
13 Trends in Educational Technology 235-244
13.1 Projective equipment
13.2 Mass Media in Education–I: Radio
13.3 Mass Media in Education–II: Television
Summary
Keywords
Self-Assessment Questions
Answer to Check your Progress
Suggested Readings
14 Use of Educational Technology in Instructional Design 245-270
14.1 Introduction
14.2 Computing: An Introduction
14.3 CD-ROMs
14.4 The Internet and the World Wide Web
14.5 Image Editing
14.6 Animation
14.7 Sound
14.8 Video
Summary
Keywords
Self-Assessment Questions
Answer to Check your Progress
Suggested Readings
Introduction to ICT and Computers
UNIT

1
Structure:
1.1 Introduction
1.2 Meaning and Nature of ICT
1.3 Terms involved in ICT
1.4 Role of ICT in the changing Education Scenario
1.5 Scope of ICT in Education
1.6 Different Forms of ICT
1.7 Uses of ICT
1.8 Pros and Cons of ICT
1.8.1 Advantages/Benefits of ICT
1.8.2 Disadvantages/Barriers for ICT in Schools
1.9 Components of a Computer
1.10 Characteristics of Computers
1.11 Uses of Computers in Education
1.11.1 Computers as Tools for Self-Directed Learning
1.11.2 Computers as Tools for Collaborative Project Work
1.11.3 Computers as Research Tools
1.11.4 Computers as Explanatory Devices
1.12 Hardware for Educational Computing
1.12.1 PC Case
1.12.2 Motherboard
1.12.3 Hard Disk Drive
1.12.4 Compact Disk Drive
1.12.5 Digital Video Disk drive
1.12.6 Monitor
1.12.7 Keyboard
1.12.8 Mouse
1.12.9 Audio
1.12.10 Cables and Wires
1.13 Software for Educational Computing
1.13.1 Operating Systems (OS)
1.13.2 Application Programs
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

Introduction to ICT and Computers 1

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:
• Explain the concept and scope of ICT
----------------------
• Evaluate the advantages and limitations of ICT
----------------------
• Discuss the characteristics of computers
---------------------- • Analyse various uses of computers in education
---------------------- • Name the hardware used for educational computing
----------------------

---------------------- 1.1 INTRODUCTION

---------------------- The 21st century is the age of information technology (IT). IT has
---------------------- become the most important part of human life. It is a valuable resource for all
sectors, be it education, corporate, personnel management, planning, decision-
---------------------- making, resource utilization or any activity of modern life. The information and
communication technology revolution has brought about a sea change in the
---------------------- relationship in the workplace, nature of work and work organization. It is the
---------------------- responsibility of the decision-makers to understand and use this technology for
profitable purposes, including education.
----------------------
Computers enable people to work creatively. But they are limited by
---------------------- what they can access. However, by adding a communication channel, such
as the Internet or other information services, we can significantly extend the
---------------------- capability of the computer. It allows the computer to be not only an inexpensive
communications device, but it can also become a means of obtaining education,
----------------------
information, and working creatively with others irrespective of geographical
---------------------- barriers.

---------------------- 1.2 MEANING AND NATURE OF ICT

---------------------- ICT stands for information and communication technology and is defined
---------------------- as a “diverse set of technological tools and resources used to communicate,
and to create, disseminate, store, and manage information.” These technologies
---------------------- include computers, the Internet, broadcasting technologies (radio and television),
and telephones.
----------------------
ICT is an umbrella term that includes any communication device or
---------------------- application, encompassing: radio, television, cellular phones, computer and
network hardware and software, satellite systems and so on, as well as the various
----------------------
services and applications associated with them, such as videoconferencing and
---------------------- distance learning.

----------------------

2 ICT in Education
1.3 TERMS INVOLVED IN ICT Notes

ICT involves three major concepts, which are as follows: ----------------------

●● Information ----------------------
●● Communication
----------------------
●● Technology
The details of each concept are given below. ----------------------

1. Information: When raw data, numbers are processed, it is called ----------------------

information. It is the coded representation of data. The code used may
be language, number, symbols, pictures, graphs etc. Information is the ----------------------
content of all messages we receive from other people and the world at ----------------------
large, as well as those we originate ourselves and send back in exchange.
Information manifests itself wherever and whenever we find or create ----------------------
any patterns. Information can be characterized as meaningful, surprising
or new, conformed or linked with or corrected from previous knowledge, ----------------------
accurate, updated and action oriented. Information technology means ----------------------
making available the information in a refined form so that the user can
make the best use of it. Technology plays an important role in transforming ----------------------
data to information, knowledge to wisdom.
----------------------
2. Communication: When ideas, emotions, experiences and information
are exchanged between two or more persons through a medium it is ----------------------
referred to as communication. It can be represented as:
----------------------
SENDER → MESSAGE→ MEDIUM → RECIEVER
----------------------
Thus, communication is a four-dimensional process wherein all the four
dimensions are equally important and indispensable. ----------------------
Sender: The initiator of communication is called the sender who is ----------------------
responsible for designing/drafting/formulating the message. The sender
also determines/selects the medium of communication. ----------------------
Message: The message is the content/matter that needs to be ----------------------
communicated. The message may be in different forms: written, audio,
video, presentations, pictorial, graphic, text, animations, etc. ----------------------
Media: The channel through which the message is communicated or ----------------------
conveyed is the medium of communication. The medium of communication
is determined by the suitability and availability of the medium. ----------------------
Receiver: The receiver is the one for whom the message is sent. ----------------------
When information is sent from one place to another through an electronic
----------------------
medium, it is called telecommunication. It includes the following
components: voice, sound, text, video and graphics. ----------------------
3. Technology: A computer is a programmable multi-use machine that ----------------------
accepts raw data (facts and figures), and processes it into information we
can use. Different aspects of computer technology are: ----------------------

Introduction to ICT and Computers 3

 Notes INPUT → PROCESS → OUTPUT
Input: Raw data like facts, figures, etc. fed into the computer are as
----------------------
referred to as input.
---------------------- Process: The different functions that the computer performs, such as
organization, analysis, synthesis, statistical interpretations, etc. on the
----------------------
raw data (facts and figures) constitute the process.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

---------------------- Fig 1.1 Aspects of Computer Technology

---------------------- Output: The organized data that the computer gives out is called the
output. The output can be in various forms: prints, graphs, audio, video,
---------------------- presentations, etc.
----------------------
Check your Progress 1
----------------------
Fill in the blanks.
----------------------
1. Technology plays an important role in transforming data to
---------------------- information, ______________ to wisdom.
---------------------- 2. When ideas, emotions, experiences, information are exchanged
between two or more persons it is referred to as ____________.
----------------------

----------------------
Activity 1
----------------------
Sketch the ‘Input → process → output’ diagram.
----------------------

----------------------
1.4 ROLE OF ICT IN THE CHANGING EDUCATION
---------------------- SCENARIO
----------------------
Knowledge now plays a predominant role in all human activities. It has
---------------------- become so strategic that the concepts of development and progress must be
redefined in terms of capacity to create, master, use and transmit knowledge, and
---------------------- as society becomes an information society, the economy becomes a knowledge-

4 ICT in Education
based economy. Knowledge societies are about capabilities to identify, produce, Notes
process, transform, disseminate and use information to build and apply knowledge
for human development. More countries have a chance to take leading roles in ----------------------
the new information or knowledge society. ICT can help educators achieve this
kind of society by creating opportunities for: ----------------------

• Greater individual success, without widening the gap between the poorest ----------------------
and the richest.
----------------------
• Supporting models of sustainable development.
----------------------
• More countries to build and use information space, rather than having a
few countries monopolizing mass media and dominating dissemination ----------------------
of information.
----------------------
In the 21st century, the ever-increasing needs of individuals and society
are placing a heavy burden on the established educational methodologies. The ----------------------
traditional structures and modes of teaching appear less and less effective to
meet the challenges of modern times. There is a clarion call for innovation and ----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 1.2 A Person working on a Computer ----------------------
transformation among educators everywhere, especially in the elementary ----------------------
school, the most crucial stage in the development of a human being. Furthermore,
the internal problems of schooling are inseparable from the external changes on ----------------------
a global scale, and must be seen in the context of contemporary world problems.
These, in turn, will not be solved unless approached and treated educationally, ----------------------
as well as economically, politically, and socio-culturally. Students who enter ----------------------
school are communicative, curious, creative and capable of learning many
things and for them, we need to modify the existing schools. ----------------------

----------------------
1.5 SCOPE OF ICT IN EDUCATION
----------------------
In most learning activities, the following phases can be recognised:
a. Identifying, accepting and analysing a problem. ----------------------

b. Making sure we have no ready-made solutions for it. ----------------------

c. Deciding to launch a project. ----------------------
d. Setting the main goals and objectives.
----------------------

Introduction to ICT and Computers 5

 Notes e. Weighing our mental and material resources.
f. Discovering that we are not equipped enough to cope with it successfully.
----------------------
g. Seeing what additional specific knowledge, skills, or experience we must
---------------------- obtain to arrive at a solution.
---------------------- h. Going through a corresponding process of research, learning, training,
drill and practice.
----------------------
i. Designing a set of possible solutions (generating options, comparing
---------------------- alternatives, evaluating), and then choosing the one that seems most suitable.
---------------------- j. Imagining what will happen if the chosen design is implemented. What
changes will it make to our immediate surroundings and broader physical
----------------------
and socio-cultural environment? What consequences and side effects
---------------------- might it cause? How could we prevent, avoid, or repair them?
k. Reflecting upon what we have done: repeating mentally the road taken
----------------------
and actions made; describing the essentials; scheming about if, and how
---------------------- we could use our newly acquired knowledge, skills, and experience to
address other problems in the future.
----------------------
These phases of learning activity, which we might call the basic educational
---------------------- technology of mind, can be developed and supported with various software,
hardware, and courseware technologies of computer simulation, e-mail networks,
----------------------
interactive multimedia, and other advanced uses of ICT.
---------------------- ICT makes use of natural tools in education because of the simple and
---------------------- fundamental fact that learning is largely based on information. Listening,
talking, reading, writing, reassuring, evaluating, synthesising, analysing,
---------------------- solving mathematical problems and memorizing verses and state capitals are
all examples of off-computer information processing. More importantly, ICT
----------------------
can be used for other types of information processing, which were previously
---------------------- marginal in the traditional school, but now becoming more and more essential,
like project planning or searching for new information outside school textbooks.
---------------------- Both students and teachers can gain by using ICT for different kinds of school
---------------------- activities.
The human dimensions of ICT manifest themselves in providing powerful
----------------------
means to open dialogue, fruitful interaction, and synergy between a teacher and
---------------------- a student, whether in close contact or by long distance.

---------------------- Historically, information processing and communication have been major

school activities. These occurred mainly between the teacher and student with
---------------------- the very modest external support of pencil, paper and chalkboard. Now, the
extensive use of computers with versatile sensors, peripherals and extensions
----------------------
allow teachers a whole new degree of sophistication and flexibility.
----------------------

----------------------

6 ICT in Education
 Notes
Activity 2
----------------------
Describe the scope of ICT in education in consultation with educational
----------------------
authorities or school administrators.
----------------------
1.6 DIFFERENT FORMS OF ICT ----------------------

There are different forms of ICT, which can be divided into various modes ----------------------
according to the applications, for which they are used.
----------------------
1. Support mode: In this mode, technology is used to enhance the quality of
presentation and accuracy of work. It includes desktop publishing, word ----------------------
processing, PowerPoint presentations. As a support mode technology, ICT
will help students and teachers in effective communication and proper ----------------------
presentation of knowledge. ----------------------
2. Exploration and control mode: This mode helps the student to examine
or experiment a given situation and to explore through games. Different ----------------------
types of database, expert systems, statistical analysis packages, etc. ----------------------
make this exploration possible. The simulations make it possible for the
students to experiment with virtual situations without facing the dangers ----------------------
related with real situation
----------------------
3. Tutorial or self-learning mode: This mode provides the students an
opportunity for self-learning. This enables the students to learn at their ----------------------
own pace. ICT helps here by providing self-learning packages. However,
it is necessary to provide them a channel for sending feedback on their ----------------------
progress. ----------------------
4. Resource mode: In this mode, ICT is useful to access information and
other resources through online means such as the Internet or offline ----------------------
means like using CD-ROM and other resources using technology as ----------------------
an information resource. It provides the student access to all sorts of
information. ----------------------
5. Link mode: In this mode, ICT is used for communication between ----------------------
individuals through various facilities such as e-mails, chatting,
teleconferencing, blogs etc. ----------------------

----------------------
Activity 3
----------------------
Draw a diagram showing the different forms of ICT.
----------------------

1.7 USES OF ICT ----------------------

----------------------
In creating a new teaching and learning environment, ICT offers numerous
advantages and provides opportunities for: ----------------------

Introduction to ICT and Computers 7

 Notes • Facilitating learning for children who have different learning styles and
abilities, including slow learners, the socially disadvantaged, the mentally
---------------------- and physically challenged, the talented, and those living in remote rural
areas.
----------------------
• Making learning more effective, involving more senses in a multimedia
---------------------- context and more connections in a hypermedia context.
---------------------- • Providing a broader international context for approaching problems as
well as being more sensitive to local needs.
----------------------
• Enabling teachers and students to construct rich multi-sensory, interactive
---------------------- environments with almost unlimited teaching and learning potential.

---------------------- 1.8 Pros and Cons of ICT

----------------------
ICT has influenced the social and political life of all nations. However, its
---------------------- influence is not always for the better. On the other hand, it is also believed that
the worldwide proliferation of ICT, Internet and desktop publishing will play a
---------------------- crucial role in democratizing the dissemination and use of information.
---------------------- 1.8.1 Advantages/Benefits of ICT

---------------------- The uses of ICT are varied and hence, it is used in all spheres as it renders many
benefits to us. The benefits of ICT are listed as follows:
----------------------
• There are no geographical boundaries.
---------------------- • It caters to need-based education.
• It provides specialised and comprehensive knowledge.
----------------------
• It helps in satisfying intellectual curiosity and creativity.
---------------------- • It is not confined to text books.
---------------------- • The syllabus can be individualized.
• It develops discipline and neatness.
----------------------
• Self-study habits are developed.
---------------------- • Workshops meetings, etc. can be arranged economically, i.e., through e-
mail, chatting, videoconferencing.
----------------------
• There are no interruptions or problems in work.
---------------------- • Education at home is possible.
---------------------- • Communication is easier and faster.
• Education from womb to tomb or lifelong education can be achieved.
---------------------- • Awareness of new knowledge is developed.
---------------------- 1.8.2 Disadvantages/Barriers for ICT
---------------------- As with any technology, the positive side of ICT application is offset with some
disadvantages of the same, especially in schools:
----------------------
1. The cost of ICT hardware, software and maintenance, although falling over
---------------------- the years, is still unaffordable to a majority of schools in many countries.

8 ICT in Education
2. There is (often unconscious) resistance from many educators to the Notes
intrusion of new technology that threatens to drastically alter long-
established and time-honoured teaching practices. ----------------------
3. There is a lack of teachers who are trained to exploit ICT proficiently. ----------------------
Technology-rich curricula are therefore rarely implemented because
students and teachers often have insufficient access to technology, and ----------------------
schools are unable to rearrange the curriculum to exploit the advantages
----------------------
of technology.
4. There is a problem of low reliability. ICT hardware and software were ----------------------
initially designed and developed for non-educational purposes, and thus
----------------------
may be sometimes poorly fitted physically for ordinary classrooms,
especially in elementary schools. Available computers often may not ----------------------
work, which is aggravated by lack of maintenance support and inadequate
software. This low and unreliable access to technology means that ----------------------
students do not get enough experience to master complex software tools,
----------------------
and teachers cannot assign tasks that require computer availability.
5. Most educators are not ICT-resistant, but the system in which they work ----------------------
under undoubtedly is. Technology (information or any other) brings
----------------------
little benefit unless it is skillfully and thoughtfully used and managed by
teachers to enhance students’ capacity to learn. ----------------------

----------------------
Check your Progress 2
----------------------
Multiple Choice Single Response. ----------------------
1. Advantage of ICT:
----------------------
i. There are no geographical boundaries
ii. The cost of ICT hardware, software and maintenance, although ----------------------
falling over the years, is still unaffordable to a majority of
----------------------
schools in many countries
iii. The is a lack of teachers who are trained to exploit ICT ----------------------
proficiently.
----------------------
iv. The is resistance from many educators to the intrusion of new
technology that threatens to drastically alter time-honoured ----------------------
teaching practices.
----------------------
Multiple Choice Multiple Response.
1. The barriers of ICT are: ----------------------
i. Cost of ICT ----------------------
ii. Lack of trained teachers ----------------------
iii. Low reliability
----------------------
iv. Easy to use
----------------------

Introduction to ICT and Computers 9

 Notes 1.9 COMPONENTS OF A COMPUTER
---------------------- Although a computer was originally invented mainly for doing high speed
and accurate calculations, it is not just a calculating device. More than 80% of
----------------------
the work done by computers today is of non-mathematical or non-numerical
---------------------- nature. Hence, to define a computer merely as a calculating device would mean
ignoring over 80% of its functions.
----------------------
The computer can perform any kind of work involving arithmetic and
---------------------- logical operations on data. It gets data through an input device, processes it
as per instructions given and gives information as output. A computer is a
---------------------- universal information processor. In theory, any kind of information processing
---------------------- can be done on any computer. Computers process information in the form of
electric signals. We can define a computer as follows:
---------------------- “A computer is a fast electronic device that processes the input data according
---------------------- to the instructions given by the programmer/user and provides the desired
information as output”.
---------------------- Table 1.1: Terminology used in the Definition of Computer
---------------------- Term Meaning
---------------------- Data A set of basic facts and entities, which has no meaning in itself
---------------------- Information Data that has some meaning or value
Instruction A statement given to the computer to perform a task
----------------------
Input Data and instructions given to computer
----------------------
Process Manipulation of data
---------------------- Output Information obtained after processing of data
---------------------- In PC basics, we talk about the different functions in a PC and what they do. At
the end, it gives you the bigger picture where they all come together to make
---------------------- the PC work.
---------------------- • Processor: At the heart of every PC is the central processing unit- CPU
for short. The CPU plugs into a motherboard, which has a lot of other
----------------------
chips and electronics on it. The CPU and other components work together
---------------------- to schedule, compute and control everything that happens in the PC.
• Input: Devices that allow you to direct the action of the PC. The keyboard
----------------------
and mouse, for example, enable you to control the computer by giving it
---------------------- directions (input).

---------------------- • Output: Devices that display or produce results for you. The video
display and printer are the primary output devices.
---------------------- • Memory: Memory is a temporary storage used by the CPU to store results
---------------------- of calculations or files brought in from the hard drive. The memory cells
are housed in Integrated Circuits (ICs) or chips as they are often called.
---------------------- Memory may be lost when power is removed.

10 ICT in Education
• Storage: Devices that retain information magnetically (Hard Disk Drive Notes
and Tapes) or optically (CD and DVD). They are not as fast as memory
but can store much more data. They do not lose their information when ----------------------
power is removed.
----------------------
• Software: These are instructions, also known as programs or code. The
CPU and software work very closely. When they work properly together, ----------------------
they can direct and execute activities in the PC in a productive way.
----------------------
The following diagram shows the components we have talked about, grouped
together functionally. Arrows show how they interconnect. ----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

Fig. 1.3: Components of a Computer ----------------------

----------------------
1.10 CHARACTERISTICS OF COMPUTERS
----------------------
The increasing popularity of computers is because it is a very powerful and
useful tool. The power and usefulness of this popular tool is mainly due to the ----------------------
following characteristics: ----------------------
• Automatic: Computers are automatic machines because once started
on a job, they carry on, until the job is finished normally without any ----------------------
human assistance. However, computers, being machines, cannot start by ----------------------
themselves; they have to be instructed.
• Speed: A computer is a very fast device. It can perform in a few seconds, ----------------------
the amount of work that a human being can do in an entire year, even if ----------------------
he worked day and night.
----------------------
• Accuracy: In addition to being very fast, computers are very accurate. The
accuracy of a computer is consistently high and the degree of accuracy of ----------------------
a particular computer depends upon its design. However, for a particular
computer, every calculation is performed with the same accuracy. Errors ----------------------
do occur in a computer mainly due to human rather than technological
----------------------
weaknesses.

Introduction to ICT and Computers 11

 Notes • Diligence: Computers can continuously work for hours, without creating
any error and without grumbling. Hence, computers score over human
---------------------- beings in doing routine type of jobs, which require great accuracy.
---------------------- • Versatility: Versatility is one of the most wonderful things about a
computer. One moment it is preparing results of an examination, the next
---------------------- moment, it is busy preparing program sheets and in between it may be
helping in tracing an important letter in seconds, when it is programmed
----------------------
accordingly.
---------------------- • Power of Remembering: A computer can store and recall any amount
of information because of its secondary storage (a type of detachable
----------------------
memory) capability. Every piece of information can be retained as long
---------------------- as desired by the user, and can be recalled, as and when required. Even
after several years, the information recalled would be as accurate as on
---------------------- the day it was fed to the computer.
---------------------- • No IQ: Computers do not possess intelligence; they must be told what to
do and in what sequence.
----------------------

---------------------- Check your Progress 3

----------------------
Fill in the blanks.
---------------------- 1. A set of basic facts and entities which itself has no meaning is called
---------------------- _____.
2. ____ is data, which has some meaning or value
----------------------
Match the following.
----------------------
i. Diligence a. No errors at all
---------------------- ii. versatility b. A very fast device
---------------------- iii. Speed c. Capable of performing any tasks

---------------------- iv. Accuracy d. Continuously works for hours without any errors

----------------------
1.11 USES OF COMPUTERS IN EDUCATION
----------------------
Most jobs in the twenty-first century will be in the service or information
----------------------
sectors. These jobs will require the students to:
---------------------- • Communicate effectively in speech and writing
---------------------- • Work collaboratively

---------------------- • Use technological tools such as computers

• Analyse problems, set goals, and formulate strategies for achieving those
---------------------- goals
---------------------- • Seek out information or skills on their own, as needed, to meet their goals

12 ICT in Education
 The real problem facing our schools is how to reinvent themselves to Notes
ensure that students will develop these abilities. Important steps are already
being taken towards that. In addition to implementing new curricular approaches ----------------------
such as process writing and integrated mathematics instruction, many schools
across the country are adopting new scheduling and assessment techniques that ----------------------
encourage project-based collaborative learning. Modular scheduling makes ----------------------
possible fewer, longer classes in which students and teachers actually have
the time to carry out projects that provide real contexts for learning skills. ----------------------
Students work collaboratively to complete these projects, formulate goals and
strategies, take responsibility for learning what they need to learn to carry ----------------------
out their strategies, and then are assessed based on their project performance. ----------------------
Project-based, integrated curricula, combined with modular scheduling and
performance assessment, have begun to change schools in positive ways. ----------------------
Using these approaches, educators will be able to produce citizens capable of
the collaborative effort, higher-order thinking, and independent, self-directed ----------------------
learning required of citizens in a service- and information-based economy. ----------------------
1.11.1 Computers as Tools for Self-Directed Learning
----------------------
In today’s fast changing world, people can be successful if they teach
themselves, retool and find for themselves the resources that they need for ----------------------
learning new skills to keep pace with their changing environments. All too ----------------------
often, however, our schools encourage students to think of learning not as
something that they do but as something that is done to them. Schools also ----------------------
teach, incidentally, covertly, that learning is something that one does at some
particular time in one’s life or during the time that one is in school, rather than ----------------------
something that is done continually throughout one’s life. ----------------------
Computers can help to change that mindset, that paradigm of externally
motivated, one-time learning. Computers allow students to take charge of their ----------------------
own learning and to proceed at their own pace. Starting with a general interest ----------------------
in space or rainforests or Egyptian mummies, a student can get online, track
down hundreds of sources of information, follow that information where it ----------------------
leads, and formulate his or her own curriculum under the direction of a general
project goal and the guidance of a teacher/facilitator. Such experiences teach ----------------------
students more than specific information about space or rainforests or mummies. ----------------------
They teach students how to learn, how to direct their own learning, and how to
find and discriminate among sources of information. They also teach students ----------------------
that learning can be an exciting pursuit of one’s own interests.
----------------------
1.11.2 Computers as Tools for Collaborative Project Work
----------------------
Information and service workers, those who will make up the vast
majority of the twenty-first century workforce, typically operate in project ----------------------
teams. They need to be able to communicate effectively with one another, to
establish project goals, to plan strategies for attaining those goals, to break ----------------------
up the work among team members, to report their progress to one another, to
----------------------
evaluate this progress, and to synthesise their individual efforts into a final
product. Networked computers are excellent tools for such collaborative project ----------------------

Introduction to ICT and Computers 13

 Notes work. Students can use scheduling software to plan their projects, communicate
over networks about their projects, store project components in a central place,
---------------------- use individual software tools (such as word processors, Internet browsers, and
graphics programs) to carry out specific project tasks, evaluate their progress
---------------------- using online evaluation forms, and design elegant final products for sharing
---------------------- with their teachers and classmates.
1.11.3 Computers as Research Tools
----------------------
An information-age job, by definition, requires that one be able to gain
---------------------- access to information, and computers are unparalleled tools for doing just that.
In the past, a student with a research project was limited to the few resources
----------------------
available in his or her school or library, a few encyclopedias and a handful of
---------------------- books on school-related topics. Today, the resources of the world are a keystroke
away. Homework help, vast libraries, reference works, museums, government
---------------------- and educational archives, news reports, these are but a few of the many resources
available on the Internet. Instantly, and with little effort, the student has access
----------------------
not just to local resources but also to the resources of the globe.
---------------------- 1.11.4 Computers as Explanatory Devices
---------------------- One of the problems often confronted by educators is the difficulty of
getting students to envision what is being described by the words in textbooks.
---------------------- What is the structure of a DNA molecule? How does the heart work? What is
---------------------- the water cycle? Computers can show students these things, not passively, in
the mode of television, but interactively. Computers can take students where
---------------------- they otherwise could not go and make learning a thrilling, self-directed journey.
Thus, computers can complement the classroom teaching with the help of
---------------------- interactive, active explanations that infuse meaning into all those words.
----------------------
Check your Progress 4
----------------------

---------------------- Multiple Choice Multiple Response.

---------------------- 1. Computers teach students:
i. How to learn
----------------------
ii. How to direct their own learning
----------------------
iii. How to find and discriminate sources
---------------------- iv. How to be idle and get work done
----------------------

----------------------
Activity 4
----------------------
Visit a nearby school and interview two teachers and students from higher
----------------------
secondary classes regarding the need and use of computers in education.
----------------------

14 ICT in Education
1.12 HARDWARE FOR EDUCATIONAL COMPUTING Notes

All the elements that go together to make up a PC fall into one of the two ----------------------
categories, hardware or software. This section is about hardware, the components ----------------------
upon which the software runs.
One of the definitions of ‘hardware’ according to Webster’s dictionary is ----------------------
‘Major items of equipment or their components used for a particular purpose’. ----------------------
Everything you can see and touch in your PC is hardware. All the items listed
below that make up a PC can be purchased individually in computer stores. ----------------------
1 P.C. Case
----------------------
2 Motherboard
3 Hard Disk Drive (HDD) ----------------------
4 Compact Disk Drive (CDD) ----------------------
5 Digital Video Disk Drive (DVD)
6 Monitors (CRT and LCD) ----------------------
7 Keyboard ----------------------
8 Mouse
----------------------
9 Audio
10 Cables &Wires ----------------------
We shall discuss these items one by one. ----------------------
1.12.1 PC Case
----------------------
The PC case is a thin sheet metal enclosure that houses the motherboard,
power supply and various drives. ----------------------
Cases are offered in two styles, desktop and tower. Today the tower type ----------------------
is predominant. It stands upright and is much taller than it is wide. It is usually
placed on the floor next to, or under a desk. The desktop has a pizza box profile ----------------------
and usually sits on the desk. ----------------------
1.12.2 Motherboard
----------------------
The motherboard is the main circuit board in a PC. It contains all the
circuits and components that run the PC. In relation to the PC’s external devices, ----------------------
the motherboard functions like a central railway station. Major components
----------------------
found on the motherboard are as follows:
• CPU: The Central Processing Unit is often an Intel Pentium or Celeron ----------------------
processor. It is the heart of every PC. All scheduling, computation and
----------------------
control occur here.
• BIOS: Basic Input Output System is a non-volatile memory that contains ----------------------
configuration information about the PC. It contains all the code required ----------------------
for the CPU to communicate with the keyboard, mouse video display,
disk drives and communications devices. When a PC is powered on, it ----------------------
uses the BIOS ‘boot code’ to set up many required functions that bring the
PC to a point where it is ready to work. ----------------------

Introduction to ICT and Computers 15

 Notes • RTC: The Real Time Clock chip keeps date, day and time in a 24-hour
format just like your watch. The PC uses this clock to ‘time stamp’ files
---------------------- as they are created and modified. When you print a file, it time stamps the
pages as they are printed.
----------------------
• Chip Set: These are large chip(s) that integrate many functions that used
---------------------- to be found in separate smaller chips on the motherboard. They save space
and cost.
----------------------
Here is a diagrammatical representation of the mother board and its components.
----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

---------------------- Fig. 1.4: External Devices attached to the Motherboard

---------------------- 1.12.3 Hard Disk Drive
Most commercially available hard drives rotate at 5400 or 7200 RPM
----------------------
(revolutions per minute), which translates to 90 or 120 revolutions per second
---------------------- respectively. The data transfer rate from the drive to the motherboard is 33
Mbytes/second in bursts.
----------------------
1.12.4 Compact Disk Drive
----------------------
CDD have become the predominant removable storage media for PCs
---------------------- and can store 700 Mbytes of data. There are two types of Compact Disk drives
available for PCs. They are as follows:
----------------------
(a) CD-ROM (read only memory) is the older type. As the title implies, it can
---------------------- only read CDs. It can read any standard CD and most CD-R type disks. It
may be able to read some types of CD-RW disks too.
---------------------- (b) CD-RW (ReWritable) units can read and write CD-R and CD-RW type
---------------------- disks. It can also read standard CD type disks.
1.12.5 Digital Video Disk drive
----------------------
DVD is also known as the Digital Versatile Disk drive. A standard DVD
---------------------- stores up to 4.7 Gbytes on one side of the disk. Digitally formatted movies can
---------------------- be stored on a standard DVD in MPEG-2 format. Two types of DVD drives
typically go into PCs. They are:
---------------------- • DVD-ROM (Read Only Memory) can read DVDs and CDs.

16 ICT in Education
• DVD-RAM (Random Access Memory) units can read and write DVDs. Notes
They can also read CDs.
----------------------
1.12.6 Monitor
Monitors are the standard output and input devices attached to the CPU. They ----------------------
are basically of 2 types – CRT monitors and LCD Monitors. ----------------------
CRT (Cathode RayTubes) Monitors
----------------------
• Until recently, CRTs were the only type of displays for use with desktop
PCs. They are relatively big (14" to 16" deep) and heavy (over 15 lbs). ----------------------
• They are available in screen sizes from 14" to 21". ----------------------
LCD (Liquid Crystal Display) Monitors
----------------------
• LCD technology has been used in laptops for some time. It has recently
been made commercially available as monitors for desktop PCs. ----------------------
• LCDs have no electron gun and are therefore not very deep like CRTs. ----------------------
The text and images you see are created by a back light behind the panel,
it shines through pixels (picture elements). ----------------------

• For an LCD to provide a screen resolution 1024 x 768 pixels (SVGA), it ----------------------
must have 786,432 (1024 x 768) pixels.
----------------------
1.12.7 Keyboard
----------------------
The keyboard was the first input device developed for the PC. The standard
keyboard layout provides about 104 to 105 keys organised as four groups: ----------------------
●● Alphanumeric keys (A-Z, 0-9) ----------------------
●● Location keys (home, end etc.)
----------------------
●● Numeric keypad
●● Function keys (F1-F12) ----------------------
In addition to the standard keys, some keyboards offer functions such as ----------------------
volume control for speakers, web browser functions and power management.
Keyboards may be wireless, too. ----------------------
1.12.8 Mouse ----------------------
The mouse is the most common ‘pointing device’ used in PCs. Every ----------------------
mouse has two buttons and most have one or two scroll wheels. By default,
the left button is used to select items. The right button is assigned as a context ----------------------
or alternate menu. A single wheel is normally set to scroll up and down on the
active page. If a second wheel is present, it is usually assigned to scroll left ----------------------
and right on the page. Some versions of the mouse are wireless. There are two ----------------------
designs used in a mouse for detecting motion:
----------------------
Track ball
This type of mouse uses a rolling (track) ball. As the mouse moves, the ball ----------------------
rolls. The rolling motion is converted electronically into matching movements ----------------------

Introduction to ICT and Computers 17

 Notes of the mouse pointer that moves across your video display. The track ball mouse
is rapidly becoming outdated due to the changing technology; the optical mouse
---------------------- has almost replaced it.
---------------------- Optical

---------------------- This mouse uses an InfraRed transmitter/receiver pair to optically detect

the motion of the mouse. It has a number of advantages over the track ball
---------------------- mouse, e.g. no mouse pad is required, as it works on any flat surface etc.

---------------------- 1.12.9 Audio

Audio refers to technology that records, stores, and reproduces sound by
----------------------
encoding an audio signal in digital form. The digital form is acceptable by the
---------------------- PC and hence we can hear the sounds. Speakers and headphones are the primary
audio output devices for a PC.
----------------------
• Speakers give you sound output from your computer. Some speakers are
---------------------- built into the computer and some are separate.

---------------------- • Headphones also give sound output from the computer. They are similar
to speakers, except they are worn on the ears so only one person can hear
---------------------- the output at a time.

---------------------- 1.12.10 Cables and Wires

These are important elements of a computer, as they connect the devices
---------------------- to each other. The computer is made up of the devices explained above. All
---------------------- these devices should be connected to each other, and cables and wires connect
these devices to each other. Due to modern wireless technology, cables and
---------------------- wires are also gradually becoming unnecessary.
----------------------
Check your Progress 5
----------------------

---------------------- Multiple Choice Single Response.

1. The ____ is the main circuit board in a PC.
----------------------
i. Mother board
---------------------- ii. Wooden board
iii. CPU
----------------------
iv. Father board
----------------------

---------------------- Fill in the blanks.

1. The 2 types of monitors are ____ and ____.
----------------------

----------------------

----------------------

----------------------

18 ICT in Education
 Notes
Activity 5
----------------------
Visit an office in your vicinity and find out the specific hardware used there.
----------------------
Also note down the functions of the same.
----------------------
1.13 SOFTWARE FOR EDUCATIONAL COMPUTING ----------------------
This section is about software- the part that runs on the hardware. ----------------------
Webster defines software as ‘Something used or associated with and usually
contrasted with hardware as the entire set of programs, procedures, and related ----------------------
documentation associated with a system and especially a computer system.’ ----------------------
There are two types of software found in every PC: Operating System and
Application Programs. ----------------------

1.13.1 Operating Systems (OS) ----------------------

Operating Systems provide the basic platform that brings the PC to a ----------------------
point where it can work with application programs and interface with users.
----------------------
Think of your car running at idle after you start it. Until the engine and
basic systems are up and running, you cannot use it to run any applications, ----------------------
e.g. going to the store or work or anywhere else. That constitutes your car’s
operating system, therefore. ----------------------
Operating Systems can be divided into two groups, viz. Windows and ----------------------
Non-Windows. This classification is based on the widespread use of Windows
operating systems and not on any particular technical aspects of the many ----------------------
operating systems in use today.
----------------------
1.13.2 Application Programs
----------------------
Application Programs are loaded and run on the OS. There are application
programs to do just anything you want. From finding any location in the world ----------------------
via a street address, listening to music, watching videos or TV to something
----------------------
very simple like a program to help you learn how to type, you name it and
someone has probably developed an application to do it. ----------------------
Software also refers to those parts of the computer that do not have a
----------------------
material form, such as programs, data, protocols etc. When software is stored
in hardware, it cannot easily be modified. It is sometimes called ‘firmware’ to ----------------------
indicate that it falls into an uncertain area somewhere between hardware and
software. ----------------------

----------------------

----------------------

----------------------

----------------------

Introduction to ICT and Computers 19

 Notes
Check your Progress 6
----------------------

---------------------- Fill in the blanks.

1. Operating systems are divided into ____ and _____ groups.
----------------------
Multiple Choice Multiple Response.
----------------------
1. All operating systems are designed to perform the following basic
---------------------- operations:

---------------------- i. Send information to the computer through the keyboard

ii. Display results on the monitor
----------------------
iii. Send information to a printer
----------------------
iv. Cut, copy and paste function
----------------------
---------------------- Activity 6
----------------------
Find out the software available in your school and analyse its use.
----------------------

---------------------- Summary
---------------------- A computer is a fast electronic device that processes the input data according
---------------------- to the instructions given by the programmer/user and provides the desired
information as output.
---------------------- • The increasing popularity of computers is because it is a very powerful
---------------------- and useful tool.
• Almost all the jobs in the twenty-first century will be in the service or
---------------------- information sectors. These jobs will require the students to:
---------------------- o Communicate effectively in speech and in writing
---------------------- o Work collaboratively
o Use technological tools such as computers
----------------------
o Analyse problems, set goals, and formulate strategies for achieving
---------------------- those goals
---------------------- o Seek out information or skills on their own, as needed, to meet their
goals
----------------------
• The term hardware covers all those parts of a computer that are tangible
---------------------- objects. Circuits, displays, power supplies, cables, keyboards, printers
and mice are all hardware.
----------------------

----------------------

20 ICT in Education
• Webster defines software as ‘Something used or associated with and Notes
usually contrasted with hardware as the entire set of programs, procedures,
and related documentation associated with a system and especially a ----------------------
computer system.’
----------------------
• Two types of software are found in every PC: an Operating System and
Application Programs. ----------------------

----------------------
Keywords
----------------------
• Computer: A computer is a fast electronic device that processes the
input data according to the instructions given by the programmer/user ----------------------
and provides the desired information as output.
----------------------
• Self directed learning: ‘Self-directed learning’ describes a process by
which individuals take the initiative, with or without the assistance of ----------------------
others, in diagnosing their learning needs, formulating learning goals, ----------------------
identifying human and material resources for learning, choosing and
implementing appropriate learning strategies, and evaluating learning ----------------------
outcomes.
----------------------
• Collaborative project work: To be able to communicate effectively with
one another, to establish project goals, to plan strategies for attaining the ----------------------
goals, to break up the work among team members, to report the progress
to one another, to evaluate the progress, and to synthesise individual ----------------------
efforts into a final product. ----------------------

----------------------
Self-Assessment Questions ----------------------
Answer the following questions. ----------------------
1. What characteristics make computers a useful tool? ----------------------
2. How can computers be used in education?
----------------------
3. Differentiate between “hardware” and “software”.
----------------------

----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Fill in the blanks.
----------------------
1. Technology plays an important role in transforming data to information,
knowledge to wisdom. ----------------------
2. When ideas, emotions, experiences, information are exchanged between ----------------------
two or more persons it is referred to as communication.
----------------------

Introduction to ICT and Computers 21

 Notes Check your Progress 2
Multiple Choice Single Response
----------------------
1. Advantage of ICT:
----------------------
i. There are no geographical boundaries.
----------------------

---------------------- Multiple Choice Multiple Response

---------------------- 1. The barriers of ICT are:

i. Cost of ICT
----------------------
ii. Lack of trained teachers
----------------------
iii. Low reliability
----------------------

---------------------- Check your Progress 3

---------------------- Fill in the blanks.
1. A set of basic facts and entities which itself has no meaning is called data.
----------------------
2. Information is data, which has some meaning or value.
----------------------

---------------------- Match the following.

---------------------- i–d
---------------------- ii – c
iii – b
----------------------
iv – a
----------------------

---------------------- Check your Progress 4

---------------------- Multiple Choice Multiple Response.
---------------------- 1. Computers teach students:
i. How to learn
----------------------
ii. How to direct their own learning
----------------------
iii. How to find and discriminate sources
----------------------

---------------------- Check your Progress 5

---------------------- Multiple Choice Single Response
1. The ____ is the main circuit board in a PC.
----------------------
i. Mother board
----------------------

22 ICT in Education
Fill in the blanks. Notes
1. The two types of Monitors are CRT monitors and LCD Monitors.
----------------------

----------------------
Check your Progress 6
Fill in the blanks. ----------------------
1. Operating systems are divided into Windows and non-Windows groups. ----------------------

----------------------
Multiple Choice Multiple Response
----------------------
1. All operating systems are designed to perform the following basic
operations: ----------------------
i. Send information to the computer through the keyboard ----------------------
ii. Display results on the monitor ----------------------
iii. Send information to a printer
----------------------

----------------------

----------------------
Suggested Reading ----------------------
1. Cullingford, Cedric, Nusrat Haq. Computers, Schools and Students: The ----------------------
Effects of Technology.
----------------------
2. Maddux, Cleborne D., Dee LaMont Johnson, Jerry Willis. Educational
computing: learning with tomorrow’s technologies. ----------------------
3. Shelley, Gary B., Steven M. Freund, Misty E. Vermaat. Introduction to
----------------------
Computers.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

Introduction to ICT and Computers 23

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

24 ICT in Education
Application Software and its uses in Education
UNIT

2
Structure:
2.1 Introduction
2.2 Word Processors
2.2.1 Characteristics
2.2.2 Typical usage
2.2.3 Word Processing and Related Applications
2.3 Spreadsheets
2.3.1 Concepts in Spreadsheets
2.3.2 Nine Shortcut Keys that save your Time
2.3.3 Shortcomings of Worksheets
2.3.4 Creating a Template in Excel 2007
2.4 Database
2.4.1 Database Models
2.4.2 Transactions and Concurrency
2.5 Presentations
2.5.1 Giving Effective PowerPoint Presentations
2.5.2 Some More Tips for Making Effective PowerPoint Presentations
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

Application Software and its uses in Education 25

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Use word processor in an appropriate manner

• Use spreadsheets in various educational functions
----------------------
• Identify the applications of database in administration
----------------------
• Prepare effective presentations to aid in educational purposes
----------------------

---------------------- 2.1 INTRODUCTION

---------------------- One of the most significant shifts in the way technology is being used in
education today is towards greater use of computers and other devices as tools
----------------------
in the learning process rather than as instructional delivery devices. Such uses
---------------------- mirror the ways in which technology is used in the workplace and at home.
Word processing, desktop publishing, database and spreadsheet applications,
---------------------- drawing, painting, and graphing programs are examples of technology tools.
Whenever students compose using a word processor, check the spelling and
----------------------
grammar of their composition, use an on-screen calculator or graphing program,
---------------------- manipulate data in a spreadsheet, look up information in a database, or publish
a classroom newspaper, they use computers as tools. Video and audio recording
---------------------- and editing equipment are other tools that find their way into schools.
---------------------- Often, tutorial or exploratory products that are interesting in their own
rights do not have a place in a given school’s course of study. In contrast,
---------------------- when technology is used as a tool, the teacher can still control the curriculum
---------------------- and the instructional strategy. Technology merely provides students with
aids for studying that content or practicing those skills. Tool products can be
---------------------- applied in a variety of curricular activities: word processors for writing and
revising assignments, graphing programs for mathematics instruction, desktop
---------------------- publishing systems for producing newspapers, and hypermedia systems for
---------------------- developing one’s own study materials.
Technology tools are designed to facilitate educational and work-related
---------------------- tasks. They are flexible, lending themselves to a wide variety of activities
---------------------- across the grade levels and throughout the curriculum. From an education
reform perspective, this flexibility is both a strength and a weakness. Whether
---------------------- technology tools are applied in ways that promote traditional instruction or
education reform is dependent on the perspective, skills, and practices of the
---------------------- classroom teacher/educationist.
----------------------
2.2 WORD PROCESSORS
----------------------
A word processor (more formally known as document preparation system)
---------------------- is a computer application used for the production (including composition,

26 ICT in Education
editing, formatting, and possibly printing) of any sort of printable material. Notes
Word processing was one of the earliest applications for the personal computer
in office productivity. ----------------------
Microsoft Word is the most widely used computer word processing ----------------------
system. There are also many other commercial word processing applications,
such as WordPerfect. Opensource applications such as OpenOffice.org Writer ----------------------
and KWord are rapidly gaining popularity. Online word processors such as
----------------------
Google Docs are a relatively new category.
2.2.1 Characteristics ----------------------
Word processing typically refers to text manipulation functions such as ----------------------
automatic generation of:
----------------------
• Batch mailings using a form letter template and an address database (also
called mail merging). ----------------------
• Indices of keywords and their page numbers. ----------------------
• Tables of contents with section titles and their page numbers.
----------------------
• Tables of figures with caption titles and their page numbers.
----------------------
• Cross-referencing with section or page numbers.
• Footnote numbering. ----------------------

• New versions of a document using variables (e.g., model numbers, ----------------------

product names, etc.).
----------------------
Other word processing functions include checking of spellings (actually
checks against wordlists), grammar (checks for what seem to be simple ----------------------
grammatical errors), and a Thesaurus function (finds words with similar or
----------------------
opposite meanings). In most languages, grammar is very complex, so grammar
checkers tend to be unreliable and also require a large amount of Random ----------------------
Access Memory (RAM). Other common features include collaborative editing,
comments and annotations, support for images and diagrams and internal cross- ----------------------
referencing.
----------------------
Document statistics
----------------------
Most current word processors can calculate various statistics pertaining to a
document. These usually include: ----------------------
• Character count, word count, sentence count, line count, paragraph count, ----------------------
page count
• Word, sentence and paragraph length ----------------------

• Editing time ----------------------

Errors are common; for instance, a dash surrounded by spaces may be counted ----------------------
as a word.
----------------------
2.2.2 Typical usage
Word processors have a variety of uses and applications within the ----------------------

Application Software and its uses in Education 27

 Notes business world, home, and education. Most uses are represented on the toolbar
of the word document.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
---------------------- Fig. 2.1 : Word Document
---------------------- Business

---------------------- Within the business world, word processors are extremely useful tools.
Businesses tend to have their own format and style. Thus, versatile word
---------------------- processors with layout editing and similar capabilities find widespread use in
most businesses. Typical uses include:
----------------------
●● Memos
---------------------- ●● Letters and letterhead
---------------------- ●● Legal copies
●● Reference documents
----------------------
Education
---------------------- Many schools have begun to teach typing and word processing to their
---------------------- students, starting as early as elementary school. Typically, these skills are
developed throughout secondary school in preparation for the business world.
---------------------- Undergraduate students typically spend many hours writing essays. Graduate
and doctoral students continue this trend as well as create works for research
---------------------- and publication. These manuscripts are often in excess of 200 pages, and are
---------------------- typically the defining point of a student’s career.
Home
----------------------
While many homes have word processors on their computers, word
---------------------- processing in the home tends to be educational or business related, dealing with
assignments or work being completed at home. Some use word processors for
---------------------- letter writing, résumé creation, and card creation. However, many of these home
---------------------- publishing processes have been taken over by desktop publishing programs,
such as Adobe Pagemaker, which is better suited for these types of documents.
----------------------

28 ICT in Education
2.2.3 Word Processing and Related Applications Notes
The most frequently used computer-based tool in education today is the
----------------------
word processing software because facilities provided by this software assist
students in doing work related to their studies and because its support for ----------------------
revisions was expected to encourage students to edit their own work, teachers
soon began experimenting with students having to use word processing software ----------------------
for their compositions.
----------------------
Over the past decade, a broad range of word processing software has
become available for educational use, covering virtually every grade level. Word ----------------------
processors may support higher-order thinking by allowing students to attend
----------------------
to the composing process, focusing more on ideas and ways to communicate
them than on the mechanics of spelling and punctuation. With word processing ----------------------
software, students can easily review and revise their compositions, highlight
key ideas, rearrange sentences or paragraphs to flow more logically, and try ----------------------
out alternative sentences or words to communicate their ideas better. The
----------------------
mechanics of spelling can be dealt with separately, assisted by a spell checker.
The Thesaurus finds words with similar or opposite meanings whereas the Word ----------------------
Count finds the total number of words in a document. With the Insert option
images, tables, pictures, etc. are placed in the document. ----------------------
The word processing software provides opportunity to students to produce ----------------------
professional-looking documents, which can readily be shared with others.
Standard word processing software (which includes typestyle choices and ----------------------
formatting options), when used in conjunction with printers, provides students
----------------------
with a flexible tool for creating polished documents. Desktop publishing
tools further enhance this capability. Many teachers have found this aspect of ----------------------
computer-supported writing to be tremendously motivating for students. In
addition to taking personal pride in the look of their products, students are eager ----------------------
to share their work with others. Their writing skills develop within the context of
----------------------
meaningful activities, as they become increasingly aware of audience concerns
and learn to plan and revise their texts more carefully. ----------------------
However, it is the teacher and not the technology, who designs the ----------------------
context within which students will learn and practice their writing skills. Word
processing software in and by itself does not facilitate higher-order thinking, ----------------------
revision, or collaboration unless the teacher creates a structure for doing so.
Used well, technology applications can support higher-order thinking by ----------------------
engaging students with complex tasks within collaborative learning contexts. ----------------------
Word processors facilitate the process of writing as a complex task. Both by
facilitating the revision process and by handling mechanical aspects of writing, ----------------------
this technology can help focus attention on higher-level issues of content and ----------------------
organisation. Use of this technology within a collaborative learning format
appears particularly promising for providing students with skills involved in ----------------------
writing and editing.
----------------------

----------------------

Application Software and its uses in Education 29

 Notes
Check your Progress 1
----------------------

---------------------- Match the following.

i. Spelling & Grammar a. Manipulates numbers
----------------------
ii. Thesaurus b. Finds words with similar or opposite meanings
---------------------- iii. Word count c. Finds the total number of words in a document
---------------------- iv. Insert d. Checks for the spelling and grammatical
errors
---------------------- e. Places pictures, images or tables in the
---------------------- document

----------------------
Activity 1
----------------------
---------------------- 1. List the various word processing functions, which can be used to
improve the writing skills of students.
----------------------
2. List the various applications of the word processing software in your
---------------------- field of work.

----------------------
2.3 SPREADSHEETS
----------------------

---------------------- Spreadsheet is a computer application that displays multiple cells that

together make up a grid consisting of rows and columns, each cell containing
---------------------- either alphanumeric text or numeric values. A spreadsheet cell may alternatively
contain a formula that defines how the contents of that cell is to be calculated
----------------------
from the contents of any other cell (or combination of cells) each time any cell
---------------------- is updated. Spreadsheets are frequently used for financial information because
of their ability to re-calculate the entire sheet automatically after a change to a
---------------------- single cell.
---------------------- The word “spreadsheet” came from “spread” in its sense of a newspaper
or magazine item (text and/or graphics) that covers two facing pages,
----------------------
extending across the centrefold and treating the two pages as one large one.
---------------------- The compound word “spreadsheet” came to mean the format used to present
bookkeeping ledgers with columns for categories of expenditures across the
---------------------- top, invoices listed down the left margin, and the amount of each payment
---------------------- in the cell where its row and column intersect. These were, traditionally, a
“spread” across facing pages of a bound ledger (book for keeping accounting
---------------------- records) or on oversized sheets of paper ruled into rows and columns in
that format and approximately twice as wide as an ordinary paper. Those
----------------------
spreadsheet programs can be used to tabulate many kinds of information, not
---------------------- just financial records, so the term spreadsheet has developed a more general

30 ICT in Education
meaning as information presented in a rectangular table, usually generated by Notes
a computer.
----------------------
2.3.1 Concepts in Spreadsheets
Microsoft Excel is an example of an electronic spreadsheet. The ----------------------
spreadsheets can be used to organise your data into rows and columns. They can ----------------------
also be used to perform mathematical calculations quickly. Each spreadsheet
consists of worksheets. Each worksheet contains columns and rows. The ----------------------
columns are lettered A to Z and then continuing with AA, AB, AC and so on;
----------------------
the rows are numbered 1 to 1,048,576. The number of columns and rows in a
worksheet is limited by your computer memory and your system resources. ----------------------
The combination of a column coordinate and a row coordinate make ----------------------
up a cell address. For example, the cell located in the upper-left corner of the
worksheet is cell A1, meaning column A, row 1. Cell E10 is located under ----------------------
column E on row 10.
----------------------
The following picture shows how a worksheet looks on a computer screen.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 2.2 : Excel Sheet ----------------------
Let us discuss some of the important points of a worksheet. ----------------------
1. Cells: Intersection of a column and a row is called a cell. Rows are the
----------------------
horizontal lines and columns are the vertical lines in a work sheet. A
cell can be thought of as a box for holding data. A single cell is usually ----------------------
referenced by its column and row. Its physical size can usually be tailored
for its content by dragging its height or width at box intersections (or for ----------------------
entire columns or rows by dragging the column or row headers).
----------------------

Application Software and its uses in Education 31

 Notes A cell may contain a value or a formula, by convention, usually beginning
with = sign, or it may simply be left empty.
----------------------
2. Values: A value can be entered from the computer keyboard by directly
---------------------- typing into the cell itself. Alternatively, a value can be based on a formula
(see below), which might perform a calculation, display the current date
---------------------- or time, or retrieve external data such as a stock quote or a database value.
---------------------- 3. Automatic recalculation: A standard of spreadsheets since the mid-
1980s, this optional feature eliminates the need to manually request the
---------------------- spreadsheet program to recalculate values (nowadays, it has become the
default option unless specifically “switched off” for large spreadsheets,
----------------------
usually to improve performance).
---------------------- 4. Real-time update: This feature refers to updating cell contents periodically
when its value is derived from an external source, such as a cell in another
----------------------
“remote” spreadsheet. For shared, web-based spreadsheets, it applies to
---------------------- “immediately” updated cells that have been altered by another user. All
dependent cells have to be updated also.
----------------------
5. Formula: A simple spreadsheet adds two values keyed into A1 and A2,
---------------------- showing the result in A3. The “formula” is keyed into A3. When a cell
contains a formula, it often contains references to other cells. Such a cell
---------------------- reference is a type of variable. Its value is the value of the referenced cell
---------------------- or some derivation of it. If that cell in turn references other cells, the value
depends on the values of those. By convention, the left-hand side, of what
---------------------- is normally considered a formula, is omitted and assumed to be the cell
itself.
----------------------
A formula identifies the calculation needed to place the result in the cell it
---------------------- is contained within. A cell containing a formula therefore has two display
components; the formula itself and the resulting value. The formula is
---------------------- normally only shown when the cell is selected by clicking the mouse
---------------------- over a particular cell; otherwise, it contains the result of the calculation.
In the example below, it is assumed that if “Average” is > 35.00,
---------------------- then “Result” is “Pass”. The formula entered in K5 cell is as follows:
=IF (JA>35, “Pass”)
----------------------
6. Locked cell: Once entered, selected cells (or the entire spreadsheet) can
---------------------- optionally be “locked” to prevent accidental overwriting.
---------------------- 7. Data type: In addition, a cell or a group of cells, can optionally be
defined to specify the type of the data it holds, or expects to hold, when
---------------------- a value is entered. This may determine the format in which a value is
displayed, and the allowed operations upon it. The default is usually set
----------------------
by its initial content if not specifically previously set, so that for example,
---------------------- ‘31/12/2007’ or ‘31 Dec 2007’ would default to the data type of “date”.
Similarly, adding a % sign after a numeric value would tag the cell as a
---------------------- percentage data type. A common data type is “numeric” or “currency”
and the cell can, in these cases, be further identified with, for example,
----------------------

32 ICT in Education
 the number of decimal places (to display) and with a currency attribute Notes
if applicable, such as $ or £. The cell contents are not changed by these
attributes. ----------------------
8. Named cells: In most implementations, a cell can be “named” so that even ----------------------
if the cell is “cut and pasted” to a new location within the spreadsheet,
its reference always remains intact. Names must be unique within the ----------------------
spreadsheet and, once defined, can be used instead of a “normal” cell
----------------------
reference.
9. Format: Each cell (like its counterpart “Word” in a word processor) can ----------------------
be separately defined in terms of its displayed format. Any cell or range of
----------------------
cells can be highlighted in several different ways such as use of bold text,
color, font, text size, and so on. In some implementations, the format may ----------------------
be conditional upon the data within the cell, for example, a value may be
displayed red if it is negative. ----------------------

10. Cell reference: A cell reference may be to a cell in a different sheet ----------------------
within the same spreadsheet, or (depending on the implementation) to a
----------------------
cell in another spreadsheet entirely or a value from a remote application.
A typical cell reference in A1 style consists of one or two case-insensitive ----------------------
letters to identify the column (if there are up to 256 columns: A−Z and
AA−IV) followed by a row number (e.g., in the range 1−65536). ----------------------

A cell on a different sheet of the same spreadsheet is usually addressed as: ----------------------
= SHEET2!A1 (that is, the first cell in sheet 2 of same spreadsheet). ----------------------
Some spreadsheet implementations allow a cell reference to another ----------------------
spreadsheet (not the current open and active file) on the same computer
or a local network. It may also refer to a cell in another open and active ----------------------
spreadsheet on the same computer or network that is defined as shareable.
----------------------
These references contain the complete filename, such as:
=C:\Documents and Settings\Username\My spreadsheets\[main sheet] ----------------------
Sheet1!A1 ----------------------
In a spreadsheet, references to cells are automatically updated when new
----------------------
rows or columns are inserted or deleted. However, care must be taken
when adding a row immediately before a set of column totals to ensure ----------------------
that the totals reflect the values of the additional rows which often they do
not! ----------------------

11. Cell ranges: A reference to a range of cells is typically of the form ----------------------
(A1:A6) which specifies all the cells in the range A1 through to A6. A
----------------------
formula such as “=Sum(A1:A6)” would add all the cells specified and put
the result in the cell containing the formula itself. ----------------------
12. Sheets: In the earliest spreadsheets, cells were a simple two-dimensional
----------------------
grid. Over time, the model has been expanded to include a third dimension,
----------------------

Application Software and its uses in Education 33

 Notes and in some cases a series of named grids called sheets. The most advanced
spreadsheets allow inversion and rotation operations, which can slice and
---------------------- project the data set in various ways.
---------------------- 13. Remote spreadsheet: Whenever a reference is made to a cell or group of
cells that are not located within the current physical spreadsheet file, it is
---------------------- considered as accessing a “remote” spreadsheet.
---------------------- 14. Charts: Many spreadsheet applications permit charts, graphs or histograms
to be generated from specified groups of cells, which are dynamically
----------------------
re-built as cell contents change. The generated graphic component can
---------------------- either be embedded within the current sheet or added as a separate object.
Line graphs or charts are often used to plot changes in data over time.
---------------------- Graphs, in general, can make it much easier to interpret important data in
---------------------- a spreadsheet. They make it easy for you to draw attention to data trends
and patterns that might otherwise be difficult to see. Column charts can
---------------------- be used to show comparisons between data, such as monthly sales or
population statistics. Also known as a bar graph, a column chart is another
---------------------- popular type of chart that can be added to a spreadsheet .

----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- Fig. 2.3 : Graphs

---------------------- Frequency Polygon Histogram (Bar Graph) Pie Chart

---------------------- Charts or graphs are an important part of a spreadsheet. They are a great way to
summarise your data, and they allow you to draw attention to data trends and
---------------------- patterns in your spreadsheets that might otherwise be difficult to see.
---------------------- 2.3.2 Nine Shortcut Keys that save your Time
---------------------- Moving through and entering data can be speeded up significantly by using
shortcut keys.Here’s a list of some of the useful shortcuts.
----------------------
• To undo typing: CTRL+Z or ALT+BACKSPACE
---------------------- • To Undo changes: Hit ESC once for current field, ESC twice for current
record
----------------------
• To insert the current date: CTRL+SEMICOLON (;)
----------------------
• To insert the current time: CTRL+COLON (:)
---------------------- • To insert the default value for a field: CTRL+ALT+SPACEBAR
---------------------- • To insert the value from the same: CTRL+APOSTROPHE (‘) in the
previous record
34 ICT in Education
• To add a new record: CTRL+ PLUS SIGN (+) Notes
• To delete the current record: CTRL+ MINUS SIGN (-)
----------------------
• To recalculate the fields in the window: F9
----------------------
2.3.3 Shortcomings of Worksheets
While extremely popular, spreadsheets are not without their downsides. Some ----------------------
of the problems associated with spreadsheets include: ----------------------
• Some sources advocate the use of specialised software instead of spreadsheets
----------------------
for some applications (budgeting, statistics).
• Many spreadsheet software products, such as Excel (versions prior to ----------------------
2007) and OpenOffice, have a capacity limit of about 65,000 rows. This ----------------------
can present a problem for people using very large datasets, and may result
in lost data. ----------------------
• There is a lack of auditing and revision control in some spreadsheets. This ----------------------
makes it difficult to determine who changed what and when. This can
cause problems with regulatory compliance. ----------------------

• There is a lack of security in some spreadsheets. Generally, if one has ----------------------

permission to open a spreadsheet, one has permission to modify any part
----------------------
of it. This, combined with the lack of auditing facility, can make it easy
for someone to commit fraud. ----------------------
• Spreadsheets lack concurrency. Unlike databases, spreadsheets typically ----------------------
allow only one user to make changes at any given time.
----------------------
• As they are loosely structured, it is easy for someone to introduce an error,
either accidentally or intentionally, by entering information in the wrong ----------------------
place or expressing dependencies among cells (such as in a formula)
incorrectly. ----------------------
• The result of a formula (example =A1*B1) applies only to a single cell ----------------------
(that is, the cell the formula is actually located in − in this case perhaps
C1), even though it can “extract” data from many other cells, and even ----------------------
real-time dates and actual times. This means that to cause a similar ----------------------
calculation on an array of cells, an almost identical formula (but residing
in its own “output” cell) must be repeated for each row of the “input” ----------------------
array. This differs from a “formula” in a conventional computer program,
----------------------
which would typically have one calculation which would then apply to
the input in turn. ----------------------
2.3.4 Creating a Template in Excel 2007 ----------------------
Another Excel feature that can help you save some time is a template. If ----------------------
you find yourself entering the same data and formulae and applying the same
formatting options to all your spreadsheets, a template might be a good way ----------------------
to cut down on your work. A template is a file that contains all the formulae,
----------------------

Application Software and its uses in Education 35

 Notes formatting, and data, such as labels, titles, and values that are common to all
your spreadsheets. When this file is saved as a template, Excel protects it but
---------------------- does not allow you to save over it. This way, every time you open a template
it contains only the formatting options and data contained in the original file.
----------------------

---------------------- Check your Progress 2

----------------------
Fill in the blanks.
----------------------
1. An intersection between an row and a column is called a ______.
---------------------- 2. ______ prevent accidental over writing over the cell.
---------------------- 3. An array of cells is a ____.

---------------------- Match the following.

i. To undo typing a. ctlr + colon
----------------------
ii. To insert current date b. ctlr + semicolon
----------------------
iii. To insert current time c. ctlr + Z
---------------------- iv. To add a new record d. Esc + F1 +F2 button
---------------------- e. Ctrl + Plus Sign

----------------------

---------------------- Activity 2

---------------------- List the shortcut keys you can use to facilitate data entry in a spreadsheet.
----------------------

---------------------- 2.4 DATABASE

---------------------- A computer database is a structured collection of records or data that
is stored in a computer system. A database relies upon software to organise
---------------------- the storage of the data and to enable a person or program to extract desired
information. The term “database” refers to the collection of related records,
----------------------
and the software is referred to as the Database Management System (DBMS);
---------------------- this is sometimes shortened to database manager or database system. Typically,
for a given database, there is a structural description of the type of facts held
---------------------- in that database; this description is known as a schema. The schema describes
the objects that are represented in the database, and the relationships among
----------------------
them. There are a number of different ways of organising a schema, that is,
---------------------- of modelling the database structure. These are known as database models (or
data models). The model in most common use today is the relational model.
---------------------- Other models such as the hierarchical model and the network model use a more
explicit representation of relationships (see below for explanation of the various
----------------------
database models). Database management systems are usually categorised
---------------------- according to the database model that they support. The data model tends to

36 ICT in Education
determine the query languages that are available to access the database. Notes
2.4.1 Database Models ----------------------
Most database systems are built around one particular data model,
----------------------
although it is increasingly becoming common for products to offer support
for more than one model. For any one logical model, various physical ----------------------
implementations may be possible and most products will offer the user some
level of control in tuning the physical implementation, since the choices ----------------------
that are made have a significant effect on performance. An example is the ----------------------
relational model: implementation of the relational model allows the creation
of indexes, which provide fast access to rows in a table if the values of certain ----------------------
columns are known.
----------------------
The database models are of three types, which are discussed as follows:
----------------------
1. Hierarchical model: In a hierarchical model, data is organised into a tree-
like structure, implying a single upward link in each record to describe ----------------------
the nesting, and a sort field to keep the records in a particular order in each
----------------------
same-level list.
2. Network model: The network model tends to store records with links ----------------------
to other records. Associations are tracked via “pointers”. These pointers
----------------------
can be node numbers or disk addresses. Most network databases tend
to also include some form of hierarchical model. Examples of database ----------------------
engines that have network model capabilities are RDM Embedded and
RDM Server. ----------------------

3. Relational model: Three key terms are used extensively in relational ----------------------
database models: relations, attributes, and domains. A relation is a table
----------------------
with columns and rows. The named columns of the relation are called
attributes, and the domain is the set of values the attributes are allowed to ----------------------
take. The basic data structure of the relational model is the table, where
information about a particular entity (say, an employee) is represented in ----------------------
columns and rows (also called tuples). Thus, the relation in the “relational ----------------------
database” refers to the various tables in the database. A key that can be
used to uniquely identify a row in a table is called a primary key. Keys are ----------------------
commonly used to join or combine data from two or more tables. Keys
----------------------
are also critical in the creation of indices, which facilitate fast retrieval of
data from large tables. Any column can be a key, or multiple columns can ----------------------
be grouped together into a compound key.
----------------------
Relational operations
----------------------
Users (or programs) request data from a relational database by sending
it a query that is written in a special language, usually a dialect of SQL. Many ----------------------
websites, such as Wikipedia, perform SQL queries when generating pages.
----------------------
In response to a query, the database returns a result set, which is just a list of
rows containing the answers. The simplest query is just to return all the rows ----------------------

Application Software and its uses in Education 37

 Notes from a table, but more often, the rows are filtered in some way to return just
the answer wanted. Often, data from multiple tables are combined into one,
---------------------- by doing a join.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------
Storage and physical database design
----------------------
Design choices relate to the clustering of data by category, such as grouping
---------------------- data by month, or location, creating pre-computed views known as materialised
views, partitioning data by range or hash as well memory management and
----------------------
storage topology. These can be important design choices for database designers.
---------------------- Just as normalisation is used to reduce storage requirements and improve the
extensibility of the database, conversely denormalisation is often used to reduce
---------------------- join complexity and reduce execution time for queries.
---------------------- Indexing

---------------------- The most common kind of index is a sorted list of the contents of some
particular table column, with pointers to the row associated with the value. An
---------------------- index allows a set of table rows matching some criterion to be located quickly.
Relational DBMSs have the advantage that indexes can be created or dropped
---------------------- without changing existing applications making use of it. In other words, indexes
---------------------- are transparent to the application or end-user querying the database; while
they affect performance, any SQL command will run with or without indexes
---------------------- existing in the database.
---------------------- An index speeds up access to data, but it has disadvantages as well. First,
every index increases the amount of storage on the hard drive necessary for
---------------------- the database file, and second, the index must be updated each time the data are
altered, and this costs time. Thus, an index saves time in the reading of data, but
---------------------- it costs time in entering and altering data. Whether an index is advantageous or
---------------------- disadvantageous depends on the use to which the data are put.
2.4.2 Transactions and Concurrency
----------------------

38 ICT in Education
 In addition to the data model, most practical databases (transactional Notes
databases) attempt to enforce a database transaction. Ideally, the database
software should enforce the ACID rules summarised below: ----------------------
• Atomicity: Either all the tasks in a transaction must be done or none of ----------------------
them. The transaction must be completed or else it must be undone (rolled
back). ----------------------
• Consistency: Every transaction must preserve the integrity constraints — ----------------------
the declared consistency rules — of the database. It cannot place the data
in a contradictory state. ----------------------
• Isolation: Two simultaneous transactions cannot interfere with one another. ----------------------
Intermediate results within a transaction are not visible to other transactions.
----------------------
• Durability: Completed transactions cannot be aborted later or their results
discarded. They must persist through restarts of the DBMS after crashes. ----------------------
In practice, many DBMSs allow most of these rules to be selectively ----------------------
relaxed for better performance.
Concurrency control is a method used to ensure that transactions are ----------------------
executed in a safe manner and follow the ACID rules. The DBMS must be able ----------------------
to ensure that only serialisable, recoverable schedules are allowed, and that no
actions of committed transactions are lost while undoing aborted transactions. ----------------------
Replication of databases is closely related to transactions. If a database ----------------------
can log its individual actions, it is possible to create a duplicate of the data in
real time. The duplicate can be used to improve performance or availability of ----------------------
the whole database system.
----------------------
Check your Progress 3 ----------------------

Fill in the blanks. ----------------------

1. A computer database is a structural collection of __________or ----------------------
__________ that is stored in a computer.
----------------------
2. The term _________ refers to a collection of related records.
Multiple Choice Multiple Response. ----------------------

1. Three keys used extensively in relational database models are: ----------------------

i. Relations ----------------------
ii. Attributes
----------------------
iii. Domains
iv. Names ----------------------

----------------------
2.5 PRESENTATIONS ----------------------

----------------------

Application Software and its uses in Education 39

 Notes A presentation program is a computer software package used to display
information, normally in the form of a slide show. It typically includes three
---------------------- major functions: an editor that allows text to be inserted and formatted, a
method for inserting and manipulating graphic images and a slide-show system
---------------------- to display the content.
---------------------- There are different types of presentations including professional (work-
related), education, worship and for general communication. Presentation
----------------------
programs can either supplement or replace the use of older visual aid
---------------------- technology, such as pamphlets, handouts, chalkboards, flip charts, posters,
slides and overhead transparencies. Text, graphics, movies, and other objects
---------------------- are positioned on individual pages, “slides” or “foils”. The “slide” analogy is
a reference to the slide projector, a device that has become somewhat obsolete
----------------------
due to the use of presentation software. Slides can be printed, or (more usually)
---------------------- displayed on screen and navigated through at the command of the presenter.
Transitions between slides can be animated in a variety of ways, as can the
---------------------- emergence of elements on a slide itself. Typically, a presentation has many
constraints and the most important being the limited time to present consistent
----------------------
information. A presentation program is supposed to help both: the speaker with
---------------------- an easier access to his ideas and the participants with visual information which
complements the talk.
----------------------
The most commonly known presentation program is Microsoft
---------------------- PowerPoint, although there are alternatives such as OpenOffice.org Impress
and Apple’s Keynote. In general, the presentation follows a hierarchical tree
---------------------- explored linearly (like in a table of content) which has the advantage to follow
a printed text often given to participants. Another kind of presentation programs
----------------------
are Mind Map programs which may be convenient if you want to adapt your
---------------------- presentation to the reaction of the audience. It is based on a similar hierarchical
tree but the tree can be explored, accessed and developed at each node according
---------------------- to your talk. They offer nice printings of any subtree and also include the faculty
of move and zoom. Its typical use is for lectures.
----------------------
Many presentation programs come with pre-designed images (clip art)
---------------------- and/or have the ability to import graphic images. With the growth of digital
photography and video, many programs that handle these types of media also
----------------------
include presentation functions for displaying them in a similar slide show format.
---------------------- Apple’s iPhoto, for example, allows groups of digital photos to be displayed in
a slide show with options, such as selecting transitions, choosing whether or
---------------------- not the show should stop at the end or continue to loop, and including music to
accompany the photos.
----------------------
Similar to programming extensions for an operating system or web
---------------------- browser, “add-ons” or “plug-ins” for presentation programs can be used to
---------------------- enhance their capabilities. It would be useful, for example, to export a PowerPoint
presentation as a Flash animation or PDF document. This would make delivery
---------------------- through removable media or sharing over the Internet easier. Since PDF files
are designed to be shared regardless of platform and most web browsers already
---------------------- have the plug-in to view Flash files, these formats would allow presentations to

40 ICT in Education
be more widely accessible. Notes
2.5.1Giving Effective PowerPoint Presentations ----------------------
Presentations do not have a problem with lack of information. Most of the
----------------------
time there is too much information. The biggest issue is the way you present your
PowerPoint presentation. Many presenters think the more the use of effects the ----------------------
better is their PowerPoint presentation. However, there is nothing better than a
PowerPoint presentation that is done professionally with only limited effects. ----------------------
A common mistake is the overuse of PowerPoint animations and transitions ----------------------
during a slideshow. The presenter who animates each sentence so it flies in,
drops down, and explodes on the screen with an accompanying sound effect ----------------------
may lose track of what he was saying.
----------------------
A good rule for effective PowerPoint presentation is to put up only your
main points and use the screen as a reference. If you run through your PowerPoint ----------------------
presentation (which you must do many times) and you see a slide with more ----------------------
than five points, start a new slide. Your slideshow is not the presentation, it is an
aid. If what you say when you expand the bullet points is useful for the audience ----------------------
to take away, put it in the handout. Then let them know at the beginning of your
----------------------
PowerPoint presentation that you will give out copies of the slides.
In order to make effective PowerPoint presentations, you first need to ----------------------
outline the purpose of the presentation, decide how large your audience is, ----------------------
and then design and deliver the presentation. By following the PowerPoint
presentation tips, you will be able to give a presentation that is both focused ----------------------
and visually appealing.
----------------------
Designing an effective slide presentation
----------------------
• Keep your text concise: With PowerPoint presentations, use not more
than 7−10 lines of text per slide, so that the words don’t overpower the ----------------------
slide and confuse the viewer. Phrases and keywords are better than whole
----------------------
sentences, since they are easily remembered by the audience. Title slides
should be typed in 32−50 font size and bulleted lists are best read in ----------------------
20−32 font size.
----------------------
• Choose the proper slide design: PowerPoint provides numerous slide
templates for you to use, but many are too busy and distracting for a ----------------------
professional presentation. You can design your own slides using a two-
----------------------
tone colour pattern, keeping in mind that if you deliver your presentation
in a darkened room, you should opt for a dark background with white ----------------------
text, and if you deliver a presentation in a lightened room, the background
should be white with dark text. ----------------------

• Develop a slide layout and determine the time you spend per slide: ----------------------
Develop slides that boldly position your title and purpose, outline your
----------------------
key points with a bulleted list structure, and that compare two sets of
information in a column layout. One tip is to spend 45 seconds to 5 ----------------------

Application Software and its uses in Education 41

 Notes minutes per slide since you want to engage your audience and describe
your keywords without rushing.
----------------------
• Choose appropriate graphics and sounds: Be on the side of restraint
---------------------- when it comes to slide animation and graphics. Make sure the graphics
fit the slide and do not distract the audience. Also, use animation to help
---------------------- clarify, contribute or enhance your message. Animation, for example, can
---------------------- help when words slide in from the left or appear suddenly to make a point.
Delivering an effective slide presentation
----------------------
• Prepare for set-up issues: Arrive at least 10−15 minutes early to arrange
---------------------- the room, set up the projector, and load your PowerPoint presentation.
---------------------- Check the equipment, and if it doesn’t work, use back-up handouts that
you prepared in case of an emergency.
----------------------
• Position yourself conveniently: Be careful not to block the audience’s
---------------------- view and avoid walking in front of the projection screen. Stand at the side
so you can talk to the audience and see your slides at the same time. If
---------------------- you use a remote mouse, you can change slides without being close to the
---------------------- computer.
• Coordinate spoken words with your slides: Please keep in mind that
----------------------
the slides should only contain keywords and that during your presentation
---------------------- you clearly communicate their importance to your audience. That said,
slides shouldn’t speak for themselves and they need to be referenced
---------------------- and expanded upon. The slides are your framework, so if you have a
---------------------- bulleted list, you should explain each item in complete sentences and give
examples.
----------------------
2.5.2 Some More Tips for Making Effective PowerPoint Presentations
---------------------- The following are some more useful tips that you can use to make effective
---------------------- PowerPoint presentations:
• Use the slide master feature to create a consistent and simple design
----------------------
template. It is fine to vary the content of the presentation (i.e., bulleted list,
---------------------- two-column text, text and image), but be consistent with other elements,
such as font, colours, and background.
----------------------
• Simplify and limit the number of words on each screen. Use key phrases
---------------------- and include only essential information.
---------------------- • Limit punctuation and avoid putting words in all capital letters. Empty
space on the slide will enhance readability.
----------------------
• Use contrasting colours for text and background. Dark text on a light
---------------------- background is best. Patterned backgrounds can reduce readability of
text.
----------------------
• Avoid the use of flashy transitions such as text fly-ins. These features may
---------------------- seem impressive at first, but are distracting.

42 ICT in Education
• Overuse of special effects, such as animation and sounds may make your Notes
presentation look good, but it could negatively impact your credibility.
----------------------
• Use good quality images that reinforce and complement your message.
Ensure that your images maintain their impact and resolution when ----------------------
projected on a larger screen.
----------------------
• If you use builds, make the content appear on the screen in a consistent,
simple manner; from the top or left is best. Only “build” screens when ----------------------
necessary to make your point because they can slow your presentation.
----------------------
• Limit the number of slides. Presenters who constantly “flip” to the next
slide are likely to lose their audience. A good rule of thumb is one slide ----------------------
per minute. ----------------------
• Learn to navigate your presentation in a non-linear fashion. PowerPoint
----------------------
allows the presenter to jump ahead or back without having to page through
all the interim slides. ----------------------
• Know how to and practice moving forward and backward within your ----------------------
presentation. Audiences often ask to see the previous screen again.
• If possible, view your slides on the screen you’ll be using for your ----------------------
presentation. Make sure they are readable from the back row seats. Text ----------------------
and graphics should be large enough to read, but not so large as to appear
“loud”. ----------------------
• Have a Plan B in the event of technical difficulties. Remember that ----------------------
transparencies and handouts will not show animation or other special
effects. ----------------------

• Practice with someone who has never seen your presentation. Ask them ----------------------
for honest feedback about colours, content, and any effects or graphics
----------------------
you have included.
• Do not read from your slides. The content of your slides is for the audience, ----------------------
not for the presenter. ----------------------
• Do not speak to your slides. Many presenters face their presentation rather
----------------------
than their audience.
• Do not apologise for anything in your presentation. If you believe ----------------------
something will be hard to read or understand, don’t use it. ----------------------
• When possible, run your presentation from the hard disk rather than a
----------------------
floppy disk. Running from a floppy disk may slow your presentation.
If you prepare your PowerPoint presentation and slides well, you will communicate ----------------------
effectively with your audience and your information will make sense to them. ----------------------
Good luck!
----------------------

----------------------

Application Software and its uses in Education 43

 Notes
Check your Progress 4
----------------------

---------------------- Multiple Choice Single Response.

1. For designing an effective slide show presentation, the text should be:
----------------------
i. Concise
----------------------
ii. Very large in size
---------------------- iii. Moving text or written all in capitals
---------------------- iv. Lengthy and small in size
----------------------

---------------------- Activity 3
---------------------- Design an effective slide presentation on any topic of your interest.
----------------------
Summary
----------------------
• The most commonly used application software used in the educational
----------------------
field are:
----------------------  Word processors: A word processor (more formally known as document
preparation system) is a computer application used for the production
----------------------
(including composition, editing, formatting, and possibly printing) of any
---------------------- sort of printable material.

----------------------  Excel: A computer application that displays multiple cells that together
make up a grid consisting of rows and columns, each cell containing
---------------------- either alphanumeric text or numeric values.

----------------------  Database: A computer database is a structured collection of records or

data that is stored in a computer system. A database relies upon software
---------------------- to organise the storage of the data and to enable a person or program to
extract the desired information.
----------------------
 Presentation software: A presentation program is a computer software
---------------------- package used to display information, normally in the form of a slide show.
---------------------- • Application software can be used in the following fields:
 Business: Within the business world, word processors are extremely
----------------------
useful tools. Businesses tend to have their own format and style. Thus,
---------------------- versatile word processors with layout editing and similar capabilities find
widespread use in most businesses.
----------------------
 Education: Many schools have begun to teach typing and word processing
---------------------- to their students, starting as early as elementary school. Typically, these
skills are developed throughout secondary school in preparation for the
---------------------- business world.

44 ICT in Education
 Home: While many homes have word processors on their computers, Notes
word processing in the home tends to be educational or business related,
dealing with assignments or work being completed at home. ----------------------

----------------------
Keywords
----------------------
• Word processor: A computer application used for the production
(including composition, editing, formatting, and possibly printing) of any ----------------------
sort of printable material. ----------------------
• Spreadsheet: A computer application used to tabulate many kinds of
information, not just financial records. ----------------------

• Computer database: A structured collection of records or data that is ----------------------

stored in a computer system.
----------------------
• Presentation program: A computer software package used to display
information, normally in the form of a slide show. ----------------------
----------------------
Self-Assessment Questions
----------------------
1. What are the uses of word processors in education?
----------------------
2. Explain three functions a spreadsheet can perform.
----------------------
3. What is a database?
4. Explain two uses of a database. ----------------------
5. How will you design an effective PowerPoint presentation? ----------------------

----------------------
Answers to Check your Progress ----------------------
Check your Progress 1 ----------------------
Match the following
----------------------
i. – d.
----------------------
ii. – b.
iii. – c. ----------------------

iv. – e. ----------------------

----------------------
Check your Progress 2
----------------------
Fill in the blanks.
1. An intersection between an row and a column is called a cell. ----------------------

2. Locked cells prevent accidental over writing over the cell. ----------------------
3. An array of cells is a sheet. ----------------------

Application Software and its uses in Education 45

 Notes Match the following.
i. – c.
----------------------
ii. – b.
----------------------
iii. – a.
---------------------- iv. – e.
----------------------

---------------------- Check your Progress 3

Fill in the blanks.
----------------------
1. A computer database is a structural collection of records or data that is
---------------------- stored in a computer.
---------------------- The term database refers to a collection of related records.

---------------------- Multiple Choice Multiple Response.

1. Three keys used extensively in relational database models are:
----------------------
i. Relations
----------------------
ii. Attributes
---------------------- iii. Domains
----------------------

---------------------- Check your Progress 4

Multiple Choice Single Response.
----------------------
1. For designing an effective slide show presentation, the text should be:
----------------------
i. Concise
----------------------

---------------------- Suggested Reading

---------------------- 1. Goel, Anita. Computer Fundamentals. Pearson Education India.
---------------------- 2. Rajaraman, V. Fundamentals of Computers. PHI Learning Pvt. Ltd.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

46 ICT in Education
Internet and Education
UNIT

Structure: 3
3.1 Introduction
3.2 History of Internet
3.2.1 Advantages of Internet
3.2.2 Disadvantages of Internet
3.3 Establishing an Internet Connection
3.3.1 Types of Internet Connections
3.4 Internet Skills
3.5 Protocol
3.6 HTML Files
3.6.1 HTML Tags
3.6.2 Naming Conventions of an HTML File
3.7 Internet Etiquette
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

Internet and Education 47

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Discuss the advantages and disadvantages of the Internet

• Identify the capabilities of various Internet connections
----------------------
• Explain the skills while using the Internet
----------------------
• Describe the HTML files
---------------------- • Elaborate on Internet etiquette
----------------------

---------------------- 3.1 INTRODUCTION

---------------------- The Internet has revolutionised the computer and communications world.
The invention of the telegraph, telephone, radio and computer set the stage
---------------------- for this unprecedented integration of capabilities. The Internet is at once a
---------------------- worldwide broadcasting capability, a mechanism for information dissemination
and a medium for collaboration and interaction between individuals and their
---------------------- computers without regard for geographic location.
---------------------- The Internet represents one of the most successful examples of the
benefits of sustained investment and commitment to research and development
---------------------- of information infrastructure. Beginning with the early research in packet
switching, the government, industry and academia have been partners in
----------------------
evolving and deploying this exciting new technology. Today, terms like
---------------------- “bleiner@computer.org” and “http://www.acm.org” are commonly heard from
the random person on the street.
----------------------

---------------------- 3.2 HISTORY OF INTERNET

---------------------- The Internet today is a widespread information infrastructure, the initial

prototype of what is often called the National/Global/Galactic Information
---------------------- Infrastructure. Its history is complex and involves many aspects − technological,
organisational and community. Its influence reaches not only to the technical
---------------------- fields of computer communications but throughout society as we move towards
---------------------- increasing use of online tools to accomplish electronic commerce, information
acquisition and community operations.
----------------------
The Internet is as much a collection of communities as a collection of
---------------------- technologies, and its success is largely attributable to both satisfying basic
community needs as well as utilising the community in an effective way to
---------------------- push the infrastructure.
---------------------- The recent development and widespread deployment of the World Wide
Web has brought with it a new community, as many of the people working on
---------------------- the WWW have not thought of themselves as primarily network researchers

48 ICT in Education
and developers. Thus, for over two decades of Internet activity, we have seen a Notes
steady evolution of organisational structures designed to support and facilitate
an ever-increasing community working collaboratively on Internet issues. ----------------------
In the last few years, we have seen a new phase of commercialisation. ----------------------
Originally, commercial efforts mainly comprised vendors providing the basic
networking products, and service providers offering the connectivity and basic ----------------------
Internet services. The Internet has now become almost a “commodity” service,
----------------------
and much of the latest attention has been on the use of this global information
infrastructure for support of other commercial services. This has been ----------------------
tremendously accelerated by the widespread and rapid adoption of browsers
and the World Wide Web technology, allowing users easy access to information ----------------------
linked throughout the globe. Products are available to facilitate the provisioning
----------------------
of that information and many of the latest developments in technology have
been aimed at providing increasingly sophisticated information services on top ----------------------
of the basic Internet data communications.
----------------------
The Internet has changed much in the two decades since it came into
existence. It was conceived in the era of time-sharing, but has survived in the ----------------------
era of personal computers, client-server and peer-to-peer computing, and the
network computer. It was designed before LANs existed, but has accommodated ----------------------
the new network technology, as well as the more recent ATM and frame-
----------------------
switched services. It was envisioned as supporting a range of functions from
file sharing and remote login to resource sharing and collaboration, and has ----------------------
spawned electronic mail and more recently the World Wide Web. It started as
the creation of a small band of dedicated researchers, and has grown to be a ----------------------
commercial success with billions of dollars of annual investment.
----------------------
One should not conclude that the Internet would not evolve in the future.
It will, indeed it must, continue to change and evolve at the speed of the ----------------------
computer industry if it is to remain relevant. It is now changing to provide
----------------------
such new services as real-time transport in order to support, for example, audio
and video streams. The availability of network (i.e., the Internet) along with ----------------------
powerful, affordable computing and communications devices in portable form,
i.e., laptop computers, two-way pagers, Personal Digital Assistants (PDAs), ----------------------
cellular phones, etc, is making possible a new paradigm of nomadic computing
----------------------
and communications. This evolution has brought us new applications −
Internet telephone and, slightly further out, Internet television. It is changing to ----------------------
accommodate yet another generation of underlying network technologies with
different characteristics and requirements, from broadband residential access ----------------------
to satellites. New modes of access and new forms of service will spawn new
----------------------
applications, which in turn will drive further evolution of the Net itself.
3.2.1 Advantages of Internet ----------------------

The Internet or the World Wide Web is indeed a wonderful and amazing ----------------------
addition in our lives. The Internet can be considered a kind of global meeting
----------------------
place where people from all parts of the world can come together. It is a service
available on the computer, through which everything under the sun is now at the ----------------------
fingertips of anyone who has an access to the Internet.
Internet and Education 49
 Notes The Internet can be used for a variety of things resulting into numerous
advantages. Some of the things that you can do via the Internet are:
----------------------
• E-mail: E-mail is an online correspondence system. With e-mail you can
---------------------- send and receive instant electronic messages which works like writing
letters. Your messages are delivered instantly to people anywhere in the
---------------------- world, unlike traditional mail that takes a lot of time.
---------------------- • Access information: The Internet is a virtual treasure trove of information.
Any kind of information on any topic is available on the Internet. The
---------------------- “search engines” on the Internet can help you to find data on any subject
that you need.
----------------------
• Shopping: Along with getting information on the Internet, you can also
---------------------- shop online. There are many online stores and sites that you can use to look
---------------------- for products as well as buy them using your credit card. You do not need
to leave your house and can do all your shopping from the convenience of
---------------------- your home.
---------------------- • Online chat: There are many “chat rooms” on the Web that can be accessed
to meet new people, make new friends, as well as to stay in touch with old
---------------------- friends.
---------------------- • Downloading software: This is one of the most happening and fun-to-
do things via the Internet. You can download innumerable games, music,
---------------------- videos, movies and a host of other entertainment software from the
---------------------- Internet, most of which are free.
• Upload information: You can upload information on the Internet
----------------------
through your organisational/personal website like information about your
---------------------- organisation, admission procedures, results, events, etc.

---------------------- • Online education: A number of courses are available on the Internet,

which you can undergo online to enrich and enhance your portfolio.
----------------------
3.2.2 Disadvantages of Internet
---------------------- There are certain dangers relating to the use of Internet that can be summarised
---------------------- as follows:
• Personal information: If you use the Internet, your personal information,
----------------------
such as your name, address, etc. can be accessed by other people. If you
---------------------- use a credit card to shop online, then your credit card information can also
be “stolen” which could be akin to giving someone a blank cheque.
----------------------
• Pornography: This is a very serious issue concerning the Internet, especially
---------------------- when it comes to young children. There are thousands of pornographic sites
on the Internet that can be easily accessed and can be a detriment to letting
----------------------
children use the Internet.
---------------------- • Spamming: This refers to sending unsolicited e-mails in bulk, which
---------------------- serve no purpose and unnecessarily clog up the entire system.

50 ICT in Education
The advantages of the Internet far outweigh the disadvantages, and millions of Notes
people each day benefit from using the Internet for work and for pleasure.
----------------------
Check your Progress 1 ----------------------

----------------------
Fill in the blanks.
1. ___________ is an online corresponding system. ----------------------

2. ___________ refers to sending unsolicited e-mails in bulk. ----------------------

----------------------

Activity 1 ----------------------

----------------------
What according to you are the two most important advantages and disadvantages
of the Internet? Justify your choices. ----------------------
----------------------
3.3 ESTABLISHING AN INTERNET CONNECTION
----------------------
To get “online” means to connect your machine to the Internet. For connecting
the machine to the Internet, you need to have the following: ----------------------
• Computer: Computer equipment is a sizeable investment and thus you ----------------------
should select a computer carefully. Before buying a computer, understand
your needs and then choose one accordingly. See that it comes with a ----------------------
warranty and that after-sales service is available in case you need it.
----------------------
• Telephone and modem: You will need a telephone line for a dial-up/
cable line for broadband and a modem. A modem converts the digital ----------------------
signals to analogue signals and vice versa. As the telephone understands
the analogue signals and the computer understands the digital signals, the ----------------------
modem converts the signals from digital to analogue and vice versa. These ----------------------
can provide you with Internet facility on a specific location. Nowadays,
you can use a pen drive type of device for accessing Internet anywhere; ----------------------
this device can be carried with you and attached to a computer or laptop
on any location. ----------------------
• Internet service provider You can now choose from a dial-up service or ----------------------
24-hour broadband services. This service will help you to connect to the
Internet and start your Internet surfing experiences. ----------------------

3.3.1 Types of Internet Connections ----------------------

As technology grows, so does our need for bigger, better and faster ----------------------
equipment. Over the years, the way content was presented via the Web has
changed drastically. Ten years ago, being able to centre bold coloured text was ----------------------
something to admire, while today flash, animations, online gaming, database-
----------------------
driven websites, e-commerce and virtual offices to name a few are becoming
standards. The need for speed has changed the options available to consumers ----------------------
and businesses alike in terms of how and how fast we can connect to the Internet.
Internet and Education 51
 Notes While technology changes at a rapid pace, so do Internet connections.
The connection speed listed below represents a snapshot of general average to
---------------------- maximum speed. This no doubt will change over time and the speed of Internet
also varies from one Internet Service Provider (ISP) to another.
----------------------
1. Analog (up to 56k): Analog is also called dial-up access. It is both
---------------------- economical and slow. Using a modem connected to the PC, users connect
to the Internet when the computer dials a phone number (which is provided
----------------------
by the ISP) and connects to the network. As dial-up access uses normal
---------------------- telephone lines, the quality of the connection is not always good and data
rates are limited. Typical dial-up connection speed ranges from 2400 bps
---------------------- to 56 Kbps.
---------------------- 2. ISDN: Integrated Services Digital Network (ISDN) is an international
communications standard for sending voice, video and data over digital
---------------------- telephone lines or normal telephone wires. Typical ISDN speed ranges
from 64 Kbps to 128 Kbps.
----------------------
3. B-ISDN: Broadband ISDN is similar in function to ISDN but it transfers
---------------------- data over fibre optic telephone lines and not normal telephone wires.
Synchronous Optical Network (SONET) is the physical transport backbone
----------------------
of B-ISDN. Broadband ISDN has not been widely implemented.
---------------------- 4. DSL: Digital Subscriber Line (DSL) is also called an always-on connection
---------------------- because it uses the existing two-wire copper telephone line connected to
the premise and will not tie up your phone as a dial-up connection does.
---------------------- There is no need to dial-in to your ISP as DSL is always on. The two main
categories of DSL for home subscribers are ADSL and SDSL.
----------------------
• ADSL: Asymmetric Digital Subscriber Line (ADSL) is the most commonly
---------------------- deployed types of DSL in North America. ADSL supports data rates from
1.5 to 9 Mbps when receiving data (known as the downstream rate) and
---------------------- from 16 to 640 Kbps when sending data (known as the upstream rate).
---------------------- ADSL requires a special ADSL modem.
• SDSL: Symmetric Digital Subscriber Line (SDSL) is still more common in
---------------------- Europe. SDSL allows more data to be sent over existing copper telephone
---------------------- lines. SDSL supports data rates up to 3 Mbps. SDSL works by sending
digital pulses in the high-frequency area of telephone wires and cannot
---------------------- operate simultaneously with voice connections over the same wires. SDSL
requires a special SDSL modem. SDSL is called symmetric because it
---------------------- supports the same data rates for upstream and downstream traffic.
---------------------- 5. VDSL: Very high-speed Digital Subscriber Line is a DSL technology
that offers fast data rates over relatively short distances; the shorter the
----------------------
distance, the faster the connection rate.
---------------------- All types of DSL technologies are collectively referred to as xDSL. xDSL
connection speed ranges from 128 Kbps to 8 Mbps.
----------------------

----------------------

52 ICT in Education
6. Cable modem: With the use of a cable modem, you can have a broadband Notes
Internet connection that is designed to operate over cable TV lines. Cable
Internet works by using TV channel space for data transmission, with ----------------------
certain channels used for downstream transmission, and other channels
for upstream transmission. As the coaxial cable used by cable TV provides ----------------------
much greater bandwidth than telephone lines, a cable modem can be used ----------------------
to achieve extremely fast access. Cable speed ranges from 512 Kbps to 20
Mbps. ----------------------
7. Wireless Internet connection: Wireless Internet, or wireless broadband ----------------------
is one of the newest Internet connection types. Instead of using telephone
or cable networks for your Internet connection, you use radio frequency ----------------------
bands. Wireless Internet provides an always-on connection, which can be
----------------------
accessed from anywhere as long as you are geographically within a network
coverage area. Wireless access is still considered to be relatively new, and ----------------------
it may be difficult to find a wireless service provider in some areas. It is
typically more expensive and mainly available in metropolitan areas. ----------------------
8. Satellite: Internet over Satellite (IoS) allows a user to access the Internet ----------------------
via a satellite that orbits the earth. A satellite is placed at a static point
above the earth’s surface, in a fixed position. Due to the enormous ----------------------
distances, signals must travel from the earth up to the satellite and back
----------------------
again. IoS is slightly slower than high-speed terrestrial connections over
copper or fibre optic cables. ----------------------
The speed of typical Internet over Satellite connection (standard IP
----------------------
services) averages around 492 up to 512 Kbps.
9. Broadband Internet access: Often shortened to just “broadband”, it is a ----------------------
high-speed Internet access, typically contrasted with dial-up access over ----------------------
a modem.
Dial-up modems are only capable of a maximum bit rate of 56 kbit/s ----------------------
(kilobits per second) and require the full use of a telephone line, whereas ----------------------
broadband technologies supply at least double this speed and generally without
disrupting telephone use. ----------------------
Although various minimum speed have been used in definitions of ----------------------
broadband, only download speed equal to or faster than 256 kbit/s can be
classified as broadband. Speed is defined in terms of maximum download ----------------------
because several common consumer broadband technologies, such as ADSL
are “asymmetric” supporting much slower maximum upload speed than ----------------------
download. “Broadband penetration” is now treated as a key economic indicato ----------------------

----------------------

----------------------

----------------------

----------------------

Internet and Education 53

 Notes

---------------------- Check your Progress 2

----------------------
Multiple Choice Multiple Response.
---------------------- 1. For establishing an Internet connection one should have the following:
---------------------- i. Computer, ISP connection, modem and telephone line
---------------------- ii. Computer, modem and telephone line
iii. Computer, ISP connection, modem
----------------------
iv. Computer, ISP connection, telephone line
----------------------

----------------------

---------------------- Activity 2

---------------------- Check the Internet connection provided in your institution and list its properties.
----------------------
3.4 INTERNET SKILLS
----------------------
Basic personal computer skills are a prerequisite to using the Internet,
---------------------- though in practice these skills are often acquired together, as the popularity of
---------------------- the Internet motivates many adults to use computers for the first time.
Motor skills and perceptual skills are the most elementary skills needed
---------------------- to work on the Internet. Motor skills (learning to use a keyboard, learning to
---------------------- manipulate a mouse) and perceptual skills (learning to associate images and
events on the computer screen with motor actions) form the most elementary
---------------------- substrate.
---------------------- On this basis, adult learners gradually build the skills, which are required
to handle the Internet. The Internet uses Graphical User Interface (GUI),
---------------------- which is user-friendly as GUI uses graphics or pictures or icons to describe its
functions. These functions can be as follows:
----------------------
• Pointing at and clicking on icons to activate programs.
----------------------
• Selecting commands from pull-down menus.
---------------------- • Opening, closing, moving, resizing and scrolling windows.
---------------------- • Cut-and-paste operations
---------------------- Once learned, these skills can be applied to a range of other software
tasks. Other skills that can be transferred easily from one task to another include
---------------------- the use of the mouse to edit text and the use of menu commands to create, save,
and print documents.
----------------------

----------------------

54 ICT in Education
 Skill learning is strongly correlated with the duration and frequency of Notes
practice, while skill transfer from one task to another depends on the presence
of common elements between those tasks. The cut-and-paste operations of MS ----------------------
Word, for example, depend on the learner’s recognition and manipulation of ----------------------
elements, such as the pointer, insertion point, scrolling windows, and displayed
text; all these elements are also present in e-mail programs, so a learner familiar ----------------------
with MS Word can apply the same skills to e-mail tasks immediately.
----------------------
At one level, Internet skills can be described as the ability to use a
variety of Internet client software, particularly Web browsers, e-mail programs, ----------------------
news readers, and File Transfer Protocol (FTP). A skillful Internet user can be
operationally defined as one who is able to: ----------------------

• Send and reply to e-mail. ----------------------

• Search for and find Web information. ----------------------
• Download and install software from online archives.
----------------------
• Participate in Web-based conferences or newsgroups.
----------------------
However, successful application of these skills to real-world situations
requires conceptual understanding as well as memorisation of the step-by-step ----------------------
procedures. The Internet is a much larger and more complex problem domain
than a personal computer. ----------------------

Novice computer users, who are still coming to grips with the concepts of ----------------------
files and directories and with the skills necessary to store and find information
on a disc are easily overwhelmed by the difficulty of searching for information ----------------------
on the Internet, where response times and other forms of feedback are far less ----------------------
consistent and where an overall hierarchical organisation is lacking.
Internet users learn skills in response to situational needs. A distinction ----------------------
can be drawn between those who use the Internet primarily at work, relying ----------------------
on e-mail, the Web, and other resources for job-related tasks, and those who
use it recreationally with a home computer and an account from an ISP. The ----------------------
two categories often overlap, with home Internet use becoming an increasingly
common method of telecommuting, but an important difference is that the home ----------------------
user must learn to do his or her own technical troubleshooting, rather than relying ----------------------
on network support staff. Installing a modem, configuring software, and solving
connection problems are nontrivial tasks, especially for novices. Nonetheless, ----------------------
large numbers of people who do not work with networked computers—many
of them older adults—are logging on to the Internet as recreational users, often ----------------------
motivated by the desire to use e-mail to communicate with family and friends. ----------------------

----------------------
Check your Progress 3
----------------------
Fill in the blank.
----------------------
1. The Internet uses an interface called ____________.
----------------------

Internet and Education 55

 Notes
Activity 3
----------------------
List five skills necessary to use the Internet.
----------------------

----------------------
3.5 PROTOCOL
----------------------
People communicate in the world using different languages. They use
---------------------- number of different machines, software while communicating through the
computers. We would never be able to communicate worldwide if there were
----------------------
no “standards” governing the way we communicate and the way our machines
---------------------- treat data. These standards are sets of rules, which are called “protocols”.

---------------------- There are rules governing how data is transferred over networks, how
they are compressed, how they are presented on the screen and so on. These
---------------------- set of rules are called protocols. There are many protocols, each one govern the
way a certain technology works.
----------------------
For example, the Internet Protocol (IP) defines a set of rules governing
---------------------- the way computers use IP packets to send data over the Internet or any other
IP-based network. It also defines addressing in IP. Likewise, we have other
---------------------- protocols, such as the following:
---------------------- • TCP: Transmission Control Protocol is used for reliable transmission of
data over a network.
----------------------
• HTTP: Hypertext Transfer Protocol is used for transmitting and displaying
---------------------- information in the form of web pages on browsers.
---------------------- • FTP: File Transfer Protocol is used for file transfer (uploading and
downloading) over the Internet.
----------------------
• SMTP: Simple Mail Transfer Protocol is used for e-mail.
---------------------- • Ethernet: It is used for data transmission over a LAN.
---------------------- • Wi-Fi: It is one of the wireless protocols.

---------------------- Let’s discuss more about FTP as it is widely used to transfer files between
two computers over a network.
---------------------- The File Transfer Protocol (FTP) is used to transfer files between two
---------------------- computers over a network and Internet. Data exchange has been important from
the early days of computing. A popular means of data exchange is connecting
---------------------- computers to one another. When you want to copy files between two computers
that are on the same local network, often you can simply “share” a drive or folder,
---------------------- and copy the files the same way you would copy files from one place to another
---------------------- on your own PC. What if you want to copy files from one computer to another that
is halfway around the world? You would probably use your Internet connection.
---------------------- However, for security reasons, it is very uncommon to share folders over the
Internet. File transfers over the Internet use special techniques, of which one of
---------------------- the oldest and most widely-used is FTP. FTP, short for “File Transfer Protocol,”

56 ICT in Education
can transfer files between any computers that have an Internet connection, and Notes
also works between computers using totally different operating systems. The
process of files being transferred from your computer to the web host computer ----------------------
and vice versa is called FTP.
----------------------
Transferring files from a client computer to a server computer is called
“uploading” and transferring from a server to a client is “downloading”. File ----------------------
Transfer Protocol (FTP), a standard Internet protocol, is the simplest way to
exchange files between computers on the Internet. Like the Hypertext Transfer ----------------------
Protocol (HTTP), which transfers displayable Web pages and related files, and ----------------------
the Simple Mail Transfer Protocol (SMTP), which transfers e-mail, FTP is an
application protocol that uses the Internet’s TCP/IP protocols. ----------------------
FTP is commonly used to transfer Web page files from their creator to ----------------------
the computer that acts as their server for everyone on the Internet. It’s also
commonly used to download programs and other files to your computer from ----------------------
other servers.
----------------------
As a user, you can use FTP with a simple command line interface (for
example, from the Windows MS-DOS Prompt window) or with a commercial ----------------------
program that offers a Graphical User Interface (GUI). Your Web browser can
also make FTP requests to download programs you select from a Web page. ----------------------
Using FTP, you can also update (delete, rename, move, and copy) files at a ----------------------
server.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 3.2 File Transfer Protocol
----------------------
Check your Progress 4 ----------------------

----------------------
Fill in the blanks.
1. FTP stands for __________. ----------------------
2. HTTP stands for __________. ----------------------
3. SMTP stands for __________. ----------------------
4. GUI stands for __________.
----------------------

Internet and Education 57

 Notes 3.6 HTML FILES
---------------------- HyperText Markup Language (HTML) is the code behind your web page
and is what your browser looks for to display a web page, the way the web
---------------------- designer intended it to look, and is a series of tags <tags> that tells the browser
---------------------- where to display what. It is a series of simple commands that you give to the
browser, just like telling your dog to sit. As it is in plain English, it is easy to
---------------------- learn. If, for example, you want your text to show in a bold type, you command
it <bold> to be bold text </bold>, it is really that easy.
----------------------
Points to remember while creating HTML documents are as follows:
----------------------
• HTML documents must be text only. When you save an HTML document,
---------------------- you must save only the text, nothing else. HTML browsers can only read
text.
----------------------
• If you are using Notepad, Wordpad, the document will be saved as text
---------------------- document only. You have to choose the “Save” option in the “File” menu
---------------------- to save the document in text format.
3.6.1 HTML Tags
----------------------
HTML works in a very simple and logical format. It reads like you do−
---------------------- top to bottom, left to right. HTML is written with TEXT. What you use to set
---------------------- certain sections apart as bigger text, smaller text, bold text, underlined text, is
a series of tags.
----------------------
Think of tags as commands. If, for example, you want a line of text to be
---------------------- bold, you will put a tag at the exact point you want the bold lettering to start
<bold>and another tag where you want the bold lettering to stop.</bold> This
---------------------- example shows how tags make commands and tell the browser how to display
---------------------- the text. Just like telling a dog to sit. You give the command.
All tags that are opened must correspondingly be closed, just as if you
----------------------
are writing a quoted statement with those “inverted commas”. A tag is closed
---------------------- this way </tag> therefore, we open a new tag <bold> and close the tag </bold>

---------------------- 3.6.2 Naming Conventions of an HTML File

The file name can be of the choice of the user. The filename extension
----------------------
for files containing HTML is .html. A common abbreviation of this is .htm;
---------------------- it originates from older operating systems and file systems, such as the DOS
versions from the 80s and early 90s, which limit file extensions to three letters.
---------------------- Both forms are widely supported by browsers.
---------------------- Adobe Systems in 1993 created a document exchange format called
Portable Document Format (PDF).
----------------------
PDF is a fixed-layout document format used for representing two-
---------------------- dimensional documents in a manner independent of the application software,
---------------------- hardware and operating system. Each PDF file encapsulates a complete

58 ICT in Education
description of a 2-D document that includes the text, fonts, images and 2-D Notes
vector graphics that compose the document.
----------------------
Anyone may create applications that read and write PDF files without
having to pay royalties to Adobe Systems; Adobe holds patents to PDF, but ----------------------
licenses them for royalty-free use in developing software complying with its
PDF specification. ----------------------

The Adobe reader software can be downloaded for free from the Internet ----------------------
site and installed onto your computer. This will enable you to read all PDF
----------------------
files. The PDF files can be saved by clicking on the Save icon like any regular
file. ----------------------

Check your Progress 5 ----------------------

----------------------
Multiple Choice Single Response.
----------------------
1. Document exchange format called Portable Document Format (PDF)
was created by: ----------------------
i. Adobe Systems
----------------------
ii. ISP
iii. HTML ----------------------
iv. Internet users ----------------------
2. HTML documents must be only:
i. Text ----------------------
ii. Notepad ----------------------
iii. File
----------------------
iv. Wordpad
----------------------

3.7 INTERNET ETIQUETTE ----------------------

----------------------
Internet etiquette or netiquette guides us in proper behaviour on the
Internet. There are widely accepted rules of behaviour to follow when you’re ----------------------
online. It is very important to learn and follow these rules.
----------------------
Sometimes you can feel the online world as “pretending” because you
cannot see the person with whom you are communicating. However, it is very ----------------------
important to remember that you are dealing with “real” people online and you
----------------------
should use your very best manners, just as you would at home or at school.
As a newbie (someone new to the Internet), you do not want to venture ----------------------
into cyberspace until you are familiar with the acceptable rules of Internet ----------------------
behaviour. There are a few tips that can help you feel more comfortable with
the new situations cyberspace will throw at you. With a little practice, you can ----------------------
become a responsible netizen.
----------------------

Internet and Education 59

 Notes Here are some points to remember anytime you are online or writing e-mails.
1. Do unto others, as you would have others do unto you: Be polite and
----------------------
courteous at all times. Remember that you are not communicating with a
---------------------- computer screen, but with a human being who has thoughts and feelings
just like you. So, always think of the person on the receiving end of your
---------------------- messages.
---------------------- 2. Do not type ALL IN CAPITAL LETTERS for emphasis: IT LOOKS
LIKE YOU ARE SHOUTING. If you need to emphasise a word, use
----------------------
asterisks like * or lines.
---------------------- 3. Remember that the written word is hard to interpret: When you
---------------------- speak to someone, that person can hear the tone of your voice. If they
can see you, they can take visual clues from your face and body to better
---------------------- understand your meaning. All this is lost in text, and sometimes responses
can come across as mean or rude, even when you did not intend them this
----------------------
way. This is the reason some people use emoticons (visual clues) in their
---------------------- e-mails, it saves a lot of confusion.

---------------------- 4. Be careful not to use rude or bad language online: Many providers will
terminate your account if you use offensive language online.
----------------------
5. Don’t break any laws: When you’re on the Net, follow the same rules of
---------------------- behaviour that you would in real life. Remember, if it is against the law in
the real world, it is against the law in cyberspace.
----------------------
6. Be universal: Other users may have different Web browsers, different
---------------------- online services, different e-mail programs, etc. So don’t, for example, send
out e-mails with text formatting—boldface, italics, indentations, etc.—
---------------------- because many other programs will not be able to read the formatting and
---------------------- the recipients will receive your e-mail filled with muddled codes.
7. Be brief whenever possible: No one wants to read through a lot of
----------------------
unnecessary information. If you are replying to an e-mail, try editing out
---------------------- unimportant information and anything that is repeated.

---------------------- 8. Do not flame: Do not send rude or offensive e-mails or postings. It’s bad
manners and can get seriously out of hand (flame wars). So don’t flame
---------------------- others and if you are flamed, do not respond; you will never win. If you
are flamed in a forum or chat room, or if you receive hateful e-mails, let
----------------------
your parents or teachers know.
---------------------- 9. Always identify yourself: If your parents require you to use an online
---------------------- name instead of your real one, that is fine; use your online name
consistently. Never send e-mail without including your name at the bottom
---------------------- of the e-mail. Similarly, don’t post forum messages without identifying
yourself, this is seen as rude.
----------------------

----------------------

60 ICT in Education
10. Make a good impression: Remember that the written word is the only Notes
way you can represent yourself online, so spelling and grammar count. If
you are going to be writing a large amount of text for other people to see, ----------------------
make sure you break it up using paragraphs, it will be easier on the eye
----------------------
for those who will read it.
11. Be patient with newcomers: Once you have become an Internet expert, ----------------------
it is easy to forget that you started out as a newbie too. Learning the rules ----------------------
of cyberspace is much like learning a new language; it takes practice,
and includes making mistakes. So if you come across someone else’s ----------------------
mistakes on the Net, don’t put them down, just politely point them in the
----------------------
right direction for guidance (send them a copy of these rules to get them
started on their way!). ----------------------
Things to remember about your e-mail account: ----------------------
• Check e-mail regularly, so you can respond quickly.
----------------------
• Delete messages after you read them. Keep storage space for more
productive use. ----------------------
• Don’t send confidential information in your e-mail, others may be able to ----------------------
read/access it.
• Don’t be hasty when you send an e-mail. If you write a message when ----------------------
you’re upset, wait before you send it.
----------------------
• Respect the privacy of others. Don’t share someone’s e-mail address
without their permission. ----------------------
• Always fill in the subject box so people can see what the e-mail is about. ----------------------
• Don’t send chain letters. They’re as annoying on the Internet as they are
----------------------
in real life.
Things to remember when participating in a discussion group: ----------------------
• Before asking or responding in a newsgroup, take the time to feel the ----------------------
group out.
----------------------
• Stick to the topic of the discussion group.
• When quoting someone, use only the portion of the quote that is absolutely ----------------------
necessary.
----------------------
• Avoid “flame wars”.
• Don’t send personal messages to an entire newsgroup. Use e-mail. ----------------------

----------------------
Activity 4 ----------------------

Enlist ten things you will keep in mind while communicating on the Net. ----------------------

----------------------

----------------------

Internet and Education 61

 Notes Summary
---------------------- • The Internet today is a widespread information infrastructure, the initial
prototype of what is often called the National/Global/Galactic Information
----------------------
Infrastructure.
---------------------- • The Internet or the World Wide Web is indeed a wonderful and amazing
---------------------- addition in our lives. The Internet can be considered a kind of global
meeting place where people from all parts of the world can come together.
---------------------- • A computer equipment is a sizeable investment and thus you should select
---------------------- a computer carefully. Before buying a computer, understand your needs
and then choose one accordingly. See that it comes with a warranty and
---------------------- that after- sales service is available in case you need it.

---------------------- • A skillful Internet user can be operationally defined as one who is able to:
(i) Send and reply to e-mail.
----------------------
(ii) Search for and find Web information.
---------------------- (iii) Download and install software from online archives.
---------------------- (iv) Participate in Web-based conferences or newsgroups.

---------------------- • File Transfer Protocol (FTP), a standard Internet protocol, is the simplest
way to exchange files between computers on the Internet.
----------------------
• Internet etiquette or netiquette guides us in proper behaviour on the
---------------------- Internet. There are widely accepted rules of behaviour to follow when
you’re online.
----------------------

---------------------- Keywords
---------------------- • Internet: The Internet is at once a worldwide broadcasting capability, a
mechanism for information dissemination, and a medium for collaboration
---------------------- and interaction between individuals and their computers without regard
for geographic location.
----------------------
• Broadband Internet access: Often shortened to just “broadband”, it is a
---------------------- high-speed Internet access.
---------------------- • File Transfer Protocol (FTP): A standard Internet protocol, which is the
simplest way to exchange files between computers on the Internet.
----------------------
• HTML: It is the code behind the web page and is what the browser looks
---------------------- for to display a web page.
---------------------- • PDF: A portable document format is a fixed-layout document format used
for representing two-dimensional documents in a manner independent of
---------------------- the application software, hardware, and operating system.
---------------------- • Netizen: An Internet user.

----------------------

62 ICT in Education
 Notes
Self-Assessment Questions
----------------------
1. Discuss the importance of Internet in today’s life.
2. Elucidate the Internet skills. ----------------------
3. Differentiate between the types of Internet connections available. ----------------------
4. Elaborate on the etiquette you will follow while communicating on the ----------------------
Internet.
----------------------
Answers to Check your Progress
----------------------
Check your Progress 1 ----------------------
Fill in the blanks.
----------------------
1. E-mail is an online corresponding system.
----------------------
2. Spamming refers to sending unsolicited e-mails in bulk.
Check your Progress 2 ----------------------
Multiple Choice Multiple Response. ----------------------
1. For establishing an Internet connection one should have the following: ----------------------
2. Computer, ISP connection, Modem and telephone line
----------------------

----------------------
Check your Progress 3
Fill in the blank. ----------------------
1. The internet uses an interface which is called Graphical User Interface. ----------------------

----------------------
Check your Progress 4
----------------------
Fill in the blanks.
----------------------
1. FTP stands for File Transfer Protocol.
2. HTTP stands for HyperText Transfer Protocol. ----------------------
3. SMTP stands for Simple Mail Transfer Protocol. ----------------------
4. GUI stands for Graphical User Interface. ----------------------
Check your Progress 5
----------------------
Multiple Choice Single Response.
----------------------
1. Document exchange format called Portable Document Format (PDF) was
created by: ----------------------
i. Adobe Systems ----------------------
2. HTML documents must be only:
----------------------
i. Text

Internet and Education 63

 Notes
Suggested Reading
----------------------
1. Abbott, Chris. 2001. ICT: Changing Education. New York: Routledge.
---------------------- 2. Elston, Carol. 2007. Using ICT in the Primary School. London: Routledge
Paul Chapman Publishing.
----------------------
3. Mangal, S., Uma Mangal. 2009. Essential of Educational Technology.
---------------------- New Delhi: PHI Learning Private Limited.
----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

64 ICT in Education
Internet Tools
UNIT

4
Structure:
4.1 Introduction
4.2 World Wide Web
4.3 Search Engines
4.4 E-mail
4.4.1 Difference between E-mail and other Messaging Media
4.4.2 Some useful Tips while communicating via E-mail
4.5 Chat
4.5.1 Chat Room
4.5.2 Chat Room Activities
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

Internet Tools 65
 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Explain the concept of World Wide Web

• Use search engines to find out specific information
----------------------
• Define e-mail
---------------------- • Compose proper e-mails
---------------------- • Describe the different types of chatting

----------------------
4.1 INTRODUCTION
----------------------
There is a big influence of technique on our daily life. Electronic
---------------------- devices, multimedia and computers are things that we have to deal with every
---------------------- day. Especially the Internet is becoming more and more important for almost
everybody as it is one of the newest and forward-looking media and surely
---------------------- “the” medium of the future.
Internet has changed our life enormously and in a positive way. There are
----------------------
many advantages of the Internet, which show the importance of this new medium.
---------------------- There are many Internet tools, which we use while working on the Internet. In this
unit, we will discuss the various tools used while working on the Internet.
----------------------
Internet tools are the widely used software applications that help us find
---------------------- our way around the Internet and communicate online. Internet tools are used to
make Internet use much easier. Some of the commonly used Internet tools are
---------------------- e-mail, chat, search engines, etc.
---------------------- 4.2 WORLD WIDE WEB
----------------------
The World Wide Web is the name given to the entire part of the Internet you
---------------------- can access with your web browser software (Netscape Navigator and Microsoft
Internet Explorer are the two most popular web browsers.). The World Wide
---------------------- Web or WWW or Web for short, consists of millions of websites, such as yahoo.
com, microsoft.com, davesite.com and millions of web pages.
----------------------
A web page is a kind of a word-processing document, except that it can
---------------------- contains pictures, sounds, and even movies along with text. Anyone who knows
a little HyperText Markup Language (HTML) or has a program capable of
---------------------- saving in HTML can make a web page.
---------------------- The main difference between a web page or “home page” and a website is
that a website generally contains multiple web pages, all linked to one another
---------------------- in some way. Some people use the term web page and website interchangeably
but those with Internet experience know the difference. A web page is one single
----------------------
page of information, while a website is made up of a number of different web
---------------------- pages connected by links.

66 ICT in Education
 A website is a collection of one or more web pages designed to convey Notes
information on a particular subject or theme to a web user. A company, for
example, will have a website providing structured information about the ----------------------
company. The website is designed to inform particular groups of its stakeholders
− investors, customers, technical support, sales, employment, news items, etc. ----------------------
A web page is one screen full of information (from a website) that may contain ----------------------
links to other pages in the website or links to external information. The web
page will normally be written as (or rendered as) an HTML document. One of ----------------------
the benefits of the World Wide Web is the ability to hyperlink. A hyperlink (or
link) is a word, group of words or image that you can click on to jump to a new ----------------------
document or a new section within the current document. When you move the ----------------------
cursor over a link in a web page, the arrow will turn into a little hand.
Domain Names ----------------------
A domain name is a case-insensitive string of letters, numbers, and ----------------------
hyphens that is used to define the location of a website. Domain names are
used as pointers to Internet Protocol (IP) addresses. Following are some domain ----------------------
names with their meanings: ----------------------
Domain Names Meaning Examples of websites ----------------------
.com Commercial business ibm.com, att.com, ford.com
----------------------
.net A company network provider, webtv.net
Internet service provider ----------------------

.gov Governmental agency whitehouse.gov, nasa.gov ----------------------

.edu Educational institution uiuc.edu, stanford.edu ----------------------

.org Non-profit institution redcross.org, sfopera.org ----------------------
.mil Military army.mil
----------------------
.int International itu.int
----------------------
4.3 SEARCH ENGINES ----------------------
A search engine is a software program that searches for websites/sites ----------------------
based on the words that you designate as search terms. Search engines look
through their own databases of information in order to find what it is that you ----------------------
are looking for.
----------------------
Search engines and directories are not the same thing; although the term
“search engine” is often used interchangeably. Search engines automatically ----------------------
create website listings by using spiders that “crawl” on the web pages, index
their information, and optimally follows that site’s links to other pages. Spiders ----------------------
return to already-crawled sites on a regular basis in order to check for updates ----------------------
or changes, and everything that these spiders find goes into the search engine
database. ----------------------

----------------------

Internet Tools 67
 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 4.1 Search Engine Indexing Process
----------------------
The work done by the search engines is not simple. They include incredibly
---------------------- detailed processes and methodologies, and are updated all the time. All search
engines go by this basic process when conducting search processes, but because
---------------------- there are differences in search engines, there are bound to be different results
depending on which engine you use. The basic process of a search engine is as
----------------------
follows:
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- Fig. 4.2 Basic Process of a Search Engine

---------------------- There are thousands of web search engines available on the Internet. Some of
them are discussed below.
---------------------- • Google (http://www.google.com): Voted four times Most Outstanding
---------------------- Search Engine by Search Engine Watch readers, Google has a well-
deserved reputation as the top choice for those searching the Web. The
---------------------- crawler-based service provides comprehensive coverage of the Web along
with great relevancy. It is highly recommended as a first stop in your hunt
---------------------- for whatever you are looking for. Google provides the option to find more
---------------------- than web pages. Using the top of the search box on the Google home
page, you can easily seek out images from across the Web, discussions
---------------------- that are taking place on Usenet newsgroups, get news, information or
perform product searching. The More link provides access to human-
----------------------

68 ICT in Education
 compiled information from the Open Directory, catalog searching and Notes
other services. Google is also known for the wide range of features it
offers, such as cached links that let you “resurrect” dead pages or see ----------------------
older versions of recently changed ones. It offers excellent spell checking,
easy access to dictionary definitions, integration of stock quotes, street ----------------------
maps, telephone numbers and more. See Google’s help page for an entire ----------------------
rundown on some of these features. The Google Toolbar has also won a
popular following for the easy access it provides to Google and its features ----------------------
directly from the Internet Explorer browser.
----------------------
• Yahoo (http://www.yahoo.com): Launched in 1994, Yahoo is the Web’s
oldest “directory” a place where human editors organise websites into ----------------------
categories. However, in October 2002, Yahoo made a giant shift to
----------------------
crawler-based listings for its main results. (Google started it around
February 2004.) Now, Yahoo uses its own search technology. In addition ----------------------
to excellent search results, you can use tabs above the search box on the
Yahoo home page to seek images, Yellow Page listings or use Yahoo’s ----------------------
excellent shopping search engine. You can visit the Yahoo Search home
----------------------
page, where even more specialised search options are offered.
The Yahoo Directory still survives. You will notice “category” links ----------------------
below some of the sites’ lists in response to a keyword search. When
----------------------
offered, these will take you to a list of websites that have been reviewed
and approved by a human editor. ----------------------
It is also possible to do a pure search of just the human-compiled Yahoo
----------------------
Directory, which is how the old or classic Yahoo used to work. To do this,
search from the Yahoo Directory home page, as opposed to the regular ----------------------
Yahoo.com home page. Then you will get both directory category links
(Related Directory Categories) and “Directory Results”, which are the ----------------------
top website matches drawn from all categories of the Yahoo Directory.
----------------------
• Ask (http://www.ask.com): Ask Jeeves initially gained fame in 1998 and
1999 as being the “natural language” search engine that let you search by ----------------------
asking questions and responded with what seemed to be the right answer ----------------------
to everything. In reality, technology was not what made Ask Jeeves
perform so well. Behind the scenes, the company at one point had about ----------------------
100 editors who monitored search logs. They then went out onto the web
and located what seemed to be the best sites to match the most popular ----------------------
queries. Today, Ask depends on crawler-based technology to provide ----------------------
results to its users.
• AlltheWeb.com (http://www.alltheweb.com): Powered by Yahoo, you ----------------------
may find AlltheWeb providing a lighter, more customisable and “pure ----------------------
search” experience than you get at Yahoo itself. The focus is on web
search, but news, picture, video, MP3 and FTP search are also offered. ----------------------
• HotBot (http://www.hotbot.com): HotBot provides easy access to the ----------------------
Web’s three major crawler-based search engines: Yahoo, Google and
Teoma. Unlike a meta search engine, it cannot blend the results from all ----------------------

Internet Tools 69
 Notes these crawlers together. Nevertheless, it’s a fast, easy way to get different
web search “opinions” in one place.
----------------------
Other Choices
---------------------- The sites below are “major” in the sense that either they still receive significant
---------------------- amount of traffic or they have earned a reputation in the past that still causes
some people to consider them to be important.
----------------------
• AltaVista http://www.altavista.com
----------------------
• Gigablast http://www.gigablast.com
---------------------- • Live Search http://www.live.com/
---------------------- • LookSmart http://www.looksmart.com
• Lycos http://www.lycos.com
----------------------
• Netscape Search http://search.netscape.com
----------------------
---------------------- Check your Progress 1
----------------------
Fill in the blanks.
----------------------
1. A search engine is a ________ that searches for websites based on the
---------------------- words that you designate as search terms.
2. Search engine software quickly sorts through literally millions of
----------------------
pages in its ______ to find matches to query.
----------------------

----------------------

----------------------
Activity 1

---------------------- Prioritise the search engines given above according to their usefulness for
you.
----------------------

----------------------
4.4 E-MAIL
----------------------
The value of electronic mail in both corporate and personal domain is
---------------------- immense. E-mail is cheaper and faster than a postal letter, less intrusive than
a phone call, less hassling than a fax Obstacles to communication due to
---------------------- differences in location and time zone can be overcome using e-mails. There is
---------------------- also evidence that e-mail leads to a more egalitarian information structure. Due
to these advantages, e-mail usage is on the rise.
---------------------- E-mail is the short form for electronic mail, the transmission of messages
---------------------- over communications networks. The messages can be notes entered from the
keyboard or electronic files stored on disk. Most mainframes, minicomputers,
---------------------- and computer networks have an e-mail system. Some electronic mail systems

70 ICT in Education
are confined to a single computer system or network, but others have gateways Notes
to other computer systems, enabling users to send electronic mail anywhere in
the world. Companies that are fully computerised make extensive use of e-mail ----------------------
because it is fast, flexible, and reliable.
----------------------
Most e-mail systems include a rudimentary text editor for composing
messages, but many allow you to edit your messages using any editor you want. ----------------------
You then send the message to the recipient by specifying the recipient’s address. ----------------------
You can also send the same message to several users at once. This is called
broadcasting. ----------------------
Sent messages are stored in electronic mailboxes until the recipient fetches ----------------------
them. To see if you have any mail, you may have to check your electronic
mailbox periodically, although many systems alert you when a mail is received. ----------------------
After reading your mail, you can store it in a text file, forward it to other users,
----------------------
or delete it. Copies of memos can be printed out on a printer if you want a paper
copy. ----------------------
All online services and Internet Service Providers (ISPs) offer e-mail and ----------------------
many also support gateways so that you can exchange mail with users of other
systems. Usually, it takes only a few seconds or minutes for mail to arrive at its ----------------------
destination. This is a particularly effective way to communicate with a group
----------------------
because you can broadcast a message or document to everyone in the group at
once. ----------------------
4.4.1 Difference between E-mail and other Messaging Media ----------------------
Electronic communication, because of its speed and broadcasting ability,
----------------------
is fundamentally different from paper-based communication. As the turnaround
time is very fast, e-mail is more conversational than traditional paper-based ----------------------
media.
----------------------
In a paper document, it is essential to make everything completely
clear and unambiguous because your audience may not have a chance to ask ----------------------
for clarification. With e-mail documents, your recipient can ask questions
immediately. E-mail thus tends, like conversational speech, to be sloppier than ----------------------
communication on paper. ----------------------
E-mail also does not convey emotions nearly as well as face-to-face or
----------------------
even telephonic conversations. It lacks vocal inflection, gestures, and a shared
environment. Your correspondent may have difficulty telling if you are serious ----------------------
or kidding, happy or sad, frustrated or euphoric.
----------------------
Another difference between e-mail and older media is that what the sender
sees when composing a message might not look like what the reader sees. ----------------------
With e-mail, the software and hardware that you use for composing, sending,
storing, downloading, and reading may be completely different from what your ----------------------
correspondent uses. Your message’s visual quality may be quite different by the ----------------------
time it gets to someone else’s screen.
----------------------

Internet Tools 71
 Notes 4.4.2 Some useful Tips while communicating via E-mail
E-mail is a quick and easy way to stay in touch with family, friends,
----------------------
business contacts, etc. It doesn’t cost the price of a stamp and you don’t have to
---------------------- wait for days to get a response or answer. In the business world, it is an easy and
fast way to keep in touch with co-workers and employers. E-mails help us to
---------------------- contact someone regarding business or pleasure without wastage of time. Here
are some tips of using e-mail more efficiently.
----------------------
Subject line
----------------------
A subject line that pertains clearly to the e-mail body will help people
---------------------- mentally shift to the proper context before they read your message. The subject
line should be brief and does not need to be a complete sentence, and should
---------------------- give a clue to the contents of the message.
---------------------- • If your message is in response to another piece of e-mail, your e-mail
software will probably preface the subject line with “RE:”, i.e., reply.
----------------------
• For time-critical messages, starting with “URGENT:” is a good idea
---------------------- (especially if you know the person gets a lot of e-mails)
---------------------- • For requests, starting with “REQ:” can signal that action is needed.
• If you are offering non-urgent information that requires no response
----------------------
from the other person, prefacing the subject line with “FYI:” (For your
---------------------- Information) is not a bad idea.

---------------------- Text
Some e-mail reading software only understands plain text. Italics, bold,
----------------------
and colour changes will show up as control sequences in the text. You might
---------------------- send something like:
Hiya! Hey, I loved the presentation you gave this morning. Great Job! but if
----------------------
your correspondent’s software can’t handle the formatting, the message could
---------------------- show up as:
Hiya! Hey, I <I>loved<I> the presentation you gave this morning. <B>Great
----------------------
Job!<B>
---------------------- Web Links
---------------------- Some e-mail reading software will recognise Uniform Resource Locators
(URLs) or web addresses in the text and make them “live”. An accidental
----------------------
clicking on them might open the website all of a sudden. Hence, always write
---------------------- the URLs on a separate line. An example is given as follows:
Hi! The URL is http://www.webfoot.com/writings.html
----------------------
See if you like it!
----------------------
Attachments
----------------------
Some mailers support “attachments”, where you can specify a document to send
---------------------- through e-mail. This allows people to share essentially any file in any format.

72 ICT in Education
A few types of documents that can be attached to e-mails are: Notes
• Graphics Interchange Format (GIF) or Joint Photographic Experts Group
----------------------
(JPEG) – these are files which have encoded images
• Word documents ----------------------
• Photoshop files ----------------------
• Excel spreadsheets ----------------------
• Executable files
----------------------
Paragraphs
----------------------
Frequently e-mail messages will be read in a document window with
scrollbars. While scrollbars are nice, it makes it harder to visually track long ----------------------
paragraphs. Consider breaking up your paragraphs to only a few sentences
apiece. Keep everything short. Keep your lines short, keep your paragraphs ----------------------
short, and keep the message short.
----------------------
If you want to give something mild emphasis, you should enclose it within
asterisks. This is the equivalent of italics in a paper document. ----------------------

If you want to indicate stronger emphasis, use all capital letters and put some ----------------------
extra exclamation marks.
----------------------
A facial gesture can be represented with what is called an “emoticon” or a “smiley”
(a textual drawing of a facial expression). The most common are :-) ;-) and :-(. ----------------------

----------------------
Check your Progress 2 ----------------------

State True or False. ----------------------

1. E-mail is the short form for electronic mail, the transmission of ----------------------
messages over communications networks.
----------------------
2. The websites ending with .org are those of non-profit organisations.
----------------------

----------------------
Activity 2
----------------------
List and justify any five things you will consider when writing an e-mail in
----------------------
any educational organisation.
----------------------

4.5 CHAT ----------------------

----------------------
Even if e-mails are extensively used for communication, at times, it
seems better to talk to a person one on one instead of sending numerous e-mails, ----------------------
especially when the matter or discussion is lengthy. Such chats normally depend
on the understanding between two persons who chat. ----------------------

Internet Tools 73
 Notes Online conversations in which you are immediately able to send messages
back and forth to one another is called chat.
----------------------
Often you will hear people say, “I was chatting last night to someone
---------------------- from Australia” Chances are they were not talking about the telephone, which
can cost a few cents every minute. They were probably talking about online
---------------------- chat. Online chat does not cost anything extra, as long as you have an Internet
connection.
----------------------
There are three types of commonly used chat: Instant Messaging (IM), I Seek
---------------------- You (ICQ) and Internet Relay Chat (IRC).
---------------------- 1. Instant Messaging (IM): Instant messaging (IM) is one of the most
popular forms of chat. Most of the time, instant messaging (IM’ing) is
---------------------- just between two people, although most IM software can handle group
chats (with three or more people). When you first start out IM’ing, you
----------------------
have to choose a name that people see you as. This name is commonly
---------------------- referred to as a nickname.
2. I Seek You (ICQ): ICQ is an extremely useful communication program.
----------------------
It allows you to message (chat), send files, send URLs and more to anyone
---------------------- else with ICQ.
When you download the software called ICQ, which is free of cost on
----------------------
the Internet, you are assigned an ICQ number. Two or more people using
---------------------- ICQ can have the same nickname, but the same ICQ number cannot be
shared between two or more people. If you want to let someone contact
---------------------- you by ICQ, give them both your ICQ# and your nickname, so they won’t
accidentally contact someone else with the same nickname by mistake.
----------------------
ICQ is a great tool to keep in touch. You can learn more about using ICQ
---------------------- at www.icq.com
---------------------- 3. Internet Relay Chat (IRC): Unlike IM and ICQ, Internet Relay Chat is
not owned by any company. To use IRC, you need an IRC client program.
---------------------- It is recommended to use the shareware program called “mIRC”, if you
---------------------- are using Microsoft Windows as an operating system on your computer.
IRC has many networks that are completely separate from one another.
---------------------- Some popular networks include the Undernet, EFnet, and DALnet. If you want
---------------------- to chat with someone on IRC, you need to make sure that both of you are on
the same network (you can set it and change it each time your start your IRC
---------------------- program.)
---------------------- Once you connect to an IRC network with an IRC client program, there
are often thousands of rooms (they are called channels) on nearly any topic, and
---------------------- tens of thousands of different people to chat with. IRC is an excellent way to
have a nice chat.
----------------------
Although only one person can be using a nickname at a time on an IRC
---------------------- network, there is no central registration. It is conceivable that someone else
may be using the same nickname as you when you aren’t online just by pure
----------------------

74 ICT in Education
coincidence. Please pick a unique nickname to reduce the chances of being Notes
mistaken for someone else.
----------------------
4.5.1 Chat Room
A chat room is an online location used to conduct real-time electronic ----------------------
correspondence on the same screen. While e-mail can be a quick back and ----------------------
forth exchange if both parties are online at the same time, a “chat” takes place
instantaneously with all users viewing the same screen. ----------------------
A chat room is a term used primarily by mass media to describe any form ----------------------
of conferencing. The term can thus mean any technology ranging from real-
time online chat to instant messaging and online forums to fully immersive ----------------------
graphical social environments.
----------------------
A chat room is a website, part of a website, or part of an online service
that provides a venue for communities of users with a common interest to ----------------------
communicate in real time. It is very useful for conducting online meetings
between multiple parties. Much like a conference call, all participants are in the ----------------------
same “location” and can add to the conversation instantly, rather than waiting ----------------------
for a message to arrive and receive a reply.
----------------------
A chat can be either a text-based chat or a graphical multi-user
environmental chat. ----------------------
Text-based chat ----------------------
Online chat is a way of communicating by sending text messages to
people in the same chat room in real time. The oldest form of chat and the most ----------------------
popular of this kind is the Internet Relay Chat (IRC). ----------------------
There are many risks because chat rooms are text based, with only words
used to describe the message sender. The identity of the person chatting is ----------------------
cloaked or masked. A person, for example, may claim to be an 18-year-old girl, ----------------------
when in reality he might be a 45-year-old man. Chat rooms can be especially
dangerous for children, as predators often pose as children to lure their victims ----------------------
into a false sense of trust.
----------------------
Graphical multi-user environment chat
----------------------
Visual chat rooms add graphics to the chat experience in either 2D or 3D
employing virtual reality technology. These are characterised by using a graphic ----------------------
representation of the user that can be moved about a graphic background or in
a graphic environment. ----------------------

These virtual worlds are capable of incorporating elements, such as: ----------------------
• Games for multiplayer, which are played online. ----------------------
• Educational material.
----------------------
Most often the games and educational material are developed by individual site
owners. The most popular environments also allow users to create or build their ----------------------
own spaces.
----------------------

Internet Tools 75
 Notes 4.5.2 Chat Room Activities
The primary use of a chat room is to share information via text with a group
----------------------
of other users. New technology has enabled the use of file sharing and webcams to
---------------------- be included in some programs and almost all Internet chat or messaging services
allow users to display or send to each other photos of themselves.
----------------------
Games are also often played in chat rooms. Historic examples are initgame,
---------------------- Hunt the Wumpus on IRC or an AOL chat room game in AOL chat rooms. In
the chat rooms, many people meet each other and there should be some code of
---------------------- conduct followed when we are in the chat rooms. Certain rules and behaviour
should be followed by the users in the chat rooms.
----------------------
Chat rooms usually have stringent rules that are required to be followed
---------------------- by users in order to maintain integrity and safety for their users. Particularly in
rooms for children, rules usually do not allow users to use offensive language, or
----------------------
to promote hate mail, violence and other negative issues. Also chat rooms often
---------------------- do not allow advertising in their rooms or flooding, which is continually filling
the screen with repetitive text. Typing with caps lock on is usually considered
---------------------- shouting and is discouraged. Chat rooms usually have a list of rules for users to
obey when they chat online though they are not usually followed by the users.
----------------------
Sometimes chat room venues are moderated either by limiting who is
---------------------- allowed to speak (not common), or by having moderation volunteers patrol the
---------------------- venue watching for disruptive or otherwise undesirable behaviour.
Yet, most commonly, chat rooms are not moderated and users may type
---------------------- what they personally choose to send.
---------------------- As children often frequent chat rooms, they can be an avenue for
pedophiles to initiate contact with potential victims. Predators will often pose
---------------------- as a child themselves, and attempt to lure children into a face-to-face meeting.
---------------------- Predators will often target the more quiet children in a chat room, hoping the
attention will inspire interest in the new conversation. Researchers in the area
---------------------- advise parents to always be aware of what their children are doing while online,
and be wary of secretive behaviour, such as avoiding letting parents see what is
---------------------- on the computer screen.
----------------------
Check your Progress 3
----------------------

---------------------- Fill in the blanks.

---------------------- 1. When you first start out Internet Messaging, you have to choose a
name that people see you as and this name is commonly referred to as
---------------------- a ______.

---------------------- 2. A _______ is very useful for conducting online meetings between

multiple parties.
---------------------- 3. Visual chat rooms add graphics to the chat experience, in either 2D or
---------------------- 3D employing _________________.

76 ICT in Education
 Notes
Activity 3
----------------------
List the uses of chat rooms in educational field.
----------------------

----------------------
Summary
----------------------
• Internet tools are the widely used software applications that help us find
our way around the Internet and communicate online. Internet tools are ----------------------
used to make the Internet use much easier.
----------------------
• The World Wide Web consists of millions of websites like yahoo.com,
microsoft.com, davesite.com and millions of web pages. ----------------------
• A website is a collection of one or more web pages designed to convey ----------------------
information on a particular subject or theme to a web user.
• A web page is one screen full of information (from a website) that may ----------------------
contain links to other pages in the website or links to external information. ----------------------
• A search engine is a software program that searches for sites based on
----------------------
the words that you designate as search terms. There are thousands of web
search engines available on the Internet. ----------------------
• E-mail is the short form for electronic mail, the transmission of messages
----------------------
over communications networks.
• Electronic communication, because of its speed and broadcasting ability, ----------------------
is fundamentally different from paper-based communication. ----------------------
• Online chat is a way of communicating by sending text messages to
people in the same chat room in real time. ----------------------

• Instant messaging (IM) is one of the most popular forms of chat. Most of ----------------------
the time, instant messaging (IM’ing) is just between two people, although
most IM software can handle group chats (with three or more people). ----------------------

• A chat room is very useful for conducting online meetings between ----------------------
multiple parties. Much like a conference call, all participants are in the
----------------------
same “location” and can add to the conversation instantly, rather than
waiting for a message to arrive and receive a reply. ----------------------
• The primary use of a chat room is to share information via text with a
----------------------
group of other users. New technology has enabled the use of file sharing
and webcams to be included in some programs and almost all Internet ----------------------
chat or messaging services allow users to display or send to each other
photos of themselves. ----------------------

----------------------
Keywords
----------------------
• World Wide Web: The name given to the entire part of the Internet one
can access with the web browser software. ----------------------

Internet Tools 77
 Notes • Search engines: A software program that searches for sites based on the
words that you designate as search terms.
----------------------
• E-mail: Short form for electronic mail, the transmission of messages over
---------------------- communications networks.
• Chatting: Online conversation in which one is immediately able to send
----------------------
messages back and forth to another person.
---------------------- • Chat room: A term used primarily by mass media to describe any form of
synchronous conferencing, occasionally even asynchronous conferencing.
----------------------
The term can thus mean any technology ranging from real-time online
---------------------- chat to instant messaging and online forums to fully immersive graphical
social environments.
----------------------

---------------------- Self-Assessment Questions

---------------------- 1. Differentiate between a web page and a website.
---------------------- 1. How are search engines helpful?
2. Write the steps of finding the required information through search engines.
----------------------
3. What is an e-mail?
----------------------
4. What are the differences between e-mails and other messaging media?
---------------------- 5. What are the different types of programs used in chatting?
----------------------

----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Fill in the blanks.
---------------------- 1. A search engine is a software that searches for websites based on the
words that you designate as search terms.
----------------------
2. Search engine software quickly sorts through literally millions of pages in
---------------------- its database to find matches to query.
----------------------

---------------------- Check your Progress 2

State True or False.
----------------------
1. True
----------------------
2. True
----------------------

----------------------

----------------------

78 ICT in Education
Check your Progress 3 Notes
Fill in the blanks.
----------------------
1. When you first start out Internet Messaging you have to choose a name that
people see you as and this name is commonly referred to as a nickname. ----------------------
2. A chat room is very useful for conducting online meetings between multiple ----------------------
parties
----------------------
3. Visual chat rooms add graphics to the chat experience, in either 2D or 3D
employing virtual reality technology. ----------------------

----------------------
Suggested Reading ----------------------
1. Khirwadkar, Anjali. Information and Communication Technology ----------------------
In Education: Interactive Multi-Media Instructional Strategies For
Teaching-Learning Process. Sarup & Sons. ----------------------
2. Pathak, R.P. Educational Technology. Pearson Education India. ----------------------
3. Siddiqui, M.H. Education Technology. APH Publishing.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

Internet Tools 79
 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

80 ICT in Education
Intranet and Networking
UNIT

5
Structure:
5.1 Introduction
5.2 Types of Intranet
5.2.1 By Scale
5.2.2 By Internetwork
5.2.3 By Connection Method
5.2.4 By Functional Relationship (Network Architecture)
5.2.5 By Network Topology
5.3 Advantages of Intranet
5.4 Disadvantages of Intranet
5.5 Uses of Intranet in Education
5.6 Setting up Intranet: Requirements and Costing
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

Intranet and Networking 81

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Explain what is intranet

• Distinguish among the various types of intranet
----------------------
• State the advantages and disadvantages of intranet
----------------------
• Describe the uses of intranet in educational institutes
---------------------- • Analyse the requirements of setting up of intranet
----------------------

---------------------- 5.1 INTRODUCTION

---------------------- The term “intranet” comes from “intra” meaning internal and “net”
meaning network. Therefore, intranets are internal networks. They act as an
---------------------- internal communications medium within an organisation. With intranets,
companies create a smaller, internal version of the Internet that are designed
----------------------
to simply and conveniently share different types of company information.
---------------------- Intranets have a similar structure to the broader Internet. However, they differ
in that they are smaller networks and less public, being accessible only to the
---------------------- members of an organisation.
---------------------- An intranet can be considered “a private version of an Internet” or as
a version of the Internet confined to an organisation. An intranet is a private
---------------------- computer network that uses Internet protocols and network connectivity to
securely share a part of an organisation’s information or operations with its
----------------------
employees. Sometimes, the term refers only to the most visible service, the
---------------------- internal website. The same concepts and technologies of the Internet, such as
clients and servers running on the Internet protocol suite are used to build an
---------------------- intranet. The Hypertext Transfer Protocol (HTTP) and other Internet protocols,
such as File Transfer Protocol (FTP) are commonly used in intranet also.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 5.1 Diagrammatic Representation of Internet and Intranet
----------------------
There need not necessarily have to be any access from the organisation’s
---------------------- internal network to the Internet itself. When such access is provided, it is usually

82 ICT in Education
through a gateway with a firewall, along with user authentication, encryption Notes
of messages, and often using Virtual Private Networks (VPNs). Through such
devices and systems, off-site employees can access company information, ----------------------
computing resources and internal communications.
----------------------
Increasingly, intranets are being used to deliver tools and applications,
e.g., collaboration (to facilitate working in groups and teleconferencing), project ----------------------
management, etc. to advance productivity.
----------------------
Intranets are also being used as culture change platforms. For example, a
large number of employees discussing key issues in an online forum could lead ----------------------
to new ideas.
----------------------
5.2 TYPES OF INTRANET ----------------------

Intranets are generally customised to meet the individual needs of a ----------------------

business. There are different types of intranets that vary according to their
----------------------
usage. The sections below provide a brief explanation of some of these broad
intranet categories. ----------------------
Intranets are generally classified based on the following:
----------------------
• Scale
----------------------
• Internetwork
• Connection method ----------------------
• Functional relationship (Network Architecture)
----------------------
• Network topology
----------------------
5.2.1 By Scale
Computer networks may be classified according to the scale. The primary ----------------------
difference in the networks is the size.
----------------------
1. Personal Area Network (PAN): A personal area network is a computer
network used for communication among computer devices close to one ----------------------
person. Some examples of devices that may be used in a PAN are printers, ----------------------
fax machines, telephones, or scanners. The reach of a PAN is typically
within about 20−30 feet (approximately 4−6 metres). PANs can be used ----------------------
for communication among the individual devices, or for connecting to a
higher-level network and the Internet (an uplink). Personal area networks ----------------------
may be wired with computer buses, such as Universal Serial Bus (USB) ----------------------
and FireWire.
USB is designed to standardise the connection of computer peripherals, ----------------------
such as keyboards, pointing devices, digital cameras, printers, portable ----------------------
media players, disk drives and network adapters to personal computers,
both to communicate and to supply electric power. ----------------------
FireWire cable is similar to a USB cable, but since FireWire has faster ----------------------
transfer rates, it has become the preferred method when large files are
present. ----------------------

Intranet and Networking 83

 Notes A Wireless Personal Area Network (WPAN) can also be made possible
with network technologies, such as IrDA and Bluetooth.
----------------------
2. Local Area Network (LAN): A local area network is a network covering
---------------------- a small geographic area, like a home, office or building. Current LANs
are most likely to be based on Ethernet technology.
----------------------
Depending on the circumstance, the computers in the network might be
---------------------- connected using cables and hubs. Other networks might be connected
wirelessly. It depends on the number of PCs that you are trying to connect,
---------------------- the physical layout of your workspace, and the various needs of network.
---------------------- The defining characteristics of local area networks in contrast to wide
area networks, include their much higher data transfer rates, smaller
---------------------- geographic range, and lack of a need for leased telecommunication lines.
---------------------- A library, for example, will have a wired or wireless LAN for users to
interconnect local devices, such as printers, servers or the Internet. The
---------------------- users in the library can have access to certain connections and devices
---------------------- such as the following:
• The staff computers can get connection to the colour printer, the
----------------------
academic network and the Internet. The staff has a network that
---------------------- connects to both the Internet and the academic network.
• All other users can get the Internet connection but cannot use the
----------------------
printers.
---------------------- • The candidates enrolled will get the connection to view the books
---------------------- in the library, but cannot use the Internet or the academic network.
3. Campus Area Network (CAN): It is a network that connects two or
----------------------
more LANs, but it is limited to a specific and contiguous geographical
---------------------- area, such as a college campus, industrial complex or a military base. A
CAN may be considered a type of Metropolitan Area Network (MAN),
---------------------- but is generally limited to an area that is smaller than a typical MAN. This
term is most often used to discuss the implementation of networks for a
----------------------
contiguous area.
---------------------- 4. Metropolitan Area Network (MAN): A MAN is a network that connects
---------------------- two or more LANs or CANs together but does not extend beyond the
boundaries of the immediate town, city or metropolitan area. Multiple
---------------------- routers, switches and hubs are connected to create a MAN.
---------------------- 5. Wide Area Network (WAN): A wide area network is a data
communications network that covers a relatively broad geographic
---------------------- area, i.e., one city to another and one country to another country and it
---------------------- often uses transmission facilities provided by common carriers, such as
telephone companies.
---------------------- 6. Global Area Network (GAN): GAN specifications are in development by
---------------------- several groups, and there is no common definition. In general, however, a

84 ICT in Education
 GAN is a model for supporting mobile communications across an arbitrary Notes
number of wireless LANs, satellite coverage areas, etc. The key challenge
in mobile communications is “handing off” the user communications from ----------------------
one local coverage area to the next.
----------------------
5.2.2 By Internetwork
----------------------
Any interconnection among or between public, private, commercial,
industrial or governmental networks may also be defined as an internetwork. ----------------------
There are at least three variants of internetwork, depending on who administers
----------------------
and who participates in them: Intranet, Extranet and Internet.
Intranets and extranets may or may not have connections to the Internet. ----------------------
If connected to the Internet, the intranet or extranet is normally protected from ----------------------
being accessed from the Internet without proper authorisation. The Internet
itself is not considered a part of the intranet or extranet, although the Internet ----------------------
may serve as a portal for access to portions of an extranet.
----------------------
1. Intranet: An intranet is a set of interconnected networks, using the
Internet Protocol and uses IP-based tools such as web browsers, that is ----------------------
under the control of a single administrative entity. That administrative
----------------------
entity closes the intranet to the rest of the world, and allows only specific
users. Most commonly, an intranet is the internal network of a company ----------------------
or other enterprise.
----------------------
2. Extranet: An extranet is a network or internetwork that is limited in
scope to a single organisation or entity. However, usually it has limited ----------------------
connections to the networks of one or more, but not necessarily, trusted
----------------------
organisations or entities, e.g., a company’s customers may be given
access to some part of its intranet thus creating an extranet, while at the ----------------------
same time the customers may not be considered “trusted” from a security
standpoint. Technically, an extranet may also be categorised as a CAN, ----------------------
MAN, WAN, or other type of network, although, by definition, an extranet
----------------------
cannot consist of a single LAN; it must have at least one connection with
an external network. ----------------------
3. Internet: It is a specific internetwork, consisting of a worldwide ----------------------
interconnection of governmental, academic, public, and private networks
also home to the World Wide Web (WWW). Participants in the Internet or ----------------------
their service providers, use Internet Protocol (IP) addresses obtained from
----------------------
address registries that control assignments.
5.2.3 By Connection Method ----------------------

Computer networks may be classified according to the hardware ----------------------

technology that is used to connect the individual devices in the network, such
----------------------
as optical fibre, Ethernet, Wireless LAN (WLAN), HomePNA or power line
communication. Ethernets use physical wiring to connect devices. WLAN ----------------------
technology is built to connect devices without wiring. These devices use a radio
frequency to connect. ----------------------

Intranet and Networking 85

 Notes 5.2.4 By Functional Relationship (Network Architecture)
Computer networks may be classified according to the functional
----------------------
relationships, which exist between the elements of the network, e.g., active
---------------------- networking, client-server and peer-to-peer (workgroup) architectures.

---------------------- 5.2.5 By Network Topology

Computer networks may be classified according to the arrangement of the
---------------------- networks, resulting into various topologies, such as bus network, star network,
---------------------- ring network, mesh network, star-bus network, tree or hierarchical network
topology, etc.
---------------------- Network topology signifies the way in which devices in the network
---------------------- see their logical relations to one another. The use of the term “logical” here is
significant, i.e., network topology is independent of the “physical” layout of the
---------------------- network.
---------------------- Basic types of topologies

---------------------- The arrangement or mapping of the elements of a network gives rise to

certain basic topologies, which may then be combined to form more complex
---------------------- topologies or hybrid topologies. The most common of these basic types of
topologies are as follows:
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 5.2 Types of Network Topologies
----------------------
• Point-to-point/Bus: The simplest topology is a permanent link between
---------------------- two endpoints. Switched point-to-point topologies are the basic model of
conventional telephony. The value of a permanent point-to-point network
----------------------
is the value of guaranteed communications between two endpoints.
---------------------- • Star: In this type of network topology, each of the nodes of the network
is connected to a central node with a point-to-point link in a “hub” and
----------------------
“spoke” fashion. The central node is the “hub” and the nodes that are
---------------------- attached to the central node are the “spokes”, e.g., a collection of point-
to-point links from the peripheral nodes that converge at a central node.
----------------------

86 ICT in Education
• Extended star: The extended star topology is more advanced. Instead Notes
of connecting all devices to a central unit, there are sub-central devices
added to the mix. This allows more functionality for organisations but it ----------------------
also creates more points of failure. The star topology is better suited for
----------------------
small networks, whereas the extended star topology is generally better for
the larger ones. ----------------------
• Ring: In a ring network topology each node of the network is connected ----------------------
to two other nodes in the network with the first and last nodes being
connected to each other, forming a ring. All data that is transmitted ----------------------
between nodes in the network travel from one node to the next node in a
----------------------
circular manner and the data generally flows in a single direction only.
• Mesh: In a mesh network topology, each of the network nodes, computer ----------------------
and other devices are interconnected with one another. Each node not only
----------------------
sends its own signals but also relays data from other nodes. In fact a true
mesh topology is the one where every node is connected to every other ----------------------
node in the network. This type of topology is very expensive as there
are many redundant connections, thus it is not mostly used in computer ----------------------
networks. It is commonly used in wireless networks. ----------------------
• Tree/Hierarchical: In this type of network topology, the central “root”
----------------------
node (the top level of the hierarchy) is connected to one or more nodes that
are one level lower in the hierarchy, i.e., the second level, with a point- ----------------------
to-point link between each of the second-level nodes and the top-level
central “root” node. Each of the second-level nodes that are connected to ----------------------
the top-level central “root” node will also have one or more nodes that are ----------------------
one level lower in the hierarchy, i.e., the third level, connected to it, also
with a point-to-point link. The top-level central “root” node is the only ----------------------
node that has no other node above it in the hierarchy.
----------------------
• Hybrid: The hybrid topology is a type of network topology that is
composed of one or more interconnections of two or more networks that ----------------------
are based upon different physical topologies. It can also be defined as a ----------------------
type of network topology that is composed of one or more interconnections
of two or more networks that are based upon the same physical topology. ----------------------
The physical topology of a network, for example, that would result from an ----------------------
interconnection of two or more networks that are based upon the physical star
topology might create a hybrid topology, which resembles a mixture of the ----------------------
physical star and physical bus topologies or a mixture of the physical star and
----------------------
the physical tree topologies.
----------------------

----------------------

----------------------

----------------------

Intranet and Networking 87

 Notes
Check your Progress 1
----------------------

---------------------- Fill in the blanks.

1. LAN stands for __________________.
----------------------
2. The ________ topology is a type of network topology that is composed
---------------------- of one or more interconnections of two or more networks that are
based upon different physical topologies.
----------------------

----------------------
Activity 1
----------------------

---------------------- Take a survey of your institute and state which type of intranet is most
suitable in your institution. Explain with reasons.
----------------------
---------------------- 5.3 ADVANTAGES OF INTRANET
----------------------
Considering the interest in the Internet worldwide, it’s no surprise that
---------------------- intranets too are getting so much attention all over the world. After all, intranet is
a way to adapt the open standards, cross-platform functionality, and multimedia
---------------------- qualities popularised by the World Wide Web to institutional use.
---------------------- Among the tangible benefits of an intranet are operational efficiency that
save time and money of a company and provides faster and easier access to
---------------------- more accurate company information to their employees.
---------------------- An intranet also offers extraordinary flexibility, because you work
with applications on a single server and not on multiple desktops; and more
---------------------- scalability than client/server applications, because the tools are designed to be
---------------------- used with the massive Internet. Intranets offer many of the advantages with a far
smaller investment in hardware, software, training and administration. Some of
---------------------- the advantages of the intranet are as follows:

---------------------- • Publishing ease: An intranet is an excellent platform for publishing

information internally. It is easily deployable, as the Web browser is
---------------------- available for virtually every operating system.
---------------------- • Cost-effective: Users can view information and data via Web browser
rather than maintaining physical documents, such as procedure manuals,
---------------------- internal phone list and requisition forms.
---------------------- • Ease of use: Corporate users already have Web browsers and can instantly
access the information on internal websites.
----------------------
• Low maintenance: With information residing in only one place − the
---------------------- Web server − it is relatively easy and affordable to add new information
or to update existing information and make it instantly available.
----------------------

88 ICT in Education
• Easy software distribution: Once PC users are equipped with Web Notes
browsers, new websites or pages with new information or new applications
can be added without incurring the expense of locating users, sending ----------------------
them updated client software, and supporting them through the upgrade
process. ----------------------

• Workforce productivity: Intranets can help users to locate and ----------------------

view information faster and use applications relevant to their roles
----------------------
and responsibilities. With the help of a Web browser interface, users
can access data held in any database of the organisation anytime and ----------------------
subject to security provisions, from anywhere within the organisation’s
workstations, increasing employees’ ability to perform their jobs faster, ----------------------
more accurately, and with confidence that they have the right information.
----------------------
It also helps to improve the services provided to the users.
• Time: With intranets, organisations can make more information available ----------------------
to employees on a “pull” basis (i.e., employees can link to relevant
----------------------
information at a time which suits them) rather than being deluged by e-
mails indiscriminately. ----------------------
• Communication: Intranets can serve as powerful tools for communication
----------------------
within an organisation, vertically and horizontally. From a communications
standpoint, intranets are useful to communicate strategic initiatives that ----------------------
affect the entire organisation. The information that can be provided through
intranet includes the purpose of the initiative and what the initiative is ----------------------
aiming to achieve, who is driving the initiative, results achieved till date,
----------------------
and who to speak to for more information. By providing this information
on the intranet, staff has the opportunity to keep themselves up-to-date ----------------------
with the strategic focus of the organisation.
----------------------
• Immediate access to information: Web publishing allows “cumbersome”
corporate knowledge to be maintained and easily accessed throughout ----------------------
the company using hypermedia and Web technologies. Examples include
employee manuals, benefits documents, company policies, business ----------------------
standards and newsfeeds. Even training can be accessed using common ----------------------
Internet standards (Acrobat files, Flash files, CGI applications). As each
business unit can update the online copy of a document, the most recent ----------------------
version is always available to employees using the intranet.
----------------------
• Operations and management: Intranets are also being used as a platform
for developing and deploying applications to support an organisation’s ----------------------
operations and decisions across the internetworked enterprise.
----------------------
• Common corporate culture: Every user is viewing the same information
within the Intranet, which helps in promoting common corporate culture. ----------------------
• Enhanced collaboration: With information easily accessible by all ----------------------
authorised users, teamwork is enabled.
----------------------

----------------------

Intranet and Networking 89

 Notes
Check your Progress 2
----------------------

---------------------- Multiple Choice Multiple Response.

1. The advantages of the Intranet are:
----------------------
i. Publishing ease
----------------------
ii. Cost-effective
---------------------- iii. Ease of use
---------------------- iv. All of the above
----------------------

---------------------- Activity 2
---------------------- List any five advantages of an intranet in your own words.
----------------------
5.4 DISADVANTAGES OF INTRANET
----------------------
As no technology is perfect, intranets too have few disadvantages. Security
----------------------
issues, naturally, top the list of concerns. Firewalls can prevent unauthorised
---------------------- access to sensitive company information, and additional protective measures
may be needed if users dial into the internal network from remote locations.
---------------------- However, if the intranet server is properly isolated from any public Internet
connection, the risks from outside sources are minimised.
----------------------
The other risks are mostly illusionary or temporary. There is the potential
---------------------- for chaos if users set up their own Web servers, but effective leadership by the
---------------------- IT department can help bring together the various areas to develop an intranet
that meets the needs of the institution. As for management, fears that workers
---------------------- will waste time surfing the Net, the novelty of the technology wears off in a few
weeks and workers are compelled to do serious work.
----------------------
Some of the disadvantages of intranet are listed below.
----------------------
• Collaborative applications for intranet are not as powerful as those
---------------------- offered by traditional groupware: This is so, because Intranet does not
include built-in data replication or directory services for remote users,
---------------------- while groupware packages, such as Lotus Notes do.
---------------------- • Short-term risk: There are limited tools for linking an intranet server to
database. Programming standards for the Web, such as Common Gateway
---------------------- Interface (CGI) and Java, are fairly new and hence cannot be used on the
intranet.
----------------------
• Less back-end integration: With intranets, firms have to set up and
---------------------- maintain separate applications, such as e-mail and Web servers, instead
---------------------- of using one unified system as with groupware.

90 ICT in Education
• Training: To educate people about what an intranet can do, training Notes
is required. Finding people to administer/develop in-house intranet
within the organisation is a major disadvantage (can be overcome with ----------------------
outsourcing).
----------------------
• New budget item and security: It requires a considerable amount of
money to set up the intranet facility. Security is an area of major concern ----------------------
in an intranet.
----------------------
• Controlling consistency: In order for the intranet to be effective, it is
necessary that control over various aspects (information published, ----------------------
judicious use of the facilities of the intranet) needs to be maintained.
----------------------
The disadvantages can be summarised as follows:
----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 5.3 : Disadvantages of Intranet
----------------------

Activity 3 ----------------------

----------------------
Suggest solutions to overcome the disadvantages of the usage of intranet in
your institute. ----------------------

----------------------
5.5 USES OF INTRANET IN EDUCATION
----------------------
Intranets can be used to provide quick access to institutional data, to
publish announcements, news releases and personnel material and to enhance ----------------------
employee communications through e-mail or chat room-style discussion groups. ----------------------
The cornerstone of any successful company is quick and effective dissemination
of information, and that’s what an intranet is all about. It’s important to keep ----------------------
everybody involved in the institution informed about current and future planning
strategies and strategic directions for the institution, and even how to work with ----------------------
human resources or accounting can make the difference between an institution ----------------------

Intranet and Networking 91

 Notes mired in bureaucracy and one with the cutting edge. Intranets can help streamline
an organisation.
----------------------
Intranets are widely used in the educational field. The principals, educational
---------------------- administrators or managers of educational organisations can use intranet. Intranet
is very effective in assisting the executives in executing the roles and activities
---------------------- shown below as well as communicating with internal employees and external
partners.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------
Fig. 5.4 Roles of an Educational Administrator
----------------------

---------------------- Check your Progress 3

---------------------- Multiple Choice Multiple Response.
---------------------- 1. The role of the educational administrator include:
---------------------- i. Entrepreneur
ii. Disturbance handler
----------------------
iii. Resource allocator and a negotiator
----------------------
iv. Giving punishments to the staff
----------------------

---------------------- Activity 4
----------------------
List the five most important uses of the intranet in your educational institute.
----------------------

---------------------- 5.6 SETTING UP INTRANET: REQUIREMENTS AND COSTING

---------------------- With the various uses of the intranet in the educational field, one will surely
start thinking about the cost to set up an intranet. The cost depends on how
---------------------- much you want to spend. An intranet setup can run from a few thousands of
rupees (if you drop a free Web server onto an existing workstation) to lacs (if
----------------------

92 ICT in Education
you hire a few web developers, translate large bodies of text to an online format Notes
and buy commercial-quality indexing software for searching).
----------------------
For a modest start, you will need the following:
• A server, server software (much of which is available free on the Internet). ----------------------
• A browser, such as Netscape Navigator or Microsoft Explorer. ----------------------
• Some expertise with HTML or Web authoring software. ----------------------
You will not need an external Internet connection, though the benefits of
having Internet access can be tremendous in its own right. You will, however, ----------------------
need a basic network infrastructure so that the PCs can be linked to one another. ----------------------
If the institution doesn’t already have LANs and WANs, they will have to plunk
down some serious money to get this part of the infrastructure built. ----------------------
It’s also somewhat time-consuming to have someone to install TCP/IP ----------------------
(the basic Internet protocol) onto each computer; and negotiating a corporate
license for some browsers can be a hefty up-front expense. ----------------------
Training and support costs, however, are minimal. Users need to know little ----------------------
more than how to point and click with a mouse, though it’s important for them to
learn how to use the applications effectively and to have an overall understanding ----------------------
of how using the intranet helps the institution. Building an intranet would take at
----------------------
least a few months of planning and education. The more thought that goes into the
process, the more value comes out when it is online. Some questions that come up ----------------------
before starting the intranet connection are given below.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 5.5 Questions before starting Intranet Connection
----------------------
Most organisations devote considerable resources into the planning and
implementation of their intranet as it is of strategic importance to the organisation’s ----------------------
success. Some of the planning would include topics such as:
----------------------
• What they hope to achieve from the intranet.
• Which person or department would “own” (take control of) the technology ----------------------
and the implementation.
----------------------

Intranet and Networking 93

 Notes • How and when existing systems would be phased out/replaced.
• How they intend to make the intranet secure.
----------------------
• How they’ll ensure to keep it within legislative and other constraints.
----------------------
• Level of interactivity (e.g., wikis, online forms) desired.
---------------------- • Is the input of new data and updating of existing data to be centrally
---------------------- controlled or decentralised.
After considering the resources for planning and implementation of intranet
---------------------- some strategic steps are taken, which are as follows:
----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

---------------------- Fig. 5.6 Steps taken in the Actual Implementation Process

----------------------
Check your Progress 4
----------------------

---------------------- Rearrange the followings steps correctly

---------------------- The actual implementation of establishing an Intranet connection would
include steps such as
----------------------
(i) User involvement in testing and promoting use of intranet
---------------------- (ii) Setting up a web server with the correct hardware and software
---------------------- (iii) Installing the user programs on all required computers
---------------------- (iv) Setting up web server access using a TCP/IP network
(v) Creating a homepage for the content to be hosted
----------------------
(vi) User involvement to identify users’ information needs
----------------------

---------------------- Summary
---------------------- • The term intranet comes from “intra” meaning internal and “net” meaning
---------------------- network. Therefore, intranets are internal networks.

94 ICT in Education
• An intranet can be considered “a private version of an Internet” or as a Notes
version of the Internet confined to an organisation.
----------------------
• Intranets are also being used as culture change platforms. For example,
a large number of employees discussing key issues in an online forum ----------------------
could lead to new ideas.
----------------------
• Intranets are generally customised to meet the individual needs of a
business. There are different types of intranets which vary according to ----------------------
their usage.
----------------------
• Any interconnection among or between public, private, commercial, industrial
or governmental networks may also be defined as an internetwork. There are ----------------------
at least three variants of internetwork, depending on who administers and
who participates in them: ----------------------
 Intranet ----------------------
 Extranet ----------------------
 Internet
----------------------
• Computer networks may be classified according to the network topology
upon which the network is based, such as Bus network, Star network, Ring ----------------------
network, Mesh network, Star-bus network, Tree or Hierarchical topology
----------------------
network.
• Among the tangible benefits of an intranet are operational efficiency that ----------------------
saves time and money of a company and provides faster and easier access
----------------------
to more accurate company information to their employees.
• As no technology is perfect, intranets too have few disadvantages. ----------------------
Security issues, naturally, top the list of concerns. ----------------------
• Intranets are widely used in the educational field. The principals, educational
administrators or managers of educational organisations can use intranet. ----------------------

• For a modest start on the intranet the following things are needed: ----------------------
 A server, server software (much of which is available free on the ----------------------
Internet).
----------------------
 A browser, such as Netscape Navigator or Microsoft Explorer.
 Some expertise with HTML or Web authoring software. ----------------------

----------------------
Keywords
----------------------
• Intranet: A private computer network that uses Internet protocols
and network connectivity to securely share a part of an organisation’s ----------------------
information or operations with its employees. ----------------------
• Extranet : A network or internetwork that is limited in scope to a single
----------------------
organisation or entity but which also has limited connections to the networks
of one or more other usually, but not necessarily, trusted organisations. ----------------------

Intranet and Networking 95

 Notes • Personal area network: A computer network used for communication
among computer devices close to one person.
----------------------
• Local area network: A network covering a small geographic area like a
---------------------- home, office or a building.
• Campus area network: A network that connects two or more LANs but
----------------------
that is limited to a specific and contiguous geographical area, such as a
---------------------- college campus, industrial complex or a military base.
• Wide area network: A data communications network that covers a
----------------------
relatively broad geographic area, i.e., one city to another and one country
---------------------- to another country.

---------------------- • Network topology: The way in which devices in the network see their
logical relations to one another.
----------------------

----------------------
Self-Assessment Questions
----------------------
1. Explain the concept of intranet and elaborate the different types of intranet.
---------------------- 2. Discuss the advantages and disadvantages of intranet.
---------------------- 3. Explain how intranet, extranet and Internet are different.
4. What are the requirements for setting up intranet?
----------------------

----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Fill in the blanks.
----------------------
1. LAN stands for Local Area Network.
---------------------- 2. The hybrid topology is a type of network topology that is composed of
---------------------- one or more interconnections of two or more networks that are based upon
different physical topologies.
----------------------

---------------------- Check your Progress 2

---------------------- Multiple Choice Multiple Response.
---------------------- 1. The advantages of the Intranet are
iv. All of the above
----------------------

----------------------

----------------------

----------------------

96 ICT in Education
Check your Progress 3 Notes
Multiple Choice Multiple Response.
----------------------
1. The role of the educational administrator include:
----------------------
i. Entrepreneur
ii. Disturbance handler ----------------------

iii. Resource allocator and a negotiator ----------------------

----------------------
Check your Progress 4 ----------------------
Rearrange the followings steps correctly
----------------------
The actual implementation of establishing an Intranet connection would include
steps such as ----------------------
(i) User involvement to identify users’ information needs ----------------------
(ii) Setting up a web server with the correct hardware and software ----------------------
(iii) Setting up web server access using a TCP/IP network
----------------------
(iv) Installing the user programs on all required computers
----------------------
(v) Creating a homepage for the content to be hosted
(vi) User involvement in testing and promoting use of intranet ----------------------

----------------------

----------------------
Suggested Reading
----------------------
1. Mangal, S., Uma Mangal. 2009. Essential of Educational Technology.
New Delhi: PHI Learning Private Limited. ----------------------
2. Pace, Andrew, K. The Ultimate Digital Library. ALA Editions. ----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

Intranet and Networking 97

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

98 ICT in Education
Issues in ICT in Education
UNIT

6
Structure:
6.1 Introduction
6.2 Ethics
6.3 Copyright
6.3.1 Concept of Fair Use
6.3.2 Concept of Intellectual Property
6.3.3 Use of Clip Art
6.4 Hacking
6.4.1 Damage caused by a Hacker
6.5 Computer Viruses
6.5.1 History of Virus
6.5.2 Evolution of Virus
6.5.3 Other Threats
6.6 Management of Viruses
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

Issues in ICT in Education 99

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Analyse the importance of Internet ethics

• Define copyrighted material downloaded from the Internet
----------------------
• Differentiate between the hacking and cracking
----------------------
• Explain the concept of computer viruses
---------------------- • Identify the steps to protect computer from virus attacks
----------------------

---------------------- 6.1 INTRODUCTION

---------------------- Incidents of cyber crime are reported on an almost daily basis. The total
---------------------- cost to stop these crimes is most certainly now in billions of dollars. These are
only of the crimes we know about − many more go unreported. The Computer
---------------------- Crime and Security Survey conducted by the Computer Security Institute
indicates that computer crime and other information security breaches are on
---------------------- the rise and the cost is increasing.
---------------------- The consequences of damage to critical infrastructure — air traffic control,
power distribution, hospitals and emergency services, to name a few — go well
---------------------- beyond monetary losses and could reasonably be expected to result in loss of
---------------------- life. Only the most outrageous attacks receive significant public attention. What
often goes unnoticed is the continuum that reaches from “bad behaviour” to
---------------------- “criminal misconduct” that results in these monetary and infrastructure damages.
---------------------- There are two clear trends, which while being overwhelmingly positive
do have critical downsides when it comes to information security. First, the
---------------------- world is becoming more and more dependent on networked computers (the
Internet) for commerce, communication, delivery of services and education.
----------------------
Secondly, more and more citizens are accessing the Internet through computers
---------------------- at home, in schools and libraries and in the workplace.
The Computer Security Institute has highlighted recent trends in cyber
----------------------
crime to be addressed. Organisations are under cyber attack from both inside
---------------------- and outside their electronic parameters. Cyber attacks can result in serious
financial losses and successful defense against such attacks requires more than
---------------------- just the use of information security technologies.
---------------------- One such defence mechanism is to raise Internet ethics, while discouraging
learned behaviours, such as idolisation of hackers, crackers, propagators of
---------------------- computer viruses and computer criminals. Such an effort would certainly make
life a lot easier.
----------------------

----------------------

100 ICT in Education

6.2 ETHICS Notes

General character education has been found to have great preventive power. ----------------------
Any discussion, formal or informal, of behaviour, ethics and responsibility has
----------------------
the potential to develop core values essential to acceptable online behaviour.
A successful methodology may be relating real-world behaviour (entering ----------------------
a neighbour’s house without permission) to virtual world activity (accessing ----------------------
someone else’s computer without permission). Most of the bad behaviour
occurring on the Internet can be mapped to real-world incidents and in most ----------------------
cases, children can understand the derivative issues in context. Parents and
teachers routinely teach real-world behaviour; the transition to online actions ----------------------
should not be difficult to make. Without this correlation the concepts of privacy ----------------------
rights, copyright protection, plagiarism, “harmless” breaking and entering
computers, downloading of unauthorised software all become difficult to teach. ----------------------
People think they are anonymous online. They never see either the victim or the
consequences of their actions. It is therefore critical to develop programs and ----------------------
materials that close this loop. ----------------------
Cyber ethics is “applying old values to a new medium”. An old adage
tells us “Character is what you do when no one is watching.” It is the same with ----------------------
the Internet. Online, people can feel invisible and capable of doing things they ----------------------
normally would not do in person or in public; things that they know might be
wrong. As the Internet becomes an indispensable tool for everyday life, it is ----------------------
more important than ever to dust off the concept of “citizenship” and apply it
to the online world. ----------------------

Relatively new terms, “cyber citizenship”, “cyber ethics”, and “netiquette” ----------------------
refer to responsible cyber social behaviour. These terms refer to what people do
online when no one else is looking. As we go online in increasing numbers, cyber ----------------------
ethics is a critical lesson, especially since poor e-habits can start at an early age. ----------------------
Unfortunately, we know that people with computers can be dangerous and cause
serious damage and harm, regardless of whether they are being mischievous or ----------------------
trying to intentionally commit cyber crimes.
----------------------
We in the field of education have another important role to fulfill. We need
to educate our children about the norms of appropriate behaviour on computers ----------------------
and the Internet.
----------------------
There are four effective approaches for parents and teachers who want to ensure
the child is doing the right thing online: ----------------------
• Have a basic understanding of the technology (and the options). ----------------------
• Participate when the child is online. ----------------------
• Determine what standards have been established for in-school computer
use. ----------------------

• Create, with the child, a set of rules of Intenet usage that clearly establish ----------------------
your expectations relating to both ethics and safety.
----------------------

Issues in ICT in Education 101

 Notes 6.3 COPYRIGHT
---------------------- According to Duhaime’s Law Dictionary, “The exclusive right to produce
or reproduce (copy), to perform in public, or to publish an original literary or
----------------------
artistic work is called copyright.”
---------------------- The term “copyrighted” can be elaborated as follows:
---------------------- • Almost everything created privately and originally after March 1, 1989 is
copyrighted and protected whether it has a notice or not.
----------------------
• Anything created after January 1, 1978 is ordinarily given a term enduring
---------------------- for the author’s life plus an additional 70 years after the author’s death.
• For works made for hire (e.g., copyright held by companies), the duration
----------------------
of copyright will be 95 years from publication or 120 years from creation,
---------------------- whichever is shorter.

---------------------- From the above description, it is clear as to what is to be copyrighted. The

following points elaborate what is not to be copyrighted.
---------------------- • Works that have not been fixed in a tangible form of expression (have not
---------------------- been written or recorded).
• Ideas, procedures, methods, systems, processes, concepts, principles,
---------------------- discoveries or devices, as distinguished from a description, explanation
---------------------- or illustration.
• Works consisting entirely of information that is a common property and
----------------------
containing no original authorship (for example, standard calendars, height
---------------------- and weight charts, tape measures and rulers, etc.)
• Logical, comprehensive compilations (such as the telephone book).
----------------------
• Materials or reprints of materials in the public domain (all prior to 1923;
---------------------- most between 1923−1963; for additional information check the link:
http://www.unc.edu/~unclng/public-d.htm
----------------------
• Most US government materials (some items created by contractors for the
---------------------- government might be copyrighted)
---------------------- • Facts

---------------------- 6.3.1 Concept of Fair Use

---------------------- The copyright law and the courts have provided exceptions to the rules,
which govern the behaviour of teachers, students and schools. In general terms,
---------------------- teachers are allowed to make “fair use” of materials for instructional purposes.

---------------------- The term “fair use” has been interpreted to include those limited uses,
which are not likely to deprive a publisher or an author from income. A teacher
---------------------- might make a copy of an article or a page from a book for use with a class to
support a particular concept, but they may not make copies of the whole book
---------------------- or workbook for the entire class and use the copies as class texts. They are
---------------------- expected to buy them.

102 ICT in Education

 Some people who work in schools wrongly and illegally take an overly Notes
broad view of “fair use” arguing that almost any taking and using of printed
materials, software, videos or graphics is permitted because education is a good ----------------------
cause. The law simply forbids such behaviour and provides for heavy fines against
organisations and employees in case of violation. Excessive photocopying has ----------------------
been ruled illegal as has inappropriate use of “home rental” videos in schools ----------------------
and preschools. When applied to the Internet and the World Wide Web, the
concept of “fair use” and copyright is distorted by longstanding rebellious (and ----------------------
illegal) attitudes expressed by Internet pioneers who have described the Net
as a place where text and graphics belong to all “takers” without strings or ----------------------
restrictions. Apart from ethical considerations, the risks attached to ignoring ----------------------
these laws are very high. “Fair use” of Internet resources by teachers should
probably parallel the use of print resources. Teachers might make limited use ----------------------
of some text and graphics within their own classrooms. They probably should
not “publish” those same materials across other classrooms within the building ----------------------
by posting on a Local Area Network (LAN) or across other classrooms in other ----------------------
buildings on a Wide Area Network (WAN) or the World Wide Web. In general,
students might make rather liberal use of information, text and graphics so long ----------------------
as their resulting works remain within the classroom setting. The moment the
works move out of the classroom, they may fall under a “public performance” ----------------------
clause of the Copyright Act, which imposes much greater restrictions and fees. ----------------------
We must distinguish between “practice” publishing and “real” publishing.
----------------------
As a rule, neither teachers nor students should make use of other’s materials
(graphics, text, etc.) when they publish on the Web unless they have requested ----------------------
and received formal permission to do so.
----------------------
6.3.2 Concept of Intellectual Property
----------------------
Intellectual property, very broadly, means the legal rights, which result
from intellectual activity in the industrial, scientific, literary and artistic fields. ----------------------
Countries have laws to protect intellectual property for two main reasons. One
is to give statutory expression to the moral and economic rights of creators ----------------------
in their creations and the rights of the public in access to those creations. The ----------------------
second is to promote, as a deliberate act of Government policy, creativity and
the dissemination and application of its results and to encourage fair-trading ----------------------
which would contribute to economic and social development.
----------------------
As we work with students and colleagues to identify appropriate copyright
behaviour, let us focus some attention on the concept of intellectual property ----------------------
and the ways it may affect the future of the students and teachers. Very often,
----------------------
we hear Internet radicals calling for free information, declaring that the words
and art of all should be community property − free for taking. It has almost as ----------------------
much ethical and logical merit as the arguments of those who defend shoplifting
by attacking the large corporations who own the stores. ----------------------

There is also the issue of quality. If you are looking for excellent professional ----------------------
information, you will look for someone with expertise. The development of
----------------------

Issues in ICT in Education 103

 Notes such expertise and professionalism usually requires years of advanced study
as well as many months of research into particular topics. If someone devotes
---------------------- hundreds of hours to learning about an important topic, he/she deserves a return
on the investment. If we do not respect the notion of intellectual property, it will
---------------------- demotivate the writers and artists to make great contributions to the society.
---------------------- Students can learn how their own behaviour either support or undermine a
healthy and productive intellectual and artistic community.
----------------------
6.3.3 Use of Clip Art
---------------------- Students use pictures from a CD of clip art purchased by the school to
---------------------- create a virtual museum, which will be available on the school’s website. Is
that legal? Many schools have purchased clip art collections for use by their
---------------------- students. How this art may be used is defined by the licensing agreement, which
accompanies the product upon arrival. In most cases, the agreement is printed
---------------------- on some kind of seal which is broken upon opening. In order to determine
---------------------- whether or not you are permitted to publish these images on your website, you
must see how they describe publishing in general. Most of these agreements
---------------------- require you to print a credit line on any document which you are publishing
which includes one or more graphic from the collection. This same approach
---------------------- will probably meet the terms of most licensing agreements, but you cannot take
---------------------- anything for granted. The best advice is to read the agreement.
Use of Web art, photos, text, etc.
----------------------
Unless there is a clear statement that art, photos and text are for “public
---------------------- domain” and available for free use, the best policy is to assume that they are
copyrighted and should not be taken and used for re-publication on a local area
----------------------
network, a wide area network or a website. Internet pirates argue that work
---------------------- is not copyrighted unless there is a clear notice on the web page or site. This
simply is not the case. Copyright law protects work even if no papers have been
---------------------- filed with the government.
---------------------- Most people agree that students may use these items for school reports,
but some companies are extremely aggressive about their icons and logos. They
---------------------- do not take kindly to abusive use of their company images. Caution is advised.
If permission is granted, the best policy is to provide a credit line near the item
----------------------
or at the bottom of the page.
----------------------

---------------------- Check your Progress 1

----------------------
Fill in the blanks.
---------------------- 1. ___________ has been interpreted to include those limited uses, which
are not likely to deprive a publisher or an author from income.
----------------------
2. _______________ means the legal rights, which result from intellectual
---------------------- activity in the industrial, scientific, literary and artistic fields.
----------------------

104 ICT in Education

 Notes
Activity 1
----------------------
What are the two things you will do whenever you download material from
----------------------
the Internet?
----------------------
6.4 HACKING ----------------------
Hacking is an act of penetrating computer systems to gain knowledge ----------------------
about the system and the way it works. In computing, a hacker is a person
who delights in having an intimate understanding of the internal workings of ----------------------
a system, computers and computer networks in particular. More specifically,
----------------------
there are several different hacker subcultures:
• People engaged in circumvention of computer security. This primarily ----------------------
refers to unauthorised remote computer break-ins via a communication
----------------------
network, such as the Internet (black hats), but also includes those who
debug or fix security problems (white hats). ----------------------
• A community of enthusiast computer programmers, which is notable for ----------------------
launching the free software movement. The World Wide Web and the
Internet are also considered hacker artifacts. ----------------------
• The hobbyist home computing community of the late 1970s, who focussed ----------------------
on both hardware and software.
----------------------
Nowadays, mainstream usage mostly refers to computer criminals, due
to the usage of the word by different media since the 1980s. Technically, a ----------------------
hacker is someone who is enthusiastic about computer programming and all
things relating to the technical workings of a computer. However, most people ----------------------
understand a hacker to be what is more accurately known as a cracker.
----------------------
Crackers are people who try to gain unauthorised access to computers.
Many crackers also try to gain access to resources by using password-cracking ----------------------
software, which tries billions of passwords to find the correct one for accessing
----------------------
a computer.
In computer security, a hacker is someone who focuses on security ----------------------
mechanisms. In common use, which was popularised by the mass media, it refers
----------------------
to someone who illegally breaks into computer and network systems, i.e., the
media portray the hacker as a villain. Nevertheless, parts of the subculture see ----------------------
their aim as correcting security problems and use the word in a positive sense.
They operate under a code of the Hacker Ethic, in which it is acknowledged that ----------------------
breaking into other people’s computers is bad, but discovering and exploiting
----------------------
security mechanisms and breaking into computers is nevertheless an interesting
aspect that can be done in an ethical and legal way. ----------------------
This use is contrasted by the different understanding of the word hacker ----------------------
as a person who follows a spirit of playful cleverness and loves programming.
It is found in an originally academic movement unrelated to computer security ----------------------

Issues in ICT in Education 105

 Notes and most visibly associated with free software and open source. It also has a
hacker ethic, based on the idea that writing or creating a software and sharing
---------------------- the result is a good idea, but only on a voluntary basis, and that information
should be free, but that it is not up to the hacker to make it free by breaking
---------------------- into private computer systems. Academic hackers disassociate from the mass
---------------------- media’s pejorative use of the word “hacker” referring to computer security, and
usually prefer the term “cracker” for that meaning.
----------------------
6.4.1 Damage caused by a Hacker
---------------------- Different programs can do different amounts of damage. However, most
---------------------- of the software allow a hacker to smuggle another program onto your PC. This
means that if a hacker cannot do something using the backdoor program, he can
---------------------- easily put something else onto your computer. Hackers can see everything you are
doing, and can access any file on your disk. Hackers can write new files, delete
---------------------- files, edit files, and do practically anything to a file. A hacker can install several
---------------------- programs on to your system without your knowledge. Such programs can also be
used to steal personal information, such as passwords and credit card information.
---------------------- There are many ways in which a hacker can hack. Some of them are as follows:
---------------------- 1. NetBIOS: NetBIOS hackings are the worst kind, since they do not require
you to have any hidden backdoor program running on your computer.
---------------------- This kind of hacking exploits a bug in Windows 9x. NetBIOS is meant
---------------------- to be used on local area networks, so machines on that network can share
information. Unfortunately, NetBIOS can also be used across the Internet.
---------------------- So a hacker can access your machine remotely.
---------------------- 2. Internet Control Message Protocol (ICMP) ‘Ping’: ICMP is one of the
main protocols that make the Internet work. ‘Ping’ is one of the commands
---------------------- that can be sent to a computer using ICMP. Ordinarily, a computer would
respond to this ping, telling the sender that the computer does exist. This
----------------------
is what all pings are meant to do. Pings may seem harmless enough, but
---------------------- a large number of pings can make a Denial-of-Service attack, which
overloads a computer. Also, hackers can use pings to see if a computer
---------------------- exists and does not have a firewall (firewalls can block pings). If a
computer responds to a ping, then the hacker could then launch a more
----------------------
serious form of attack against a computer.
---------------------- 3. File Transfer Protocol (FTP): FTP is a standard Internet protocol. You
may use it for file downloads from some websites. If you have a web page
----------------------
of your own, you may use FTP to upload it from your home computer to
---------------------- the web server. However, FTP can also be used by some hackers. FTP
normally requires some form of authentication for access to private files,
---------------------- or for writing to files. FTP backdoor programs, such as Doly Trojan, Fore
and Blade Runner simply turn your computer into an FTP server, without
----------------------
any authentication.
---------------------- 4. rpc.statd: This is a problem specific to Linux and Unix. The problem is
the infamous unchecked buffer overflow problem. This is where a fixed
----------------------

106 ICT in Education

 amount of memory is set aside for storage of data. If data is received that Notes
is larger than this buffer, the program should truncate the data or send
back an error, or at least do something other than ignore the problem. ----------------------
Unfortunately, the data overflows the memory that has been allocated to
it, and the data is written into parts of memory it should not be in. This can ----------------------
cause crashes of various different kinds. However, a skilled hacker could ----------------------
write bits of program code into memory that may be executed to perform
the hacker’s evil deeds. ----------------------
5. HyperText TransferProtocol (HTTP): HTTP hacks can only be ----------------------
harmful if you are using Microsoft web server software, such as Personal
Web Server. There is a bug in this software called an “unchecked buffer ----------------------
overflow”. If a user makes a request for a file on the web server with a
----------------------
very long name, part of the request gets written into parts of memory that
contain active program code. A malicious user could use this to run any ----------------------
program they want on the server.
----------------------
Hacking is a felony in the United States and most other countries. When
it is done by request and under a contract between an ethical hacker and an ----------------------
organisation, it is considered correct. The ethical hacker has authorisation to
probe the target. ----------------------
When we do an ethical hacking, we could be holding the keys to that ----------------------
company once we gain access. It is too great a risk to be put in a compromising
position. With access to so many systems and so much information, the ----------------------
temptation for a former hacker could be too great — like a kid in an unattended
----------------------
candy store. What we need is an attempt to build a boundary between ethical
hackers (white hats) and unethical crackers (black hats) where hackers use their ----------------------
intelligence (example, extensive knowledge of Unix) to break into systems
but avoid harming data, whereas crackers get passwords using well-known ----------------------
techniques and do so with the intent of damaging the system. The purpose
----------------------
of hacking is to learn, learn the way a computer system runs, learn how the
telephone switching systems work, learn how a packet switching network ----------------------
works. It is not to destroy things or make other peoples’ lives a mess by deleting
all the work they did for the past week. The reason hackers are looked down ----------------------
upon is that computer hackers are mostly destructive.
----------------------

----------------------
Check your Progress 2
----------------------
Multiple Choice Single Response.
----------------------
1. Hackers can:
i. Delete files ----------------------
ii. Edit files ----------------------
iii. Do practically anything to a file
----------------------
iv. All of the above
----------------------

Issues in ICT in Education 107

 Notes
Activity 2
----------------------
Give your opinion about hacking and its consequences in about 100 words.
----------------------

----------------------
6.5 COMPUTER VIRUSES
----------------------
Strange as it may sound, the computer virus is something of an Information
---------------------- Age marvel. On one hand, viruses show us how vulnerable we are — a
properly engineered virus can have a devastating effect, disrupt productivity
---------------------- and do damages of billions of dollars. On the other hand, they show us how
---------------------- sophisticated and interconnected human beings have become.
Experts, for example, estimate that the Mydoom worm infected approximately
----------------------
a quarter-million computers in a single day in January 2004. Back in March 1999,
---------------------- the Melissa virus was so powerful that it forced Microsoft and a number of other
very large companies to completely turn off their e-mail systems until the virus
---------------------- could be contained. The I LOVE YOU virus in 2000 had a similarly devastating
effect. In January 2007, a worm called Storm appeared — by October, experts
----------------------
believed up to 50 million computers were infected.
----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- The most common causes of computer infection are as follows:

---------------------- • Viruses: A virus is a small piece of software that piggybacks on real
programs. A virus, for example, might attach itself to a program such
---------------------- as a spreadsheet program. Each time the spreadsheet program runs, the
---------------------- virus runs too, and it has the chance to reproduce (by attaching to other
programs) or wreak havoc.
---------------------- • E-mail viruses: An e-mail virus travels as an attachment to e-mail
---------------------- messages, and usually replicates itself by automatically mailing itself
to dozens of people in the victim’s e-mail address book. Some e-mail
---------------------- viruses do not even require a double-click — they launch when you view
the infected message in the preview pane of your e-mail software.
----------------------
• Trojan horses: A Trojan horse is simply a computer program. The
---------------------- program claims to do one thing (it may claim to be a game) but instead
does damage when you run it (it may erase your hard disk). However,
---------------------- Trojan horses cannot replicate automatically.
----------------------

108 ICT in Education

• Worms: A worm is a small piece of software that uses computer networks Notes
and security holes to replicate itself. A copy of the worm scans the network
for another machine that has a specific security hole. It copies itself to ----------------------
the new machine using the security hole, and then starts replicating from
there as well. ----------------------

6.5.1 History of Virus ----------------------

Computer viruses are called viruses because they share some of the traits ----------------------
of biological viruses. A computer virus passes from computer to computer like
a biological virus passes from person to person. ----------------------
Unlike a cell, a virus has no way to reproduce by itself. Instead, a ----------------------
biological virus must inject its DNA into a cell. The viral DNA then uses the
cell’s existing machinery to reproduce itself. In some cases, the cell fills with ----------------------
new viral particles until it bursts, releasing the virus. In other cases, the new
----------------------
virus particles bud off the cell one at a time, and the cell remains alive.
A computer virus shares some of these traits. A computer virus must ----------------------
piggyback on top of some other program or document in order to launch. Once ----------------------
it is running, it can infect other programs or documents. Obviously, the analogy
between computer and biological viruses stretches things a bit, but there are ----------------------
enough similarities between the two.
----------------------
People write computer viruses. A person has to write the code, test it to
make sure it spreads properly and then release it. A person also designs the ----------------------
virus’s attack phase, whether it is a silly message or the destruction of a hard
disk. However, the question is: why do they do it? ----------------------

There are at least three reasons. The first is the same psychology that ----------------------
drives vandals and arsonists. Why would someone want to break a window of
someone’s car, paint signs on buildings or burn down a beautiful forest? For ----------------------
some people, that seems to be a thrill. If that sort of person knows computer ----------------------
programming, then he or she may funnel energy into the creation of destructive
viruses. ----------------------
The second reason has to do with the thrill of watching things blow up. ----------------------
Some people have a fascination with things like explosions and car wrecks.
Creating a virus is a like creating a bomb inside a computer, and the more the ----------------------
number of infected computers the more the “fun” out of the explosion.
----------------------
The third reason involves bragging rights, or the thrill of doing it. If you
are a programmer who sees a security hole that could be exploited, you might ----------------------
simply be compelled to exploit the hole yourself before someone else beats you
----------------------
to it.
Of course, most virus creators seem to miss the point that they cause real ----------------------
damage to people with their creations. Destroying everything on a person’s ----------------------
hard disk is a real damage. Forcing a large company to waste hundreds of hours
in cleaning up after a virus enters the system is a real damage. Even a silly ----------------------
message is a real damage because someone has to waste time getting rid of it.
----------------------

Issues in ICT in Education 109

 Notes For this reason, the legal system is getting much harsher in punishing people
who create viruses.
----------------------
Traditional computer viruses were first widely seen in the late 1980s, and
---------------------- they came about because of several factors. The first factor was the spread of
Personal Computers (PCs). Prior to the 1980s, home computers were nearly
---------------------- non-existent. Computers were rare, and they were locked away for use by
“experts”. During the 1980s, computers started to spread to businesses and
----------------------
homes because of the popularity of the IBM PC (released in 1982) and the
---------------------- Apple Macintosh (released in 1984). By the late 1980s, PCs were widespread
in businesses, homes and college campuses.
----------------------
The second factor was the use of computer bulletin boards. People could
---------------------- dial up a bulletin board with a modem and download programs of all types. Games
were extremely popular, and so were simple word processors, spreadsheets and
---------------------- other productivity software. Bulletin boards led to the precursor of the virus
known as the Trojan horse. A Trojan horse is a software program, which when
----------------------
downloaded and run can erase your disk. You think you are getting a neat game,
---------------------- but it wipes out your system. Trojan horses only hit a small number of people
because they are quickly discovered, the infected programs are removed and
---------------------- word of the danger spreads among users.
---------------------- The third factor that led to the creation of viruses was the floppy disk. In
the 1980s, programs were small, and you could fit the entire operating system, a
---------------------- few programs and some documents onto a floppy disk or two. Many computers
did not have hard disks, so when you turned on your machine, it would load the
----------------------
operating system and everything else from the floppy disk. Virus authors took
---------------------- advantage of this to create the first self-replicating program.

---------------------- Early viruses were pieces of code attached to a common program like a
popular game or a popular word processor. A person might download an infected
---------------------- game from a bulletin board and run it. A virus like this is a small piece of code
embedded in a larger, legitimate program. When the user runs the legitimate
---------------------- program, the virus loads itself into memory and looks around to see if it can find
---------------------- any other program on the disk. If it can find one, it modifies the program to add
the virus’s code into the program. Then the virus launches the “real program”.
---------------------- The user really has no way to know that the virus ever ran. Unfortunately, the
virus has now reproduced itself, so two programs are infected. The next time
---------------------- the user launches either of those programs, they infect other programs, and the
---------------------- cycle continues.
If one of the infected programs is given to another person on a floppy
---------------------- disk, or if it is uploaded to a bulletin board, then other programs get infected.
---------------------- This is how the virus spreads.
The spreading part is the infection phase of the virus. Viruses would not
---------------------- be so violently despised if all they did was replicate themselves. Most viruses
---------------------- also have a destructive attack phase where they do damage. Some sort of trigger
will activate the attack phase, and the virus will then do something — anything
---------------------- from printing a silly message on the screen to erasing all your data. The trigger

110 ICT in Education

might be a specific date, the number of times the virus has been replicated or Notes
something similar.
----------------------
6.5.2 Evolution of Virus
As virus creators became more sophisticated, they learned new tricks. ----------------------
One important trick was the ability to load viruses into memory so they could ----------------------
keep running in the background as long as the computer remained on. This gave
viruses a much more effective way to replicate themselves. Another trick was ----------------------
the ability to infect the boot sector on floppy disks and hard disks. The boot
sector is a small program that is the first part of the operating system that the ----------------------
computer loads. It contains a tiny program that tells the computer how to load ----------------------
the rest of the operating system. By putting its code in the boot sector, a virus
can guarantee it is executed. It can load itself into memory immediately and run ----------------------
whenever the computer is on. Boot sector viruses can infect the boot sector of
any floppy disk inserted in the machine, and on college campuses, where lots of ----------------------
people share machines, they could spread like wildfire. ----------------------
In general, neither executable nor boot sector viruses are very threatening
any longer. The first reason for the decline has been the huge size of today’s ----------------------
programs. Nearly every program you buy today comes on a Compact Disc ----------------------
(CD). Compact discs cannot be modified, and that makes viral infection of a
CD unlikely, unless the manufacturer permits a virus to be burned onto the ----------------------
CD during production. The programs are so big that the only easy way to
move them around is to buy the CD. People certainly cannot carry applications ----------------------
around on floppy disks like they did in the 1980s, when floppies full of programs ----------------------
were traded in large numbers. Boot sector viruses have also declined because
operating systems now protect the boot sector. ----------------------
The environment of floppy disks, small programs and weak operating ----------------------
systems made these viruses possible in the 1980s, but that environmental niche
has been largely eliminated by huge executables, unchangeable CDs and better ----------------------
operating system safeguards.
----------------------
6.5.3 Other Threats
----------------------
Viruses and worms get a lot of publicity, but they are not the only threats
to your computer’s health. Malware is just another name for software that has ----------------------
an evil intent. Here are some common types of malware and their effects on
your computer. ----------------------
• Adware: It puts up advertisements on your screen. ----------------------
• Spyware: It collects personal information about you, such as your ----------------------
passwords or other information you type onto your computer.
----------------------
• Hijackers: They turn your machine into a zombie computer.
• Dialers: They force your computer to make phone calls. For example, one ----------------------
might call toll 900-numbers and run up your phone bill, while boosting
----------------------
the revenue for the owners of the 900-numbers.
----------------------

Issues in ICT in Education 111

 Notes 6.6 MANAGEMENT OF VIRUSES
---------------------- You can protect yourself against viruses with a few simple steps, which are
follows:
----------------------
• If you are truly worried about traditional (as opposed to e-mail) viruses,
---------------------- you should be running a more secure operating system like Unix. You
never hear about viruses on these operating systems because the security
----------------------
features keep viruses (and unwanted human visitors) away from your
---------------------- hard disk.
• If you are using an unsecured operating system, then buying virus
----------------------
protection software is a nice safeguard.
---------------------- • If you simply avoid programs from unknown sources (like the Internet),
---------------------- and instead stick with commercial software purchased on CDs, you
eliminate almost all the risk from traditional viruses.
---------------------- • You should make sure that macro virus protection is enabled in all
---------------------- Microsoft applications, and you should NEVER run macros in a document
unless you know what they do. There is seldom a good reason to add
---------------------- macros to a document, so avoiding all macros is a great policy.
---------------------- Open the Options dialog from the Tools menu in Microsoft Word and
make sure that Macro Virus Protection is enabled. Newer versions of
----------------------
Word allow you to customise the level of macro protection you use.
---------------------- • You should never double-click on an e-mail attachment that contains an
executable. Attachments that come in as Word files (.DOC), spreadsheets
----------------------
(.XLS), images (.GIF), etc. are data files and they can do no damage
---------------------- (noting the macro virus problem in Word and Excel documents mentioned
above). However, some viruses can now come in through JPG graphic
---------------------- file attachments. A file with an extension like EXE, COM or VBS is an
executable, and an executable can do any sort of damage it wants. Once
----------------------
you run it, you have given it permission to do anything on your machine.
---------------------- The only defence is never to run executables that arrive via e-mail.

---------------------- • Keep your virus software up-to-date with the latest virus signatures from
the software vendor, since the anti-virus software cannot detect new
---------------------- viruses without an update. If you use Norton AntiVirus/McAfee or any
other antivirus software, ensure that Auto-Protect is enabled. Current
---------------------- AntiVirus software automatically alerts you when your virus signature
---------------------- files are over 30 days old. LiveUpdate can also automate updating.
If you think a virus has infected your PC, thanks to an e-mail virus that
---------------------- mails itself to people in your address book, call those people and tell them not
---------------------- to open the messages or attachments — that is the only effective way to stop
the spread.
----------------------

----------------------

112 ICT in Education

 Notes
Check your Progress 3
----------------------
Match the following. ----------------------
i. Adware a. Puts up advertisements on your screen
----------------------
ii. Spyware b. Collects personal information about you
----------------------
iii. Hijackers c. Turn your machine into a zombie computer.
iv. Dialers d. Force your computer to make phone calls ----------------------

e. Protects the computer ----------------------

----------------------

Activity 3 ----------------------

----------------------
List the ways of protecting your computer at your workplace from virus
programs. ----------------------

----------------------
Summary
----------------------
• The Computer Crime and Security Survey conducted by the Computer
Security Institute indicates that computer crime and other information ----------------------
security breaches are on the rise and the cost is increasing.
----------------------
• Cyber attacks can result in serious financial losses and successful defense
against such attacks requires more than just the use of information security ----------------------
technologies.
----------------------
• Ethics and responsibility has the potential to develop core values essential
to acceptable online behaviour. ----------------------
• Cyber ethics is “applying old values to a new medium”. Relatively new ----------------------
terms, such as cyber citizenship, cyber ethics, and netiquette refer to
responsible cyber social behaviour. ----------------------

• The exclusive right to produce or reproduce (copy), to perform in public, ----------------------

or to publish an original literary or artistic work is called copyright.
----------------------
• The copyright law and the courts have provided exceptions to the rules,
which govern the behaviour of teachers, students and schools. In general, ----------------------
teachers are allowed to make “fair use” of materials for instructional
purposes. ----------------------

• Hacking is an act of penetrating computer systems to gain knowledge ----------------------

about the system and how it works.
----------------------
• A hacker is someone who is enthusiastic about computer programming
and all things related to the technical workings of a computer. ----------------------

----------------------

Issues in ICT in Education 113

 Notes • Crackers are people who try to gain unauthorised access to computers.
This is normally done by using a “backdoor” program installed on your
---------------------- machine.
---------------------- • Traditional computer viruses were first widely seen in the late 1980s.
• The boot sector is a small program that is the first part of the operating
----------------------
system that the computer loads. It contains a tiny program that tells the
---------------------- computer how to load the rest of the operating system.

----------------------
Keywords
----------------------
• Cyber ethics : Core values essential to acceptable online behaviour
---------------------- • Fair use: Fair use has been interpreted to include those limited uses,
---------------------- which are not likely to deprive a publisher or an author from income.
• Copyright: The exclusive right to produce or reproduce (copy), to
----------------------
perform in public, or to publish an original literary or artistic work.
---------------------- • Hacking: An act of penetrating computer systems to gain knowledge
about the system and the way it works.
----------------------
• Hacker: A person who delights in having an intimate understanding of
---------------------- the internal workings of a system, computers and computer networks in
particular.
----------------------
• Crackers: People who try to gain unauthorised access to computers.
----------------------

---------------------- Self-Assessment Questions

---------------------- 1. What are computer ethics?
---------------------- 2. Explain the concept of fair use and intellectual property.

---------------------- 3. State the differences between hackers and crackers.

4. Is hacking beneficial or harmful? Discuss.
----------------------
5. What are the different types of computer viruses?
----------------------
6. How can you prevent/control the spread of computer viruses?
----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Fill in the blanks.
----------------------
i. Fair use has been interpreted to include those limited uses, which are not
---------------------- likely to deprive a publisher or an author from income.
ii. Intellectual property means the legal rights, which result from intellectual
----------------------
activity in the industrial, scientific, literary and artistic fields.
----------------------

114 ICT in Education

Check your Progress 2 Notes
Multiple Choice Single Response. ----------------------
1. Hackers can:
----------------------
iv. All of the above
----------------------

Check your Progress 3 ----------------------

Match the following. ----------------------

i. – a. ----------------------
ii. – b.
----------------------
iii. – c.
----------------------
iv. – d.
----------------------
----------------------
Suggested Reading
----------------------
1. Goel, Anita. Computer Fundamentals. Pearson Education India.
----------------------
2. Rajaraman, V. Fundamentals of Computers. PHI Learning Pvt. Ltd.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

Issues in ICT in Education 115

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

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116 ICT in Education

ICT-Based Methodology
UNIT

7
Structure:
7.1 Introduction
7.2 Project-Based Learning (PBL)
7.2.1 Classroom Environment in a Project-Based Classroom
7.3 Technology-Aided Learning (TAL)
7.3.1 Advantages and Disadvantages of Technology-Aided Learning
7.4 Inquiry-Based Learning
7.4.1 Inquiry-Based Classroom Vs Traditional Classroom
7.5 Discovery Learning
7.5.1 Advantages and Disadvantages of Discovery Learning
7.6 Computer-Based Teaching
7.6.1 Advantages and Disadvantages of Computer-Based Teaching
7.7 Reflective Learning
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

ICT-Based Methodology 117

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Explain the concept of project-based learning

• Describe what technology-aided learning is
----------------------
• Integrate inquiry-based learning in classroom teaching
----------------------
• Define discovery learning and reflective learning
---------------------- • State the various ICT-based methodologies in teaching-learning
----------------------

---------------------- 7.1 INTRODUCTION

---------------------- Although the use of technology in Web-based forms of higher education
has grown exponentially in the past decade, it is becoming increasingly obvious
----------------------
that traditional university teaching can also benefit from technological advances.
---------------------- Universities all over the world invest heavily in course management software,
networks, and training and support capabilities to introduce Web enhancements
---------------------- to traditional courses.
---------------------- There are at least two fundamental reasons that justify this increased
investment. The first is that university education has a responsibility to ensure
---------------------- that future graduates are well versed in the use of Information, Communication
and Technology (ICT), since, in a knowledge economy, such technologies are
----------------------
an indispensable tool of everyday life in the world of work they hope to enter.
---------------------- There can hardly be a single profession or area of academic endeavour, in which
progress is possible without recourse to technology, at some level.
----------------------
The second reason is that ICT may contribute to more and better learning,
---------------------- which improves the effectiveness of education.

---------------------- In this unit, we are going to discuss the various ICT-based methods, which
will ensure that future graduates are well versed in the use of ICT.
----------------------
7.2 PROJECT-BASED LEARNING (PBL)
----------------------

---------------------- Project-based learning is a constructivist pedagogy that intends to bring

about deep learning by allowing learners to use an inquiry-based approach to
---------------------- engage with issues and questions that are rich, real and relevant to their lives.
Project- based learning is designed to be used for complex issues that require
---------------------- students to investigate in order to understand. It is not useful to use PBL for
---------------------- easy-to-learn factual information. Students, for example, may be asked to
monitor the water quality in a local river to learn about their local environment
---------------------- and environmental issues that affect it. PBL is an approach for classroom
activity that emphasises learning activities that are long-term, interdisciplinary
---------------------- and student-centred.

118 ICT in Education

 This approach is generally less structured than traditional, teacher-led Notes
classroom activities. In a project-based class, students often must organise
their own work and manage their own time. Within the project-based learning ----------------------
framework students collaborate, work together to make sense of what is going
on. Additionally, project-based instruction differs from traditional inquiry by ----------------------
its emphasis on students’ own artifact construction to represent what is being ----------------------
learned.
----------------------
Elements of a good project-based learning experience include:
• A fertile question or issue that is rich, real and relevant to the students’ ----------------------
lives.
----------------------
• Real-world use of technology.
----------------------
• Student-directed learning and/or the deliberate engagement of students’
voices. ----------------------
• Collaboration. ----------------------
• Multi-disciplinary components.
----------------------
• Long-term (more than three weeks) period.
----------------------
• Outcome based, with an artifact, presentation or action as the result of the
inquiry. ----------------------
PBL relies on learning groups; students’ groups determine their projects, ----------------------
which encourage them to take full responsibility of their learning. This is what
makes PBL constructivist. ----------------------
PBL is significant to the study of (mis-)conceptions; local concepts and ----------------------
childhood intuitions that are hard to replace with conventional classroom
lessons. In PBL, project science is the community culture; the students’ ----------------------
groups themselves resolve their understandings of phenomena with their own
knowledge building. ----------------------

PBL has important benefits for today’s students. They are listed as follows: ----------------------
• It recognises students’ inherent drive to learn, their capability to do ----------------------
important work, and their need to be taken seriously by putting them at
the centre of the learning process. ----------------------
• It engages students in the central concepts and principles of a discipline. ----------------------
The project work is central rather than peripheral to the curriculum.
----------------------
• It highlights provocative issues or questions that lead students to an in-
depth exploration of authentic and important topics. ----------------------
• It specifies products that solve problems, explain dilemmas or present ----------------------
information generated through investigation, research or reasoning.
• It includes multiple products that permit frequent feedback and consistent ----------------------
opportunities for students to learn from experience. ----------------------
• It uses performance-based assessments that communicate high expectations,
present rigorous challenges, and require a range of skills and knowledge. ----------------------

ICT-Based Methodology 119

 Notes • It encourages collaboration in some form, either through small groups,
student-led presentations or whole-class evaluations of project results.
----------------------
• It overcomes the dichotomy between knowledge and thinking, helping
---------------------- students to both “know” and “do”.
• It supports students in learning and practising skills in problem solving,
----------------------
communication and self-management.
---------------------- • It encourages the development of habits of mind associated with lifelong
learning, civic responsibility, and personal or career success.
----------------------
• It integrates curriculum areas, thematic instruction and community issues.
----------------------
• It assesses performance on content and skills using criteria similar to
---------------------- those in the work world, thus encouraging accountability, goal setting
and improved performance.
----------------------
• It creates positive communication and collaborative relationships among
---------------------- diverse groups of students.
---------------------- • It meets the needs of learners with varying skill levels and learning styles.

---------------------- 7.2.1 Classroom Environment in a Project-Based Classroom

The project approach refers to a set of teaching strategies that enable
---------------------- teachers to guide students through in-depth studies of real-world topics.
---------------------- Projects have a flexible framework within which teaching and learning are seen
as interactive processes. When teachers implement the approach successfully
---------------------- in the classrooms, students feel highly motivated and actively involved in
their own learning, leading them to produce high-quality work and to grow as
---------------------- individuals and collaborators. The teacher can carry out some of the activities
---------------------- in the classroom to promote learning through PBL. These activities are depicted
in the Figure 7.1.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- Fig. 7.1 Activities to promote Learning through PBL

----------------------

120 ICT in Education

A project-based classroom is a SMART classroom. The elaboration of SMART Notes
is as follows:
----------------------
• Students − being successful
• Motivation – intrinsic and powerful ----------------------
• Autonomy – independent learning ----------------------
• Reflective – thinking-centred classroom ----------------------
• Teachers – teaching with technology
----------------------
7.1 Differences between Traditional and Project-based Classrooms
----------------------
Criteria Traditional Classroom Project-based Classroom
Curriculum Long-term, interdisciplinary, ----------------------
Fixed student-centred projects on
curriculum real-world issues of interest to ----------------------
the student team
----------------------
Area of instruc- Has depth of investigation and
Broad area of instruction
tion research ----------------------
Memorisation Rote memorisation of facts Emphasis on understanding of
of facts processes, encourages critical ----------------------
thinking skills and discovery
----------------------
Classroom Teaching during the Indus- Teaching during the Technolo-
trial Age: Classroom with gy Age: Classroom has flexible ----------------------
rows of seats neatly placed seating, students collaborating
Attempts to keep everyone in teams ----------------------
together and learn at the Customised instruction, many
----------------------
same pace different levels and topics
Individual efforts to accom- Encourages working in hetero- ----------------------
plish a goal geneous teams to accomplish
the goal ----------------------
Teacher Teacher as the lecturer and Teacher as facilitator and re-
director of instruction, the source person ----------------------
“expert” ----------------------
Student Dependent upon the teach- Take responsibility for self, de-
er, carrying out instructions fine their own tasks and work ----------------------
as a member of a team for large
blocks of time with a goal, with ----------------------
the teacher as a guide ----------------------
Goal Goal is to perform well on Goal is to become a life-long
standardised tests learner ----------------------
Use of technol- Integrated tool used in all as-
ogy Reward for finishing a task pects of the classroom, such as ----------------------
or punishment for not mas- problem solving, communica- ----------------------
tering a concept tion, analysing results, and in-
formation gathering ----------------------

----------------------

ICT-Based Methodology 121

 Notes
Check your Progress 1
----------------------

---------------------- Fill in the blank.

1. SMART stands for S_________, M_________, A _________,
----------------------
R___________, T___________.
---------------------- 2. ___________ is a constructivist pedagogy that intends to bring about
deep learning.
----------------------

----------------------
Activity 1
----------------------

---------------------- Enlist five differences between a PBL classroom and a traditional classroom.

----------------------
7.3 TECHNOLOGY-AIDED LEARNING (TAL)
----------------------
Technology-aided learning is a technique that is employed to educate
---------------------- students via the use of technology. Technology-aided learning is becoming a
popular tool for teaching, utilising computers for explaning, tutoring and testing
---------------------- of subject matter. In the discipline of mathematics, there is a huge potential for
---------------------- the use of TAL in both teaching and testing of mathematics through Computer-
Aided Assessments (CAA). “Technology has revolutionised the way we work
---------------------- and is now set to transform education. Children (or indeed students) cannot be
effective in tomorrow’s world if they are trained in yesterday’s skills.” This
---------------------- statement made by Tony Blair on 7th October, 1997 highlights the importance
th st
---------------------- of computers and their role in teaching in the 20 and 21 centuries. However,
this statement does not mean the end to traditional ways of teaching, but it does
---------------------- cover the way to appropriately adopt technology in the area of education.

---------------------- The success or failure of technology is more dependent on human and

contextual factors than on hardware or software. The extent to which teachers
---------------------- are given time and access to pertinent training to use computers to support
learning plays a major role in determining whether or not technology has a
---------------------- positive impact on achievement.
---------------------- The success or failure of technology involves seeing it as a valuable
resource. This requires determining where it can have the highest payoff and then
---------------------- matching the design of the application with the intended purpose and learning
---------------------- goal. The success or failure of technology-enabled learning experiences often
depends on whether the software design and instructional methods surrounding
---------------------- its use are congruent.

---------------------- The success of technology depends on having significant critical access

to hardware and applications that are appropriate to the learning expectations
---------------------- of the activity. Research and best practice indicate that one computer for every
four to five students is necessary if students are to be able to use technology in
---------------------- a manner that will yield significant improvements in learning.

122 ICT in Education

 Teachers’ perception is that computers have improved the climate for Notes
learning, especially because technology increases students’ motivation in
subjects for which they use computers. ----------------------
There are three rules of using technology for learning. These can be ----------------------
summarised as follows:
----------------------
• Technology should not be used to replace teachers or teaching. It should
be used as a supplement to teaching or as a replacement for the absence ----------------------
of teaching, i.e., by making material available if a course is not currently
being run, or to remote/life-long learners who do not enjoy the privileges ----------------------
of being linked to an educational institution.
----------------------
• Technology should only be used where a noticeable gain to the teaching
quality is evident. Bearing in mind the considerable costs (both in terms ----------------------
of money and time) it is not enough to simply employ IT on the basis that
----------------------
it will not do any harm.
• Technology should be applied in appropriate stages. It is not essential to ----------------------
use every bit of new technology available. Sometimes the most noticeable ----------------------
effects can be derived from very easy-to-use methods, most noticeably in
the area of computer-mediated communication. ----------------------
7.3.1 Advantages and Disadvantages of Technology-Aided Learning ----------------------
The fundamental aim of technology-aided learning is to communicate
----------------------
with the student. The student should be learning about the subject matter in
question not the workings of a computer. A basic understanding of mouse ----------------------
and keyboard should be enough to allow the student to proceed through any
Computer-Based Training (CBT) software. ----------------------
Advantages of Technology-aided Learning ----------------------
It can be used across a broad range of subjects. TAL has been used as a ----------------------
method in medicine, economics, engineering, mathematics as well as in many
other disciplines. ----------------------
Technology-aided learning allows the possibility of testing as well ----------------------
as simply teaching students. The ability to test students within the tech-
savvy environment provides opportunity for both student and tutor to gain ----------------------
understanding of both materials learnt and understood and also to highlight the
----------------------
areas where further work is required.
Disadvantages of Technology-aided Learning ----------------------
The main problem, however, is the fact that computers with limited ----------------------
responses and interactions cannot truly undertake the role of a teacher in the
student-tutor relationship. ----------------------
Research indicates that students’ learning and satisfaction are dependent ----------------------
on such things as learning tasks, learner characteristics, student motivation and
the “instructor”. Hence, it can be seen that the choice of traditional teacher or ----------------------
computer does affect the learning process. ----------------------

ICT-Based Methodology 123

 Notes
Check your Progress 2
----------------------

---------------------- Fill in the blanks.

1. ____________________ is a technique being employed in order to
----------------------
educate students via the use of technology.
---------------------- 2. The fundamental aim of technology-aided learning is to _________
with the student.
----------------------

----------------------
Activity 2
----------------------

---------------------- List the advantages of TAL in your workplace.

----------------------
7.4 INQUIRY-BASED LEARNING
----------------------
An old adage states: “Tell me and I forget, show me and I remember,
---------------------- involve me and I understand.” The last part of this statement is the essence of
---------------------- inquiry-based learning. Inquiry implies involvement that leads to understanding.
Furthermore, involvement in learning implies possessing skills and attitudes
---------------------- that permit you to seek resolutions to questions and issues while you construct
new knowledge.
----------------------
Inquiry is defined as “seeking for truth, information or knowledge—
---------------------- seeking information by questioning”. Individuals carry on the process of
---------------------- inquiry from the time they are born until they die. This is true even though they
might not reflect upon the process. Infants begin to make sense of the world by
---------------------- inquiring. From birth, babies observe faces that come near, they grasp objects,
they put things in their mouths, and they turn towards voices. The process of
----------------------
inquiring begins with gathering information and data through applying the
---------------------- human senses − seeing, hearing, touching, tasting, and smelling.

---------------------- Unfortunately, our traditional educational system has worked in a way

that discourages the natural process of inquiry. Students become less prone to
---------------------- ask questions as they move through the grade levels. In traditional schools,
students learn not to ask too many questions, instead to listen and repeat the
----------------------
expected answer. Discouragement of our natural inquiry process may partly
---------------------- come from a lack of understanding about the deeper nature of inquiry-based
learning. Effective inquiry is more than just asking questions. A complex
---------------------- process is involved when individuals attempt to convert information and data
---------------------- into useful knowledge. Useful application of inquiry-based learning involves
several factors: a context for questions, a framework for questions, a focus
---------------------- for questions, and different levels of questions. Well-designed inquiry-based
learning produces knowledge formation that can be widely applied.
----------------------

124 ICT in Education

 Memorising facts and information is not the most important skill in today’s Notes
world. Facts change, and information is readily available. What is needed is an
understanding of how to get and make sense of the mass of data. Educators must ----------------------
understand that schools need to go beyond data and information accumulation
and move towards the generation of useful and applicable knowledge, a process ----------------------
supported by inquiry-based learning. In the past, our country’s success depended ----------------------
on our supply of natural resources. Today, it depends upon a workforce that
“works smarter”. Through the process of inquiry, individuals construct much ----------------------
of their understanding of the natural and human-designed worlds. Inquiry
implies a “need or want to know” premise. Inquiry is not so much seeking ----------------------
the right answer, because often there is none, but rather seeking appropriate ----------------------
resolutions to questions and issues. For educators, inquiry implies emphasis on
the development of inquiring skills and the nurturing of inquiring attitudes or ----------------------
habits of mind that will enable individuals to continue the quest for knowledge
throughout life. Content of disciplines is very important, but as a means to an ----------------------
end, not as an end in itself. The knowledge base for disciplines is constantly ----------------------
expanding and changing. No one can ever learn everything, but everyone
can better develop their skills and nurture the inquiring attitudes necessary to ----------------------
continue the generation and examination of knowledge throughout their lives.
For modern education, the skills and the ability to continue learning should ----------------------
be the most important outcome. Figure 7.2 illustrates how human society ----------------------
and individuals within society constantly generate and transmit the fund of
knowledge. ----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 7.2 The Fund of Knowledge
----------------------
Experts, working at the boundary between the known and the unknown,
constantly add to the fund of knowledge. It is very important that knowledge ----------------------
be transmitted to all the members of the society. This transmission takes place ----------------------
through structures like schools, families, and training courses. Certain attributes
are necessary for both generating and effectively transmitting the fund of ----------------------
knowledge. The attributes that experts use to generate new knowledge are very
similar to the qualities essential for the effective transmission of knowledge ----------------------
within the learners’ environment. ----------------------

ICT-Based Methodology 125

 Notes 7.4.1 Inquiry-Based Classroom Vs Traditional Classroom
In general, the traditional approach to learning is focused on mastery of
----------------------
content, with less emphasis on the development of skills and the nurturing of
---------------------- inquiring attitudes. The current system of education is teacher-centred, with
the teacher focused on giving out information about “what is known”. Students
---------------------- are the receivers of information, and the teacher is the dispenser. Much of the
assessment of the learner is focused on the importance of “one right answer”.
----------------------
Traditional education is more concerned with preparation for the next
---------------------- grade level and in-school success than with helping a student learn to learn
---------------------- throughout life.
Traditional classrooms tend to be closed systems where information is
----------------------
filtered through layers to students. In general, the use of resources is limited to
---------------------- what is available in the classroom or within the school.
Use of technology is focused on learning about the technology rather
----------------------
than its application to enhanced learning. Lesson plans are used to organise the
---------------------- various steps in the learning process for the whole-class approach. On-target
questions that would tend to cause deviations from the plan are met with, “We
---------------------- will get to that later.”
---------------------- The inquiry-based approach is more focused on using and learning content
as a means to develop information-processing and problem-solving skills. The
---------------------- system is more student-centred, with the teacher as a facilitator of learning.
---------------------- There is more emphasis on “how we come to know” and less on “what we
know”. Students are more involved in the construction of knowledge through
---------------------- active involvement. The more interested and engaged the students are by a
subject or project, the easier it will be for them to construct in-depth knowledge
----------------------
of it. Learning becomes almost effortless when something fascinates students
---------------------- and reflects their interests and goals. Assessment is focused on determining the
progress of skills development in addition to content understanding. Inquiry-
---------------------- based learning is concerned with in-school success, but it is equally concerned
with preparation for life-long learning. Inquiry-based classrooms are open
----------------------
systems where students are encouraged to search and make use of resources
---------------------- beyond the classroom and the school.

---------------------- Teachers who use inquiry-based approach can use technology to connect
students appropriately with local and world communities, which are rich sources
---------------------- of learning and learning materials. They replace lesson plans with facilitated
learning plans that account for slight deviations while still keeping an important
----------------------
learning outcome in focus. They meet on-target questions with, “How do you
---------------------- suggest we investigate that question?” Another issue regarding inquiry-based
learning has to do with a misconception about when to do inquiry. Inquiry is
---------------------- not only done in laboratory or group work—it can also be done in lectures that
provoke students to think and question.
----------------------
Teachers often discount the fact that when they are giving talks or
---------------------- lectures to students, the students, if engaged, are applying listening and

126 ICT in Education

observing skills using their senses. If teachers focus more on “how we come Notes
to know” by presenting evidence and information and encouraging students’
questioning, then talks can even become powerful inquiry models for students. ----------------------
Collaborative meaning-making can take place through discourse. When
----------------------
discussing the internal structure of the earth, for example, a teacher will often
give the students information about just the names and sizes of the layers of the ----------------------
earth, or “What we know?”. However, what really is important and intriguing
for the student is the “How do we know?” about these structures. No one ----------------------
has been down there, and physical probes have only scratched the surface.
----------------------
To enhance inquiry-based learning, the teacher should explain that indirect
scientific evidence, mainly the transmission and reflection of different kinds ----------------------
of earthquake waves, provides much of our understanding about the internal
structure of the earth. ----------------------

This approach provides the student with the opportunity not only to learn ----------------------
the names and sizes of the structures but, more importantly, to ponder and
----------------------
question the nature of indirect scientific evidence as well. Thus, an inquiry-
based approach can help students connect science with the scientific method. ----------------------
Students learn to apply the method to various fields of study while coming to
understand their content. ----------------------
Perhaps a good way to summarise the important difference between ----------------------
traditional learning and inquiry learning is that traditional learning focuses
more on learning about things, while inquiry learning focuses more on learning ----------------------
things. Another useful way to contrast the two might be thinking what as ----------------------
opposed to thinking how.
Role of Students in the Inquiry-based Classroom ----------------------

The educational system is more student-centred, with the teacher as a ----------------------

facilitator of learning. There is more emphasis on “how we come to know” and
----------------------
less on “what we know”. Hence, the role of the students is more significant in
an inquiry-based classroom. The role of the students is as follows: ----------------------
Students view themselves as learners in the process of learning ----------------------
• They look forward to learning.
• They demonstrate a desire to learn more. ----------------------
• They seek to collaborate and work cooperatively with teacher and peers. ----------------------
• They are more confident in learning, demonstrate a willingness to modify
----------------------
ideas and take calculated risks, and display appropriate skepticism.
Students accept an “invitation to learn” and willingly engage in an exploration ----------------------
process ----------------------
• They exhibit curiosity and ponder on observations.
• They move around, selecting and using the material they need. ----------------------
• They confer with classmates and teacher about observations and questions. ----------------------
• They try out some of their own ideas.
----------------------

ICT-Based Methodology 127

 Notes Students raise questions, propose explanations and use observations
• They ask questions (verbally and through actions).
----------------------
• They ask questions that lead them to activities generating further questions
---------------------- or ideas.
---------------------- • They observe critically, as opposed to casually looking or listening.

---------------------- • They value and apply questions as an important part of learning.

• They make connections to previous ideas.
----------------------
Students plan and carry out learning activities
----------------------
• They design ways to try out their ideas, not always expecting to be told
---------------------- what to do.
• They plan ways to verify, extend, confirm or discard ideas.
----------------------
• They carry out activities by using materials, observing, evaluating and
---------------------- recording information.
---------------------- • They sort out information and decide what is important.

---------------------- • They see detail, detect sequences and events, notice change, and detect
differences and similarities.
----------------------
Students communicate using a variety of methods
---------------------- • They express ideas in a variety of ways, including journals, drawing,
reports, graphing, and so forth.
----------------------
• They listen, speak and write about learning activities with parents,
---------------------- teachers and peers.
---------------------- • They use the language of learning, apply the skills of processing
information and develop their own “ground rules” appropriate for the
---------------------- discipline.
---------------------- Students critique their learning practices

---------------------- • They use indicators to assess their own work.

• They recognise and report their strengths and weaknesses.
----------------------
• They reflect on their learning with their teacher and their peers.
----------------------
Teacher’s Role in an Inquiry-based Classroom: Facilitator of Learning
---------------------- • The teacher reflects on the purpose and makes plans for inquiry-based
---------------------- learning.
• He plans ways for each learner to be actively engaged in the learning
---------------------- process.
---------------------- • He understands the necessary skills, knowledge and habits of mind needed
for inquiry-based learning.
----------------------
• He understands and plans ways to encourage and enable the learner to
---------------------- take increasing responsibility for his learning.

128 ICT in Education

• He insures that classroom learning is focused on relevant and applicable Notes
outcome.
----------------------
• He is prepared for unexpected questions or suggestions from the learner.
• He prepares the classroom environment with the necessary learning tools, ----------------------
materials and resources for active involvement of the learner.
----------------------
Guidelines for teachers in inquiry-based classroom
----------------------
Based on the role of the teacher in inquiry-based classroom, the teacher
should follow certain points while teaching in the inquiry-based mode. These ----------------------
points are as follows:
----------------------
• The teacher’s daily, weekly, monthly and yearly facilitation plans should
focus on setting content learning in a conceptual framework. These plans ----------------------
should stress on skill development and model and nurture the development
of habits of mind. ----------------------

• The teacher should accept that teaching is also a learning process. ----------------------
• The teacher should ask questions, encourage divergent thinking that leads ----------------------
to more questions.
----------------------
• The teacher should value and encourage responses, and when these
responses convey misconceptions, effectively explore the causes and ----------------------
appropriately guide the learner.
----------------------
• The teacher should remain constantly alert about learning obstacles and
guide learners when necessary. ----------------------
• The teacher should ask many ‘Why?”, “How do you know?” and “What ----------------------
is the evidence?” type of questions.
• The teacher should make students’ assessment an ongoing part of the ----------------------
learning process. ----------------------
In a nutshell, the importance of inquiry-based learning is that students learn
----------------------
how to continue learning throughout life.
----------------------
Check your Progress 3 ----------------------

Fill in the blanks. ----------------------

1. The ___________ is more focused on using and learning content as a ----------------------

means to develop information-processing and problem-solving skills.
----------------------
2. Inquiry-based learning is concerned with in-school success, but it is
equally concerned with preparation for ___________. ----------------------
3. _______ who use inquiry-based approach can use technology to ----------------------
connect ________ appropriately with local and world communities,
which are rich sources of learning and learning materials. ----------------------

----------------------

ICT-Based Methodology 129

 Notes
Activity 3
----------------------
List the role of the students and teachers in inquiry-based learning in your
----------------------
work area or vicinity.
----------------------

---------------------- 7.5 DISCOVERY LEARNING

---------------------- Discovery learning is a method of inquiry-based instruction and is
considered a constructivist-based approach to education. It is supported by the
---------------------- work of learning theorists and psychologists Jerome Bruner, Jean Piaget and
---------------------- Seymour Papert.
Jerome Bruner is thought to have originated discovery learning in the
---------------------- 1960s, but his ideas are very similar to those of earlier writers (e.g. John
---------------------- Dewey). Bruner argues, “Practice in discovering for oneself teaches one to
acquire information in a way that makes that information more readily viable in
---------------------- problem solving” (1961). This philosophy later became the discovery learning
movement of the 1960s. The mantra of this philosophical movement suggests
---------------------- that we should “learn by doing”.
---------------------- The idea is that students are more likely to remember concepts they
discover on their own. Discovery learning takes place in problem-solving
----------------------
situations where the learner draws on his own experience and prior knowledge.
---------------------- It is a method of instruction through which students interact with their
environment by exploring and manipulating objects, wrestling with questions
---------------------- and controversies, or performing experiments (Ormrod, 1995). Discovery
learning emphasises what Bruner calls a hypothetical mode of teaching/learning
----------------------
as opposed to a more didactic mode. Discovery learning encourages students to
---------------------- ask questions and formulate their own tentative answers, and to deduce general
principles from practical examples or experience.
----------------------
The discovery learning mode requires that the student participate in
---------------------- making many of the decisions about what, how and when something is to be
learned and even plays a major role in making such decisions. Instead of being
---------------------- “told” the content by the teacher, it is expected that the student will have to
explore examples and from them “discover” the principles or concepts, which
----------------------
are to be learned. Many contend that the discovery learning versus expository
---------------------- debate continues as a timeless debate as to how much a teacher should help a
student and how much the student should help him.
----------------------
Teachers have found that discovery learning is most successful when
---------------------- students have prerequisite knowledge and undergo some structured experiences
(Roblyer, Edwards and Havriluk, 1997). Modern technology can now provide a
---------------------- virtual environment for students to explore. The WWW can now link students to
virtual worlds created using the vrml markup language. Although the “worlds”
----------------------
are fairly simplistic at this point the potential is there for virtual field trips to
---------------------- many educational places where students will be able to control the tour.

130 ICT in Education

 Simulations are another area where computer technology can support Notes
children’s learning. Scholastic Software’s Operation Frog acquaints students
with the structure and components of a body system. It can take the place of ----------------------
dissection work with a real frog. For many schools it is less expensive (since
it can be done again and again), less offensive to students and more flexible. ----------------------
Many teachers believe simulations offer effective supplements to real labs, ----------------------
either to prepare students for making good use of the actual labs, or a follow-
up with variations on the original experiments. As a final example, simulations ----------------------
can provide students with experiences that they could not do in real life.
Science Toolkit: Earthquake Module by Broderbund allows students to cause ----------------------
an earthquake and observe its activities. ----------------------
Hypothesis generation is a very crucial process in discovery learning. It
----------------------
is the process where the learner actually generates new knowledge and ideas.
Hypothesis generation has been found to be one of the most difficult learning ----------------------
processes in discovery learning. Hypotheses are statements that a certain
relation holds between two or more variables. ----------------------
Another cognitive process associated with discovery learning is that ----------------------
of monitoring experimentation. In order to be successful in a discovery
environment, learners must design experiments that serve as an inspiration for ----------------------
hypotheses or that test hypotheses.
----------------------
7.5.1 Advantages and Disadvantages of Discovery Learning
----------------------
The discovery learning method has some impact on the educational
system to have sustained itself over decades. Many educators still find the ----------------------
discovery learning technique important for students’ development and retention
of knowledge. The advantages and disadvantages of discovery learning are ----------------------
listed as follows: ----------------------
Advantages
----------------------
• Supports active engagement of the learner in the learning process.
----------------------
• Fosters curiosity.
• Enables the development of lifelong learning skills. ----------------------
• Personalises the learning experience. ----------------------
• Highly motivating as it allows individuals the opportunity to experiment ----------------------
and discover something for themselves.
• Builds on learner’s prior knowledge and understanding. ----------------------

• Promotes autonomy, responsibility and independence. ----------------------

• Develops creativity and problem-solving skills. ----------------------
Disadvantages
----------------------
• Potential to confuse the learner if no initial framework is available.
----------------------
• Requires teachers who can guide the process of discovery.
----------------------

ICT-Based Methodology 131

 Notes • Discovery learning can include mixed or missing feedback, encoding
errors, causal misattributions and more, which could actually cause
---------------------- frustration and set a learner back.
---------------------- • Creation of cognitive overload.
• Potential misconceptions.
----------------------
• Teachers may fail to detect problems and misconceptions.
----------------------

---------------------- Check your Progress 4

----------------------
Multiple Choice Multiple Response.
---------------------- 1. The advantages of discovery learning are as follows:
---------------------- i. Supports active engagement of the learner in the learning
process.
----------------------
ii. Fosters curiosity.
----------------------
iii. Enables the development of lifelong learning skills.
---------------------- iv. Does not support the why, how questions.
----------------------

---------------------- Activity 4
----------------------
Give two examples illustrating that discovery learning results in lifelong
---------------------- learning.

----------------------
7.6 COMPUTER-BASED TEACHING
----------------------
The idea to “pour knowledge into the heads of persons” rather than
---------------------- acquiring it through arduous or difficult educational processes is very old. The
---------------------- emergence of powerful computers has rekindled the hope that a device acting as
an individual teacher and making learning much easier is possible.
---------------------- This has lead to the development of Computer-Based Teaching (CBT).
---------------------- However, it comes in many variants and acronyms. CBT can also be interpreted
to mean Computer-Based Training, the abbreviation CAI stands for Computer-
---------------------- Assisted Instruction, ITS for Intelligent Tutoring System, etc. Incorporating the
WWW, other acronyms are appearing, such as Web-Based Teaching (WBT).
----------------------
Although computers and the Web may help in instructional processes,
---------------------- it is necessary to be cautious. Cognitive psychology of learning processes
show that passive processes are not enough and active work by the learner is
----------------------
necessary. The most we can achieve with (networked) computers is to make
---------------------- knowledge acquisition (learning) either more interesting or less expensive, or
both. The motivation to use computers for the learning process in schools and
---------------------- universities is usually to achieve better motivation and more enjoyable learning;

132 ICT in Education

in companies the main driving force is to reduce the cost incurred in training or Notes
retraining of employees or newcomers.
----------------------
CBT and WBT are often understood as offering “multimedia modules”
that learners work through at their own pace, intermixed with some simple ----------------------
questionnaires to reinforce knowledge obtained and to advise persons on how
to proceed. This naive approach has been tried innumerable times since the ----------------------
early 60s. With some exceptions, it has proven to be unsuccessful. Learners
----------------------
feel that such systems are not much superior than books with pictures, or even
inferior to high-quality videos that can be stopped and scenes reviewed when ----------------------
necessary; knowledge providers find that creating “high-quality courseware”
(teaching modules are usually referred to as such) is expensive to an extent that ----------------------
a pay-off is not easy to see.
----------------------
Good Web-based solutions must consider the following issues:
----------------------
• Before material is presented to learners, the level of their knowledge
must be determined. Only modules that provide new knowledge must be ----------------------
offered. Nothing is more de-motivating than having to wade through lots
of material until a morsel of new information is found. Ideally, not only ----------------------
the level of knowledge should be determined, but also the cognitive style.
----------------------
Some persons learn better through texts, others through pictures, others
through tactile efforts (like inputting some text), etc. ----------------------
• The material must never be “dictatorial”, forcing the person to work ----------------------
through it (“tunnel syndrome”); at any point learners must be able to go
back to the table of contents and see how much they have done and what ----------------------
still has to be worked through.
----------------------
• Whatever is presented, users should be able to make notes, highlight
parts of the material, create links to related material, insert own ideas, ----------------------
etc. They must be allowed to actively work with the material rather than
just passively go through it. A networked environment should allow that ----------------------
additions or changes are available to other learners. ----------------------
• Material presented should not be offered in isolation, but with a sufficient
background “library” that can be used for “researching”, if desired. ----------------------
Clearly, the Web can play a major role in this context. ----------------------
• The best way to learn is often “not by viewing but by doing”. For
----------------------
example, rather than reading about some aspect of geography it is often
more motivating to be forced to prepare a presentation using modern ----------------------
multimedia techniques.
----------------------
• Finally, the possibility of a network (intranet or Internet) must be truly
exploited. It is the network that is and should be breaking the isolation often ----------------------
experienced when learning with computers; three main communicational
and co-operational components must be supported: ----------------------
i. Learners can chat with or pose questions to others who are currently ----------------------
working on a similar topic if those others have indicated that they
are available. ----------------------

ICT-Based Methodology 133

 Notes ii. Using discussion forums and (more generally) cooperative spaces,
users can work together even when not online simultaneously.
---------------------- iii. Users should be able to ask questions at any point that experts should
---------------------- answer as fast as possible.
General networked training and learning systems must also provide
---------------------- powerful tools for authoring, testing, course and student administration and for
---------------------- collecting feedback and other statistical data. Systems that incorporate most of
these desirable features are starting to be visible on the horizon; this will finally
---------------------- make WBT a valuable tool for the teaching and learning process.

---------------------- 7.6.1 Advantages and Disadvantages of Computer-Based Teaching

Interactive instructional technique is that in which a computer is used to
---------------------- present instructional material, monitor learning, and select additional instructional
---------------------- material in accordance with individual learner’s needs.
Advantages
----------------------
• Possibility of accessing material and communicating with other teachers
---------------------- and learners at a time to suit the learner.
• Allows time to reflect and edit contributions to online discussions, thus
----------------------
equalising opportunities to participate.
---------------------- • Allows access to a wide range of international resources.
---------------------- • Allows for the possibility of more student-centred learning at a distance.
• Allows for the circulation of documents for collaborative construction.
----------------------
Disadvantages
----------------------
• Unequal access to technology may hinder full participation.
---------------------- • Face-to-face feedback clues are lost causing potential misunderstanding
between participants.
----------------------
• Still a potential for people to feel inhibited about participation because of
---------------------- the quantity if not the quality of others’ contributions.
---------------------- • Pressure to respond to real-time communications may inhibit some
participants, which can be made worse by the volume of traffic experienced.
----------------------
• May inhibit the oral contributor who would prefer face-to-face discussion.
----------------------

----------------------
Check your Progress 5

---------------------- State True or False.

---------------------- 1. Interactive instructional technique is that in which a computer is used
to present instructional material, monitor learning, in accordance with
---------------------- individual learner’s needs.
---------------------- 2. Before material is presented to learners, the level of their knowledge
must be determined.
----------------------

134 ICT in Education

 Notes
Activity 5
----------------------
Find out the advantages of computer-based teaching in colleges in your
----------------------
vicinity from the point of view of students and teachers.
----------------------

7.7 REFLECTIVE LEARNING ----------------------

Through an experiential learning style, reflective learning develops ----------------------

and implements powerful learning solutions that improve participants’ ----------------------
effectiveness and quality of life. This style of learning leads to breakthrough
thinking; breakthrough thinking leads to change; and change leads to personal ----------------------
and professional growth. The importance of reflecting on what you are doing,
as part of the learning process, has been emphasised by many educators. ----------------------
Donald Schön (1983) suggested that the capacity to reflect on action to engage ----------------------
in a process of continuous learning was one of the defining characteristics
of professional practice. The cultivation of the capacity to reflect “in” action ----------------------
(while doing something) and “on” action (after you have done it) has become
an important feature of professional training programmes in many disciplines, ----------------------
and its encouragement is seen as a particularly important aspect of the role of ----------------------
the mentor of the trainee professional.
Students sometimes view reflective writing as an annoying interruption ----------------------
to the serious business of developing content knowledge in their subject area. ----------------------
However, there are sound reasons why reflective writing is included in student
assessment. ----------------------
“Reflection is indicative of deep learning, and where teaching and learning ----------------------
activities such as reflection are missing… only surface learning can result.”,
Biggs in King (2002). ----------------------
Reflective writing tasks are given to students to help students learn through ----------------------
reflection, precisely because of the established link between reflection and
deeper learning. Apart from facilitating and monitoring learning, the intention ----------------------
is to produce graduates who have acquired the habit of reflection as a means of
continuing to learn and grow in their professions. ----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 7.3 Reflection leading to Personal, Professional Growth and
Meaningful Change ----------------------

ICT-Based Methodology 135

 Notes Reflection can help you to:
• Better understand your strengths and weaknesses.
----------------------
• Identify and question your underlying values and beliefs.
----------------------
• Acknowledge and challenge possible assumptions on which you base
---------------------- your ideas, feelings and actions.

---------------------- • Recognise areas of potential bias or discrimination.

• Acknowledge your fears.
----------------------
• Identify possible inadequacies or areas for improvement.
----------------------
Reflection can lead to greater self-awareness, which in turn is a first step
---------------------- to positive change – it is a necessary stage in identifying areas for improvement
and growth in both personal and professional contexts. Taking time to reflect can
---------------------- help you identify approaches that have worked well, and in that way reinforce
good practice.
----------------------
Conditions for reflection
----------------------
You should be thinking about possible subjects and opportunities for
---------------------- reflective writing before and during your learning, not only after them.

---------------------- Some conditions that can assist you to learn through reflection include:
• Preparation: When you enter into a new experience, try to identify
---------------------- opportunities for reflection.
---------------------- • Understanding: You need to know what the goals and expectations of
critical reflection are.
----------------------
• Time: Stop and think.
----------------------
• Objectivity: A level of objectivity about yourself and the impact of your
---------------------- actions.

---------------------- • Honesty
• Non-defensive attitude: An open, non-defensive attitude to the
---------------------- experience.
---------------------- • Focus: A focus on the deeper levels of meaning – moral, ethical, social
and/or professional issues in addition to your emotional response.
----------------------
Conditions inhibiting reflection
----------------------
In the workplace, lack of time frequently limits opportunities for learning
---------------------- through reflection. People may not have time to stop and think. Similarly, time
is an issue for students. For students, perhaps the major obstacle to learning
---------------------- through reflection is devoting insufficient time to it, and consequently failing to
explore the experience in depth. Students sometimes write simply to meet the
----------------------
assessment requirements, without genuinely engaging in the process. This will
---------------------- not lead to meaningful insights or positive change. The following figure shows
the action-reflection model.
----------------------

136 ICT in Education

 Notes

----------------------

----------------------

----------------------

----------------------
Fig. 7.4 The Action-Reflection Model
----------------------
There is a clear link between action and reflection, and change within this
style of learning. In the activity-reflection model, there are four stages to the ----------------------
cycle of reflection:
----------------------
• Initial or new experience
----------------------
• Reflection and observation
• Development of a new concept ----------------------

• Experimentation ----------------------
While doing reflective thinking in order to achieve reflective learning you ----------------------
are asked to write a critical incident report. The following are the guidelines for
writing the report: ----------------------
• Describe the context of the incident. ----------------------
• Describe the actual incident in detail. ----------------------
• Explain why the incident was critical or significant for you.
----------------------
• Explain your concerns at the time.
----------------------
• Describe what you were thinking and feeling as it was taking place, and
afterwards. ----------------------
• Mention anything particularly demanding about the situation.
----------------------
• Explain how the incident will affect your studies.
----------------------
• Explain how it will affect your future role as a professional.
----------------------
Activity 6 ----------------------

Give two examples from your experience to show that reflective learning ----------------------
useful to improve learning. ----------------------

----------------------
Summary ----------------------
• Universities all over world invest heavily in course management ----------------------
software, networks, and training and support capabilities to introduce
Web enhancements to traditional courses. ----------------------

ICT-Based Methodology 137

 Notes • Project-based learning is designed to be used for complex issues that
require students to investigate in order to understand.
----------------------
• Technology-aided learning is a technique that is employed to educate
---------------------- students via the use of technology. TAL is becoming a popular tool
for teaching, utilising computers for explaining, tutoring and testing of
---------------------- subject matter.
---------------------- • Technology should not be used to replace teachers or teaching. It should
be used as a supplement to teaching or as a replacement for the absence
---------------------- of teaching,
---------------------- • TAL has been used as a method in medicine, economics, engineering and
mathematics as well as in many other disciplines.
----------------------
• TAL allows the possibility of testing as well as simply teaching students.
---------------------- • Inquiry is defined as “seeking for truth, information, or knowledge—
---------------------- seeking information by questioning”.
• The inquiry-based educational system is more students centred, with the
---------------------- teacher as a facilitator of learning. There is more emphasis on “how we
---------------------- come to know” and less on “what we know”.
• Discovery learning is a method of inquiry-based instruction and is
----------------------
considered a constructivist-based approach to education.
---------------------- • Teachers have found that discovery learning is most successful when
students have prerequisite knowledge and undergo some structured
----------------------
experiences.
---------------------- • CBT and WBT are often understood as offering “multimedia modules”
---------------------- that learners work through at their own pace, intermixed with some simple
questionnaires to reinforce knowledge obtained and to advise persons on
---------------------- how to proceed.

---------------------- • Reflection can lead to personal, professional growth and meaningful

change.
----------------------

---------------------- Keywords

---------------------- • Project-based learning: An approach for classroom activity that

emphasises learning activities that are long-term, interdisciplinary and
---------------------- student-centred.
---------------------- • Technology-aided learning: A technique that is employed to educate
students via the use of technology.
----------------------
• Inquiry-based learning: A seeking for truth, information or knowledge─
---------------------- seeking information by questioning.

---------------------- • Discovery learning: An approach to instruction through which students

interact with their environment by exploring and manipulating objects,
---------------------- wrestling with questions and controversies, or performing experiments.

138 ICT in Education

• Computer-assisted instruction: Interactive instructional technique Notes
in which a computer is used to present instructional material, monitor
learning, and select additional instructional material in accordance with ----------------------
individual learner’s needs.
----------------------
• Reflective learning: The capacity to reflect on action to engage in a
process of continuous learning. ----------------------

----------------------
Self-Assessment Questions
----------------------
1. What are the characteristics of a good project?
----------------------
2. What are the rules for using technology for learning?
----------------------
3. Explain the role of the students and the teacher in inquiry-based learning.
4. Discuss the concept of discovery learning. ----------------------
5. How can CBT improve teaching? ----------------------
6. How does reflection help? ----------------------
7. What are the conditions that help you learn through reflection?
----------------------

----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Fill in the blank.
1. SMART stands for Students, Motivation, Autonomy, Reflective, ----------------------
Teachers. ----------------------
2. Project-based learning is a constructivist pedagogy that intends to bring
----------------------
about deep learning.
----------------------
Check your Progress 2 ----------------------
Fill in the blanks. ----------------------
1. Technology-aided learning is a technique that is employed to educate
students via the use of technology. ----------------------

2. The fundamental aim of technology-aided learning is to communicate ----------------------

with the student.
----------------------

----------------------
Check your Progress 3
Fill in the blanks. ----------------------

1. The inquiry-based approach is more focused on using and learning content ----------------------
as a means to develop information-processing and problem-solving skills.
----------------------

ICT-Based Methodology 139

 Notes 2. Inquiry-based learning is concerned with in-school success, but it is
equally concerned with preparation for lifelong learning.
----------------------
3. Teachers who use inquiry-based approach can use technology to connect
---------------------- students appropriately with local and world communities, which are rich
sources of learning and learning materials.
----------------------

---------------------- Check your Progress 4

---------------------- Multiple Choice Multiple Response.

---------------------- 1. The advantages of discovery learning are as follows:

i. Supports active engagement of the learner in the learning process
----------------------
ii. Fosters curiosity
----------------------
iii. Enables the development of lifelong learning skills
----------------------
---------------------- Check your Progress 5

---------------------- 1. True
2. True
----------------------

----------------------

----------------------
Suggested Reading

---------------------- 1. Khirwadkar, Anjali. Information and Communication Technology

In Education: Interactive Multi-Media Instructional Strategies For
---------------------- Teaching-Learning Process. Sarup & Sons.

---------------------- 2. Pace, Andrew, K. The Ultimate Digital Library. ALA Editions.

3. Pathak, R.P. Educational Technology. Pearson Education India.
----------------------
4. Siddiqui, M.H. Education Technology. APH Publishing.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

140 ICT in Education

New Trends in ICT in Education
UNIT

8
Structure:
8.1 Introduction
8.2 Blogs
8.2.1 History of Blog
8.2.2 Types of Blogs
8.2.3 Legal Status of Publishers of a Blog
8.2.4 Blogger’s Code of Conduct
8.3 E-Conferencing
8.4 Discussion Forums
8.5 Online Thinking Tools
8.5.1 Types of Online Thinking Tools
8.6 E-Tutors
8.6.1 Components of Online Tutoring Service
8.6.2 Online Tutoring Procedures
8.6.3 Online Tutoring Requirements
8.6.4 Advantages of Online Tutoring
8.6.5 Disadvantages of Online Tutoring
8.7 Digital Library
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

New Trends in ICT in Education 141

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Identify the uses blogs

• Describe the types of e-conferencing
----------------------
• Use discussion forums
----------------------
• Explain the importance of online thinking tools
---------------------- • Discuss online tutoring
---------------------- • Describe the uses digital library

----------------------

---------------------- 8.1 INTRODUCTION

---------------------- Globalisation and technological changes have accelerated in tandem
over the past 15 years and have created a new global economy “powered by
---------------------- technology, fuelled by information and driven by knowledge”. The emergence
of this new global economy has serious implications for the nature and purpose
----------------------
of educational institutions. As the life of information continues to shrink and
---------------------- access to information continues to grow exponentially, schools cannot remain
mere venues for the transmission of a prescribed set of information from teacher
---------------------- to student over a fixed time-period. Rather, schools must promote “learning to
learn”, i.e., the acquisition of knowledge and skills that make possible continuous
---------------------- st
learning over the lifetime. “The illiterate of the 21 century”, according to
---------------------- futurist Alvin Toffler, will not be those who cannot read and write, but those
who cannot learn, unlearn and relearn.” Today, the need of every educationist
---------------------- is to accept these changes and keep abreast of the new trends in education. An
overview of some of the new trends in education is provided in this unit.
----------------------

---------------------- 8.2 BLOGS

---------------------- A blog is a website where entries are written in chronological order and
commonly displayed in reverse chronological order. Blog can also be used
----------------------
as a verb, meaning to maintain or add content to a blog. Many blogs provide
---------------------- commentary or news on a particular subject; others function as more personal
online diaries. A typical blog combines text, images, links to other blogs, web
---------------------- pages, and other media related to its topic. The ability for readers to leave
comments in an interactive format is an important part of many blogs. Most
----------------------
blogs are primarily textual, although some focus on art (artlog), photographs
---------------------- (photoblog), sketches (sketchblog), videos (vlog), music (MP3 blog), audio
(podcasting) and are part of a wider network of social media. Microblogging is
---------------------- another type of blogging, which consists of blogs with very short posts.
----------------------

142 ICT in Education

8.2.1 History of Blog Notes
The modern blog evolved from the online diary, where people would keep
----------------------
a running account of their personal lives. Most such writers called themselves
diarists, journalists or journalers. A few called themselves escribitionists. ----------------------
Websites, including both corporate sites and personal homepages, had and still
often have “What’s New” or “News” sections, often on the index page and ----------------------
sorted by date. Early weblogs were simply manually updated components of
----------------------
common websites. However, the evolution of tools to facilitate the production
and maintenance of Web articles posted in reverse chronological order made ----------------------
the publishing process feasible to a much larger, less technical population.
Ultimately, this resulted in the distinct class of online publishing that produces ----------------------
blogs we recognise today. For instance, the use of some sort of browser-
----------------------
based software is now a typical aspect of “blogging”. Blogs can be hosted by
dedicated blog hosting services, or they can be run using blog software, such as ----------------------
WordPress, Movable Type, blogger or LiveJournal, or on regular Web hosting
services. ----------------------
The term ‘weblog’ was coined by Jorn Barger on 17 December, 1997. The ----------------------
short form, “blog”, was coined by Peter Merholz, who jokingly broke the word
“weblog” into the phrase “we blog” in the sidebar of his blog Peterme.com in ----------------------
April or May of 1999. This was quickly adopted as both a noun and verb (“to
----------------------
blog”, meaning “to edit one’s weblog or to post to one’s weblog”).
Blogging combined the personal web page with tools to make linking ----------------------
to other pages easier, specifically permalinks, blogrolls and TrackBacks. This,
----------------------
together with weblog search engines enabled bloggers to track the threads that
connected them to others with similar interests. By 2001, blogging was enough ----------------------
of a phenomenon that how-to manuals began to appear, primarily focusing on
techniques. The importance of the blogging community (and its relationship to ----------------------
larger society) increased rapidly.
----------------------
8.2.2 Types of Blogs
----------------------
There are various types of blogs, and each differs in the way content is
delivered or written. ----------------------
• By media: A blog comprising videos is called a vlog, one comprising ----------------------
links is called a linklog, a site containing a portfolio of sketches is called
a sketchblog or one comprising photos is called a photoblog. Blogs with ----------------------
shorter posts and mixed media types are called tumblelogs.
----------------------
An Artlog is a form of art sharing and publishing in the format of a blog, but
differentiated by the predominant use of and focus on art work rather than ----------------------
text.
----------------------
• By Device: Blogs can also be defined by which type of device is used to
compose it. A blog written by a mobile device like a mobile phone or a ----------------------
Personal Digital Assistant (PDA) is called a moblog.
----------------------
• By Genre: Some blogs focus on a particular subject, such as political
blogs, travel blogs, fashion blogs, project blogs, niche blogs, legal blogs ----------------------

New Trends in ICT in Education 143

 Notes (often referred to as a blawgs) or dreamlogs. While not a legitimate type
of blog, the one used for the sole purpose of spamming is known as a
---------------------- Splog. A Slog (Site or website log) is a section or “slice” of a regular
business website, which is seamlessly integrated within the regular
---------------------- website structure but is produced with blogging software.
---------------------- An edublog is a blog written by someone with a stake in education.
Examples might include blogs written by or for teachers, blogs maintained
----------------------
for the purpose of classroom instruction, or blogs written about educational
---------------------- policy. The collection of these blogs is called edublogosphere. Others refer to
the community or collection of blogs and bloggers as the edusphere.
----------------------
8.2.3 Legal Status of Publishers of a Blog
---------------------- A blog can be private, as in most cases, or it can be for business purposes.
Blogs, either used internally to enhance the communication and culture in a
----------------------
corporation or externally for marketing, branding or PR purposes are called
---------------------- corporate blogs.

---------------------- Several blog search engines are used to search blog contents (also known
as the blogosphere), such as blogdigger, Feedster, and Technorati. Technorati
---------------------- provides current information on both popular searches and tags used to
categorise blog postings.
----------------------
Several online communities exist that connect people to blogs and bloggers
---------------------- to other bloggers, including Blog Catalogue and MyBlogLog. A collection of
local blogs is sometimes referred to as a Bloghood.
----------------------
The emergence of blogging has brought a range of legal liabilities and
---------------------- other often unforeseen consequences. One area of concern is the issue of
bloggers releasing proprietary or confidential information. Another area of
---------------------- concern is blogging and defamation. A third area of concern is employees who
---------------------- write about aspects of their place of employment or their personal lives, and
then face loss of employment or other adverse consequences.
----------------------
8.2.4 Blogger’s Code of Conduct
---------------------- The Blogger’s Code of Conduct is a proposal for bloggers to enforce
civility on their bloggers by being civil themselves and moderating comments
----------------------
on their blog. The Blogger’s Code of Conduct contains the following:
---------------------- • Take responsibility not just for your own words, but for the comments
---------------------- you allow on your blog.
• Label your tolerance level for abusive comments.
---------------------- • Consider eliminating anonymous comments.
---------------------- • Ignore the trolls.
• Take the conversation offline, and talk directly or find an intermediary
---------------------- who can do so.
---------------------- • If you know someone who is behaving badly, tell them so.
• Don’t say anything online that you wouldn’t say in person.
----------------------

144 ICT in Education

 Notes
Check your Progress 1
----------------------
Multiple Choice Multiple Response. ----------------------
1. The Blogger’s Code of Conduct contains the following:
----------------------
i. Label your tolerance level for abusive comments.
----------------------
ii. Consider eliminating anonymous comments.
iii. Ignore the trolls. ----------------------

iv. All of the above. ----------------------

----------------------
Activity 1 ----------------------

Identify the uses of an educational blog in your organisation. ----------------------

----------------------
8.3 E-CONFERENCING
----------------------
E-conferencing refers to “interactive electronic communication
----------------------
among people located at two or more different places”. There are four types
of e-conferencing based on the nature and extent of interactivity and the ----------------------
sophistication of the technology:
----------------------
1. Audio-conferencing: This involves the live (real-time) exchange of
voice messages over a telephone network. ----------------------
2. Audiographic conferencing: When low-bandwidth text and still images, ----------------------
such as graphs, diagrams or pictures can be exchanged along with voice
messages, then it is called audiographic conferencing. Non-moving ----------------------
visuals are added using a computer keyboard or by drawing/writing on a
graphics tablet or whiteboard. ----------------------
3. Videoconferencing: It allows the exchange not just of voice and graphics ----------------------
but also of moving images. Videoconferencing technology does not use
telephone lines but a satellite link or television network (broadcast/cable). ----------------------

4. Web-based conferencing: As the name implies, web-based conferencing ----------------------

involves the transmission of text, graphic, audio and visual media
via the Internet; it requires the use of a computer with a browser and ----------------------
communication can be both synchronous and asynchronous. ----------------------
E-conferencing is used in both formal and non-formal learning contexts
----------------------
to facilitate teacher-learner and learner-learner discussions, as well as to access
experts and other resource persons remotely. In open and distance learning, ----------------------
e-conferencing is an useful tool for providing direct instruction and learner
support, minimising learner isolation. An e-conferencing network between ----------------------
universities and colleges, for example, will help in providing continuing
----------------------

New Trends in ICT in Education 145

 Notes education and academic upgrading to the teachers and students. Some
higher education institutions using teleconferencing in their online learning
---------------------- programmes include the Open University of the United Kingdom, Universiti
Tun Abdul Ruzak (UNITAR) in Malaysia, Open University of Hong Kong, and
---------------------- Indira Gandhi National Open University (IGNOU) in India.
----------------------

---------------------- Activity 2

---------------------- Find out the different ways in which you can utilise e-conferencing in your
educational organisation.
----------------------

----------------------
8.4 DISCUSSION FORUMS
----------------------
A discussion forum is a Web application for holding discussions and
---------------------- posting user- generated content. Internet forums are also commonly referred
to as Web forums, message boards, discussion boards, (electronic) discussion
---------------------- groups, discussion forums, bulletin boards or simply forums. The terms
“forum” and “board” may refer to the entire community or to a specific sub-
----------------------
forum dealing with a distinct topic. Messages within these sub-forums are then
---------------------- displayed either in chronological order or as threaded discussions.

---------------------- In a threaded discussion, a group of individuals is connected through an

electronic medium, such as an e-mail distribution list, listserv, online conference
---------------------- group, an Internet-based bulletin board service or a bulletin board established
on a local area network. This allows group members to communicate about
---------------------- common interests asynchronously—that is, not simultaneously or in a rapid
---------------------- exchange as in face-to-face conversation, but individually, at their own time.
Anonymous forums may offer full anonymity or pseudonymity, allowing
---------------------- posts without registration. CAPTCHAs, e-mail authentication and trip codes are
---------------------- often used to prevent comment spam on such forums. Registered members of a
forum, who are identified by unique usernames, may have additional privileges,
---------------------- such as the ability to edit their previous posts, start new topics, and control their
individual settings and profiles. The profiles tend to include graphical avatars
---------------------- and signature blocks, which are appended to their future posts, sometimes
---------------------- consisting of elaborate shoutboxes. Members also have the ability to send
personal messages to each other. In certain cases, members have been given
---------------------- the ability to close their own topics, edit previously posted comments, or delete
posts in topics they have started.
----------------------
A forum administrator typically has the ability to edit, delete, move or
---------------------- otherwise modify any thread on the forum. Administrators also usually have
the ability to close the board, change major software items, change global skins,
----------------------
modify the board, and ban, delete or create members. Moderators have a subset
---------------------- of these powers, which may include editing, deleting and moving threads, mass
pruning, warning members for offences and changing minor forum details. It is
---------------------- often possible for moderator privileges to be delegated to other forum members.

146 ICT in Education

A board’s moderation system can include moderation of the moderators via a Notes
meta-moderation system. The board software may also allow administrators to
create word filters, automated scripts, which strip undesirable text from users’ ----------------------
messages.
----------------------
Features
----------------------
Forum software packages are widely available on the Internet and are
written in a variety of programming languages, such as PHP, Perl, Java and ----------------------
ASP. The configuration and records of posts can be stored in text files or in a
database. Each package offers different features, from the most basic, providing ----------------------
text-only postings, to more advanced packages, offering multimedia support
----------------------
and formatting code (usually known as BBCode). Many packages can be
integrated easily into an existing website to allow visitors to post comments on ----------------------
articles. Some packages are installed applications like Lithium and SharePoint
and others are hosted and offered as a software. Several other Web applications, ----------------------
such as weblog software, also incorporate forum features. Wordpress comments
----------------------
at the bottom of a blog post allow for a single-threaded discussion of any given
blog post. Slashcode, on the other hand, is far more complicated, allowing ----------------------
fully threaded discussions and incorporating a robust moderation and meta-
moderation system as well as many of the profile features available to forum ----------------------
users. Full content management systems, such as Drupal, Joomla or Mambo
----------------------
can also incorporate full-blown forums as plug-in or basic features of forums
in other portions of their website. Other features may include sticky threads, ----------------------
allowing moderators and administrators to cause significant threads to display
at the top of the forum’s index. ----------------------
Comparison with Other Web Applications like E-mails ----------------------
One significant difference between forums and electronic mailing lists is ----------------------
that mailing lists automatically deliver new messages to the subscriber, while
forums require the member to visit the website and check for new posts. As ----------------------
members may miss replies in threads they are interested in, many modern
forums offer an “e-mail notification” feature, whereby members can choose to ----------------------
be notified of new posts in a thread, and web feeds that allow members to see ----------------------
a summary of the new posts using aggregator software. The main difference
between newsgroups and forums is that additional software, a newsreader, ----------------------
is required to participate in newsgroups. Visiting and participating in forums
normally requires no additional software beyond the Web browser. ----------------------

Wikis, unlike conventional forums, typically allow all users to edit all ----------------------
content, including each other’s messages. This level of content manipulation is
reserved for moderators or administrators on most forums. Wikis also allow the ----------------------
creation of other content outside of the talk pages. On the other hand, weblogs ----------------------
and generic content management systems tend to be locked down to the point
where only a few select users can post blog entries, although many allow other ----------------------
users to comment upon them.
----------------------
Forums differ from chat rooms and instant messaging in that forum
participants do not have to be online at the same time to receive or send messages. ----------------------

New Trends in ICT in Education 147

 Notes Messages posted to a forum or Usenet are publicly available for some time,
which is uncommon in chat rooms that maintain frequent activity. If members
---------------------- of a forum are online at the same time, their posting conversation can be just as
fast as a chat room conversation if a topic is being discussed with great interest.
----------------------
Forum Netiquette
----------------------
Forum netiquette can vary on different forums. On default, individuals
---------------------- must agree to a registry agreement that defines a forum’s rules before joining
that particular forum, but whether those rules are actively enforced varies from
----------------------
forum to forum., A family friendly forum, for example, would prohibit sexually
---------------------- explicit content, but a sex-oriented forum would encourage it. Also, some
forums are more tolerant of cursing and rude behaviour than others.
----------------------
Multiple Posts
----------------------
One common faux pas on Internet forums is to post the same message
---------------------- twice. Users sometimes post versions of a message that are only slightly
different, especially in forums where they are not allowed to edit their earlier
---------------------- posts. Multiple posting instead of editing prior posts can artificially inflate a
---------------------- user’s post count. Multiple posting can be unintentional; a user’s browser might
display an error message even though the post has been transmitted or a user
---------------------- of a slow forum might become impatient and repeatedly hit the submit button.
Multiple posting can also be used as a method of trolling or spreading forum
----------------------
spam. A user may also send the same post to several forums, cross-posting.
---------------------- This problem was inherited from Usenet and is a common complaint in many
forums.
----------------------
Spamming
---------------------- Forum spamming is a breach of netiquette where users repeat the same
---------------------- word or phrase repeatedly, but it differs from multiple posting in that spamming
is usually a willful act, which sometimes has malicious intent. This is a common
---------------------- trolling technique. It can also be traditional spam, unpaid advertisements that are
in breach of the forum’s rules. Spammers utilise a number of illicit techniques
----------------------
to post their spam, including the use of botnets. Spamming is also considered a
---------------------- post that has little or no meaning to it at all, e.g., “I lik to tadada”.

---------------------- Trolls
A troll is a user that repeatedly and intentionally breaches netiquette,
----------------------
often posting derogatory or otherwise inflammatory messages about sensitive
---------------------- topics in an established online community to bait users into responding. They
may also link to shock sites or plant images on networks that others may find
---------------------- disturbing in order to cause confrontation. Trolls, also known as gravediggers,
---------------------- purposefully post in old and irrelevant threads simply to bring that thread to
light again.
----------------------

----------------------

148 ICT in Education

 Notes
Check your Progress 2
----------------------
Fill in the blanks. ----------------------
1. ______ forums may offer full anonymity or pseudonymity, allowing
----------------------
posts without registration.
2. A forum ________ typically has the ability to edit, delete, move or ----------------------
otherwise modify any thread on the forum.
----------------------

----------------------
Activity 3 ----------------------

Search the Internet and find out two educational forums. ----------------------

----------------------
8.5 ONLINE THINKING TOOLS
----------------------
In the classroom, students have to be given plenty of exercise in order
to increase their higher-order thinking skills. These are active learning places ----------------------
where students engage in robust discussions, pursue investigations, analyse
----------------------
complex information, and solve problems. Teachers play a critical role; of
course, facilitating learning activities and posing questions that take students’ ----------------------
thinking to deeper levels. To help teachers and students make the most of active
learning experiences the online thinking tools help teachers design, set up and ----------------------
manage classroom projects across a wide range of grade levels and subject
----------------------
areas. Students are benefited to a greater extend by the usage of the online
thinking tools. Some of the benefits are as follows: ----------------------
• Students use the tool directly: Teachers design effective learning projects
----------------------
and set up class workspaces, but students use the online tool themselves.
Hands-on, dynamic, manipulative tools that students control, help meet ----------------------
the needs of diverse learners.
----------------------
• Tools help teachers find out what students are thinking: By capturing
a record of student thinking, a good tool gives teachers a window into ----------------------
student understanding. Knowing what students are thinking enables
teachers to better address individual learners’ needs. Teachers and students ----------------------
can see how understanding changes over time with the introduction of
----------------------
new concepts and content.
• Activities are generative: Rather than using a tool for a one-time task, ----------------------
students go back and use the tool again after they have learned new ----------------------
information or gathered research data. Generative activities support
student learning over time, as students gain new understanding built on ----------------------
what they already know.
----------------------
• Tools are open-ended, reusable and not limited by content areas: They
can be integrated across disciplines and used at a wide range of grade levels. ----------------------

New Trends in ICT in Education 149

 Notes • Online resources support best teaching practices: Making cognitive
tools available online adds more advantages. “This is anywhere, anytime
---------------------- learning,” Pollard explains. Both students and teachers appreciate being
able to store and access class projects from any Internet connection. The
---------------------- online learning environment also makes it possible for students to connect
---------------------- with resources beyond the classroom. Learning teams can be organised
across distant locations, allowing students to exchange ideas with learners
---------------------- in other communities.
---------------------- 8.5.1 Classification of Online Thinking Tools
Online thinking tools are classified into three categories. They are as follows:
----------------------
1. Visual Ranking Tool: Visual ranking tools offer an interactive workspace
---------------------- for ranking and comparing lists. Visual Ranking includes an easy-to-use
tool that allows students to arrange factors in an ordered list, explain
----------------------
their reasoning through use of comment boxes, and compare their results
---------------------- with lists made by others. What do students learn from making ordered
lists? The process involves a wide range of cognitive skills, including
---------------------- analysis, evaluation, and decision-making. Visual Ranking includes a
correlation feature that enables students to compare their results with their
----------------------
classmates’ lists. Whether a class project involves ranking the elements
---------------------- of a good mystery story or listing the steps involved in cell meiosis, the
Visual Ranking tool helps students set priorities, debate differences, make
---------------------- correlations, reach consensus and organize ideas.
---------------------- The following diagram shows a sample of a Visual Ranking tool.

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 8.1 Visual Ranking Tool
----------------------
2. Seeing Reason Tool: This tool creates maps of cause and effect. At its most
---------------------- simple, the Seeing Reason mapping tool allows a user to create diagrams
---------------------- or “causal maps”. These maps help students understand the information in
the investigation of a problem. Students organise the factors that influence
---------------------- or affect a problem and show how these factors interact with each other in

150 ICT in Education

 cause-and-effect relationships. The tool supports cycles of investigation Notes
where students gather what they know, organise that knowledge into a
map, and then investigate whether their initial concepts are supported by ----------------------
evidence. By organising their ideas about a system into a visual diagram,
students have a common reference point to reason with each other about ----------------------
cause-and-effect relationships. ----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 8.2 Seeing Reason Tool
----------------------
3. Showing Evidence Tool: According to Gardner C. Anthony, “Any
collection of related facts is difficult to grasp when expressed by figures ----------------------
in tabular form, but the same may be seen at a glance when presented by ----------------------
one of the many graphic representations of those ideas.”
Why do students need to know how to argue? Argumentation is essential ----------------------
to human thinking and discourse. People construct and evaluate arguments ----------------------
everyday in school, work and informal settings to resolve issues as simple
as what brand of soda to buy to as complex as whether stem cell research ----------------------
should be legalised. The ability to evaluate and construct arguments is
particularly important in today’s society where individuals are constantly ----------------------
confronted with new information. Argumentation is about making claims ----------------------
and providing justification for those claims. Justification means that
people can question why they should believe an assertion or claim. A ----------------------
claim should not just be an individual’s opinion, but should be justifiable
if another individual challenges it. The following diagram shows a sample ----------------------
of a Showing Evidence Tool. ----------------------

New Trends in ICT in Education 151

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 8.3 Showing Evidence Tool
----------------------
Check your Progress 3
----------------------

---------------------- Fill in the blanks.

---------------------- 1. __________ is essential to human thinking and discourse.

---------------------- 2. The _____ help students understand the information in the investigation
of a problem.
----------------------

---------------------- Activity 4
----------------------
Create a Visual Ranking tool on a topic of your choice. Refer to Figure 9.1
---------------------- above.
----------------------

---------------------- 8.6 E-TUTORS

---------------------- It refers to the process by which knowledge is imparted from a tutor,
knowledge provider or an expert to a student or knowledge recipient over the
---------------------- Internet. Online tutoring has been around almost as long as the Internet and
takes the following form:
----------------------
1. Tutoring via e-mail and knowledge content: In this mode, the tutor or
---------------------- knowledge provider creates knowledge content in a very structured and
---------------------- methodical manner. The student accesses this knowledge at his own time
and pace. Interaction between the tutor and the student may be via e-mail.
---------------------- In addition, tests and quizzes may be taken and submitted by the student,
which can be graded and returned with feedback by the tutor.
----------------------

152 ICT in Education

2. Real-time tutoring over Internet: With increased bandwidth, students Notes
and tutors can now engage online at the same time as in a physical
classroom. With additional technology tools, the tutor can present material ----------------------
on the computer to the student and the student and the tutor may work
on the material on a “whiteboard” at the same time. The whiteboard is ----------------------
the equivalent of a physical classroom blackboard and allows the tutor to ----------------------
write and generate illustrations in real-time. Real-time tutoring typically
contains both audio and video devices. A variation of the real-time tutoring ----------------------
is the use of online chat and instant messaging by the tutor to interact in
real-time with students. Though online tutoring without audio or video is ----------------------
substantially different from online tutoring with real-time audio and video, ----------------------
it can be effective particularly if students have older computer models,
computers connected to the Internet via dial-up modems, or if they use ----------------------
shared computers as in a library or other shared space. In 2007, Second Life
started to be used for foreign language tuition, including online language ----------------------
tutoring. A good online tutoring strategy may incorporate both forms of ----------------------
online knowledge delivery for effective and lower cost knowledge delivery.
----------------------
8.6.1 Components of Online Tutoring Service
Online tutoring consists of the following components: ----------------------
• Video and audio in real time: Video is necessary so that visual feedback ----------------------
essential to learning is present as well as audio for ease-of-use without
additional phone bills and inconvenience of dealing with two separate ----------------------
devices. Online audio is typically based on Voice over Internet Protocol
----------------------
(VoIP), which is a mature technology and is being used for phone services,
e.g., Skype and Vonage. There are four tiers of online tutoring services: ----------------------
(i) Those with real-time audio and video incorporated in their technology, ----------------------
e.g., Illuminate Home Connection.
(ii) Those using public domain set ups such as MSN Messenger with ----------------------
less central coordination. ----------------------
(iii) Those who implement online tutoring as a keyboard chat room with
no audio or video. ----------------------

(iv) Those without any online tutoring component. ----------------------

• Tutors are validated or are employees: When tutors are not validated ----------------------
and simply pay the service to operate as tutors, there is no central check
to ensure the quality and authenticity of tutoring, or ascertain security for ----------------------
the child student.
----------------------
• Affordable: Many online tutoring services are inexpensive.
----------------------
8.6.2 Online Tutoring Procedures
From the above description, it might appear that online tutoring may be ----------------------
a direct mirror of age-old physical tutoring procedures. However, there are ----------------------
subtle differences in both the approach and the delivery of online tutoring. The
differences are as follows: ----------------------

New Trends in ICT in Education 153

 Notes • Unlike face-to-face or physical tutoring where traditionally, tutors are
used to writing on a blackboard, online tutoring requires additional
---------------------- preparation of course material so that it is delivered faster to the student,
typing into the whiteboard. This is because it is still more challenging to
---------------------- use the mouse to write compared to using chalk on a blackboard. A good
---------------------- modus operandi is to prepare the course material as slides and then use
the white board to illustrate and emphasise aspects of the material as the
---------------------- lesson proceeds. This also means that online tutoring might waste less
time.
----------------------
• Since tutoring is usually on one computer─the tutor’s computer–the tutor
---------------------- has greater responsibility to regulate access to the whiteboard and even
access to speak to the class. In fact, it is a good idea to keep online tutoring
----------------------
classes very small when a lot of interaction is required.
---------------------- • Attendees are in remote locations. As a result, online tutoring might be
more difficult for tutoring younger children or those with little attention
----------------------
span unless there is additional adult presence, such as the parents, with
---------------------- the student.
8.6.3 Online Tutoring Requirements
----------------------
The requirements for online tutoring include:
----------------------
• Real-time online tutoring using both voice and screen-sharing applications
---------------------- requires a significant amount of bandwidth. A minimum connection speed
of 128 kbit/s or higher is recommended. A dial-up access may slow down
---------------------- (latency) the process and frustrate both the tutor and the student.
---------------------- • Audio microphone and speaker or a headset containing both.
---------------------- • A shared screen, on which the student and the tutor can write is important
for effective teaching. This can be done through the use of collaborative
---------------------- software popularly called a “whiteboard”.
---------------------- • For writing, drawing and highlighting text, a digital pen mouse will
be very useful especially while learning maths or languages other than
---------------------- English. Student can write freely instead of using the mouse.
---------------------- • A webcam or digital video camera may be required if physical
demonstration or visual feedback is required.
----------------------
• If voice and particularly video are not required, many of the technical
---------------------- requirements listed above can be significantly reduced or eliminated.

---------------------- 8.6.4 Advantages of Online Tutoring

Some of the advantages of online tutoring are:
----------------------
• Transcending time and distances: Online tutoring creates time and
---------------------- place utility for thousands of students who can log on to the tutor’s site
and get their queries answered at virtually any time of the day. The round-
----------------------
the- clock accessibility is a boon because now they do not have to wait
---------------------- until the next session with their tutor to get their doubts cleared.

154 ICT in Education

• Enhanced learning tools: E-tutors have access to a wide range of Notes
teaching and learning tools on the Internet that they use to create better
and firm understanding amongst the students. They can either formulate ----------------------
their own learning tactics and concepts in a video and applications, or use
the existing resources on the Internet. ----------------------

• Ease of learning: Agreed that the online tutoring cannot replace the ----------------------
traditional learning system, still the online tutors have ushered in an ease
----------------------
of learning in the virtual world, which the academicians are readily using
to complement the face-to-face teaching sessions in the classroom. The ----------------------
students, for example, who find it difficult to express their doubts and
ask their questions in front of a class of 30 because of the fear of being ----------------------
mocked, can learn comfortably with the help of online tutors.
----------------------
8.6.5 Disadvantages of Online Tutoring
----------------------
Along with the attraction of easy access to tutors, several factors mitigate
the value of online instruction: ----------------------
• Outsourcing teacher’s jobs from the community: Rather than creating ----------------------
teaching expertise in a local environment, online tutoring encourages
displacement of instruction outside of a student’s location and social group. ----------------------
• Separation of student from group problem solving with peers: Many ----------------------
problems in communities and the working world are solved with “team
effort”. Learning how to solve problems and resolve peer conflicts is a central ----------------------
part of socialisation. Online tutoring encourages one-on-one interaction or
faceless communication with what may be an entirely unknown group. ----------------------

• Expensive: Almost all potential students live in countries already ----------------------

providing schooling, often without cost. Online tutoring is expensive, yet
while a state has a commitment to education, an online tutor’s commitment ----------------------
is limited to continued payment. ----------------------

----------------------
Check your Progress 4
----------------------
Fill in the blanks. ----------------------
1. The _______ is the equivalent of a physical classroom blackboard
and allows the tutor to write and generate illustrations in real-time. ----------------------

2. _________tutoring using both voice and screen-sharing applications ----------------------

requires a significant amount of bandwidth.
----------------------

----------------------
Activity 5
----------------------
Search the Internet and collect information of any three online tutoring ----------------------
services.
----------------------

New Trends in ICT in Education 155

 Notes 8.7 DIGITAL LIBRARY
---------------------- A library in which collections are stored in digital formats (as opposed
to print, microform or other media) and accessible by computers is known as a
----------------------
digital library. The digital content may be stored locally or accessed remotely via
---------------------- computer networks. A digital library is a type of information retrieval system.
The first use of the term “digital library” in print may have been in a 1988
---------------------- report to the Corporation for National Research Initiatives. The older names
“electronic library” or “virtual library” are also occasionally used, though
----------------------
electronic library nowadays are more often referred to as portals.
---------------------- The term “digital library” is diffused enough to be applied to a wide
range of collections and organisations, but to be considered a digital library, an
----------------------
online collection of information must be managed by and made accessible to a
---------------------- community of users. Thus, some websites can be considered digital libraries,
but not all. A distinction is often made between content that was created in a
---------------------- digital format, known as born-digital, and information that has been converted
from a physical medium, e.g., paper, by digitising. The term “hybrid library”
----------------------
is sometimes used for libraries that have both physical collections and digital
---------------------- collections. Some important digital libraries also serve as long-term archives.
Digital archives differ from libraries in several ways. Traditionally,
----------------------
archives were defined as:
---------------------- • Containing primary sources of information (typically letters and papers
---------------------- directly produced by an individual or organisation) rather than the
secondary sources found in a library, e.g., books, etc.
---------------------- • Having their contents organised in groups rather than individual items.
---------------------- Books in a library are catalogued individually, items in an archive are
typically grouped by provenance (the individual or organisation who
---------------------- created them) and original order (the order in which the materials were
kept by the creator).
----------------------
• Having unique contents. A book may be found at many different libraries,
---------------------- depending on its rarity. The records in an archive are usually one-of-a-
kind and cannot be found or consulted at any other location except at the
----------------------
archive that holds them.
---------------------- Advantages of Digital Libraries
---------------------- The advantages of digital libraries as a means of easy and rapid access
to books, archives and images of various types are now widely recognised by
---------------------- commercial interests and public bodies alike. Traditional libraries are limited
by storage space; digital libraries have the potential to store much more
----------------------
information, simply because digital information requires very little physical
---------------------- space to contain it. The cost of maintaining a digital library is much lower than
that of a traditional library. A traditional library must spend large sums of money
---------------------- paying for staff, book maintenance, rent and additional books. Digital libraries
do away with these fees. Digital libraries can immediately adopt innovations
----------------------

156 ICT in Education

in technology providing users with improvements in electronic and audio book Notes
technology as well as presenting new forms of communication such as wikis
and blogs. ----------------------
The main advantages of digital library are as follows: ----------------------
• No physical boundary: The user of a digital library need not go to the
----------------------
library physically; people from all over the world can gain access to the
same information, as long as an Internet connection is available. ----------------------
• Round the clock availability: A major advantage of digital libraries is
----------------------
that people can gain access to the information at any time, night or day.
• Multiple accesses: The same resources can be used at the same time by a ----------------------
number of users. ----------------------
• Structured approach: Digital libraries provide access to much richer
content in a more structured manner, i.e., we can easily move from the ----------------------
catalogue to the particular book then to a particular chapter, and so on. ----------------------
• Information retrieval: The user is able to use any search term (word,
phrase, title, name and subject) to search the entire collection. Digital ----------------------
libraries can provide very user-friendly interfaces, giving clickable access ----------------------
to its resources.
----------------------
• Preservation and conservation: An exact copy of the original can be
made any number of times without any degradation in quality. ----------------------
• Space: While traditional libraries are limited by storage space, digital
----------------------
libraries have the potential to store much more information, simply
because digital information requires very little physical space to contain ----------------------
them. When a library has no space for extension, digitisation is the only
solution. ----------------------
• Networking: A particular digital library can provide a link to any other ----------------------
resources of other digital libraries very easily; thus, a seamlessly integrated
resource sharing can be achieved. ----------------------
• Cost: In theory, the cost of maintaining a digital library is lower than ----------------------
that of a traditional library. A traditional library must spend large sums
of money paying for staff, book maintenance, rent, and additional books. ----------------------
Although digital libraries do away with these fees, it has since been ----------------------
found that digital libraries can be no less expensive in their own way to
operate. Digital libraries can and do incur large costs for the conversion ----------------------
of print materials into digital format, for the technical skills of staff
to maintain them, and for the costs of maintaining online access (i.e., ----------------------
servers, bandwidth costs, etc.). Also, the information in a digital library ----------------------
must often be “migrated” every few years to the latest digital media. This
process can incur very large costs in hardware and skilled personnel. ----------------------
Some people have criticised that copyright law restricts digital libraries, ----------------------
because works cannot be shared over different periods of time in the manner of a
traditional library. The content is, in many cases, public domain or self-generated ----------------------

New Trends in ICT in Education 157

 Notes content only. Other digital libraries (more specifically, digital collections such
as [OverDrive] http:/ /www.overdrive.com, which may be acquired by libraries)
---------------------- accommodate copyright concerns by licensing content and distributing it on
a commercial basis, which allows for better management of the content’s
---------------------- reproduction and the payment (if required) of royalties. Access to digital
---------------------- libraries and their collections is dependent upon a stable information technology
infrastructure (power, computers, communication links, etc.). Hence, despite the
---------------------- egalitarian potential of the digital library, many of those who could most benefit
from its global reach (for instance in the Third World) are not able to do so.
----------------------
Academic repositories
----------------------
Many academic libraries are actively involved in building institutional
---------------------- repositories of the institution’s books, papers, theses, and other works which
can be digitised or were “born digital”. Many of these repositories are made
---------------------- available to the public with few restrictions, in accordance with the goals
of open access. Institutional, truly free, and corporate repositories are often
----------------------
referred to as digital libraries.
---------------------- Future of digital libraries
---------------------- The future of the digital libraries is vast. Large-scale digitisation projects
are underway at Google, the Million Book Project, Yahoo!, and MSN. With
---------------------- continued improvements in book handling and presentation technologies, such
---------------------- as optical character recognition and e-books, and development of alternative
depositories and business models, digital libraries are rapidly growing in
---------------------- popularity as demonstrated by Google, Yahoo! and MSN’s efforts. Just as
libraries have ventured into audio and video collections, so have digital libraries
---------------------- such as the Internet Archive.
----------------------

----------------------
Check your Progress 5

---------------------- State True or False.

---------------------- 1. A physical boundary exists for the digital library.

---------------------- 2. Digital libraries have ventured in the Internet Archive.

----------------------
Activity 6
----------------------

---------------------- Search the Internet and locate five digital libraries that provide free access
and downloading of material.
----------------------

---------------------- Summary
---------------------- • Globalisation and technological change have accelerated in tandem over
the past 15 years and have created a new global economy “powered by
---------------------- technology, fuelled by information and driven by knowledge”.

158 ICT in Education

• Many blogs provide commentary or news on a particular subject; others Notes
function as more personal online diaries. A typical blog combines text,
images, links to other blogs, web pages, and other media related to its ----------------------
topic.
----------------------
• E-conferencing refers to “interactive electronic communication among
people located at two or more different places”. ----------------------
• A discussion forum is a Web application for holding discussions and ----------------------
posting user-generated content. Internet forums are also commonly
referred to as Web forums, message boards, discussion boards, (electronic) ----------------------
discussion groups, discussion forums, bulletin boards or simply forums.
----------------------
The terms “forum” and “board” may refer to the entire community or to
a specific sub-forum dealing with a distinct topic. Messages within these ----------------------
sub-forums are then displayed either in chronological order or as threaded
discussions. ----------------------
• Moderators have a subset of these powers, which may include editing, ----------------------
deleting, and moving threads, mass pruning, warning members for
offences, and changing minor forum details. ----------------------
• Students benefit to a greater extent by the usage of the online thinking ----------------------
tools.
----------------------
• E-tutors refers to the process by which knowledge is imparted from a
tutor, knowledge provider or an expert to a student or knowledge recipient ----------------------
over the Internet.
----------------------
• A library in which collections are stored in digital formats (as opposed to
print, microform, or other media) and accessible by computers is known ----------------------
as a digital library.
----------------------
• Digital libraries can provide very user-friendly interfaces, giving clickable
access to its resources. ----------------------

----------------------
Keywords
----------------------
• Blog: A website where entries are written in chronological order and
commonly displayed in reverse chronological order. ----------------------

• E-conferencing: Interactive electronic communication among people ----------------------

located at two or more different places.
----------------------
• E-tutoring: The process by which knowledge is imparted from a tutor,
knowledge provider or expert to a student or knowledge recipient over the ----------------------
Internet.
----------------------
• Digital library: A library in which collections are stored in digital
formats (as opposed to print, microform, or other media) and accessible ----------------------
by computers.
----------------------

----------------------

New Trends in ICT in Education 159

 Notes
Self-Assessment Questions
----------------------
1. How are blogs and discussion forums useful in education?
---------------------- 2. Differentiate among the different types of e-conferencing.
---------------------- 3. How can online thinking tools revolutionise the teaching-learning
process?
----------------------
4. “Digital library is a powerful tool for referencing.” Discuss.
----------------------

----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Multiple Choice Multiple Response.
----------------------
1. The Blogger’s Code of Conduct contains the following:
---------------------- iv. All of the above.
----------------------

---------------------- Check your Progress 2

Fill in the blanks.
----------------------
1. Anonymous forums may offer full anonymity or pseudonymity, allowing
---------------------- posts without registration.
---------------------- 2. A forum administrator typically has the ability to edit, delete, move or
otherwise modify any thread on the forum.
----------------------
Check your Progress 3
---------------------- Fill in the blanks.
---------------------- 1. Argumentation is essential to human thinking and discourse.
---------------------- 2. The maps help students understand the information in the investigation of
a problem.
----------------------

---------------------- Check your Progress 4

---------------------- Fill in the blanks.

---------------------- 1. The whiteboard is the equivalent of a physical classroom blackboard and

allows the tutor to write and generate illustrations in real-time.
---------------------- 2. Real-time online tutoring using both voice and screen-sharing applications
---------------------- requires a significant amount of bandwidth.

----------------------

----------------------

160 ICT in Education

Check your Progress 5 Notes
State True or False.
----------------------
1. False
----------------------
2. True
----------------------

----------------------
Suggested Reading
----------------------
1. Mangal, S., Uma Mangal. 2009. Essential of Educational Technology.
----------------------
New Delhi: PHI Learning Private Limited.
2. Pace, Andrew, K. The Ultimate Digital Library. ALA Editions. ----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

New Trends in ICT in Education 161

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

162 ICT in Education

Evaluation of Educational Software / Computer-Based
Technology UNIT

Structure: 9
9.1 Introduction
9.2 Educational Values of the Software/ CBT
9.2.1 Educational Objectives of Software
9.2.2 Programmed Learning
9.3 Criteria for Software/CBT Selection
9.4 Methods of Evaluation
9.4.1 Quantitative Methods of Evaluation
9.4.2 Qualitative Methods of Evaluation
9.4.3 Conclusion
9.5 Critical Questions of Educational Software Evaluation
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress

Evaluation of Educational Software / Computer-Based Technology 163

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Describe the educational benefits of software for the program concerned
• Find desired educational software
----------------------
• State the criteria for use and evaluation of the software in the classroom
----------------------

---------------------- 9.1 INTRODUCTION

----------------------
Emergence of newer technologies, especially computers, can be seen as
---------------------- offering teachers powerful tools for the design and implementation of learning.
Computer learning is initiated at the very early stage in schools and more
---------------------- people have started owning it. Convergence of technologies has made it even
more lucrative and information-providing, as the computer is now linked with
---------------------- many more media like sound graphics etc. Introduction of computers in school
---------------------- is taken very enthusiastically by the teachers and this enthusiasm can only be
maintained if teachers learn to appreciate the educational benefits. There are
---------------------- always chances that this perquisite is often overshadowed by the will to master
the technical part rather than the educational part. This essentially results in the
---------------------- fact that teachers fail in evaluating the curriculum. Skills that make technology
work for us are lacking. There is no doubt that courses in computer awareness,
----------------------
information technology and computer studies are important but as a teacher one
---------------------- must be able to ensure that it should not be put apart from rest of the curriculum.
There is a pressing need for teachers to develop their ability to select
----------------------
suitable programs that would help them in the classroom. The financial
---------------------- constraints of the schools make it even more important to treat this carefully.
Teachers must be able to determine their own curriculum models and lay down
---------------------- well-defined criteria to evaluate a program vis-à-vis the specific aims and
objectives of a particular topic to be taught.
----------------------
The process of evaluation of software is done in two steps.
---------------------- 1. Deciding what are the commonly agreed criteria on which we choose
---------------------- suitable software.
2. Determining how to evaluate the performance of the software in the
---------------------- overall plan and objective of scheme of work.
---------------------- Software effectiveness could be measured in terms of learning outcome,
pupil’s motivation and aims/objectives of the teacher who is running it. Choosing
---------------------- the best books, manipulatives, toys and software is an important and essential
---------------------- task for anyone who works with children. As computer use becomes more
common in home and classroom learning, the selection of software becomes
---------------------- even more important. The suitability of the program can only be effectively
assessed by the teacher who is intending to use it. The teacher must be able to
---------------------- decide the points of works, which could be handled by the computer.

164 ICT in Education

 The aim of this unit is to give you sufficient expertise to evaluate the design Notes
of the existing software and a process by which one can identify parameters to
judge a software. ----------------------

----------------------
9.2 EDUCATIONAL VALUES OF THE SOFTWARE / CBT
----------------------
What is Software?
While this may seem like a trivial question, it is essential first ground to cover ----------------------
in any discussion of software evaluation. Since it was first used in a technical ----------------------
computing journal in 1960, the word ‘software’ has come to have many different
meanings. The current common usage refers to software as the programming ----------------------
code stored on CD-ROMs that transforms a computer into a set of games, a word
processor, or perhaps an Internet browser, and it is this definition that is used for ----------------------
this paper. But the introduction of talking toys with embedded microprocessors ----------------------
and ROM chips has blurred any conventional definition of software. As the
Internet continues to develop, interactive and linear television programming ----------------------
will converge, increasing the number of interactions children will have with
various types of interactive electronic experiences. As a result, it is important to ----------------------
come to the task of software evaluation with an encompassing knowledge of the ----------------------
various kinds of interactive electronic experiences that the current technology
presents. ----------------------
Educational software is computer software whose primary purpose is ----------------------
teaching or self-learning. There are different types of educational software.
They are as follows: ----------------------
• Courseware: Courseware is a term that combines the words ‘course’ ----------------------
with ‘software’. It was originally used to describe additional educational
material intended as kits for teachers or trainers or as tutorials for students, ----------------------
usually packaged for use with a computer. The term’s meaning and usage
----------------------
has expanded and can refer to the entire course and any additional material
when used in reference to an online or ‘computer formatted’ classroom. ----------------------
Many companies are using the term to describe the entire ‘package’
consisting of one ‘class’ or ‘course’ bundled together with the various ----------------------
lessons, tests, and other materials needed. The courseware itself can be
----------------------
in different formats, some are only available online such as html pages,
while others can be downloaded in pdf files or other types of document ----------------------
files.
----------------------
• Classroom aids: A further category of educational software is software
designed for use in school classrooms. Typically, such software may ----------------------
be projected onto a large whiteboard at the front of the class and/or run
simultaneously on a network of desktop computers in a classroom. This ----------------------
type of software is often called classroom management software. While
----------------------
teachers often choose to use educational software from other categories
in their IT suites (e.g. reference works, children’s software), a whole ----------------------
category of educational software has come up specifically to assist
classroom teaching. Branding has been less strong in this category than ----------------------

Evaluation of Educational Software / Computer-Based Technology 165

 Notes in those categories orientated towards home users. Software titles are
often very specialised and produced by a wide variety of manufacturers,
---------------------- including many established educational book publishers.
---------------------- • Edutainment: In a broader sense, the term edutainment describes an
intentional merger of computer games and educational software into a
---------------------- single product (and could therefore also comprise more serious titles
described above under children’s learning software). In the narrower sense
----------------------
used here, the term describes educational software, which is primarily about
---------------------- entertainment, but tends to educate as well and sells itself partly under the
educational umbrella. Software of this kind is not structured towards school
---------------------- curricula, does not normally involve educational advisors, and does not
focus on core skills such as literacy and numeracy.
----------------------
• Reference software: Many publishers of print dictionaries and encyclopedias
---------------------- have been involved in the production of educational reference software
since the mid-1990s. They were joined in the reference software market by
----------------------
both startup companies and established software publishers, most notably
---------------------- Microsoft, Britannica etc.
9.2.1 Educational Objectives of Software
----------------------
As you are already aware, educational objectives are statements of what
---------------------- students are intended to learn. The objectives not only specify what is to be
---------------------- learnt but they also decide the skills and processes to be carried out. These
approaches are seconded by a number of theories. One worth mentioning
---------------------- here is Bloom’s Taxonomy of educational objectives (1956). It classifies the
educational objectives into three domains, which are as follows:
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- These domains are essentially hierarchical descriptions of ‘levels of competence’.

---------------------- It can be seen that cognitive development follows a sequence from

knowledge of specific facts or procedures or classifications etc. through
---------------------- comprehension of the knowledge, its applications in particular situations to the
higher order mental skills of analysis, synthesis and evaluation, all of which are
---------------------- a part of the problem solving process.

166 ICT in Education

 The affective domain also has a sequential developmental flavour. It starts Notes
from a specific phenomenon, responding to it, then learning to value it and
finally organising the values relative to one another to create a value system. ----------------------
Similar hierarchical progression can also be applied to psychomotor ----------------------
domain. Applications of microprocessors can be used to a great effect in the
development of the visual motor skills. Starting with the ‘reflexive skills’─ ----------------------
a simple repetitive stimulus response types of activity involving little or no
planning─ the progression leads on to the ‘planning intensive’ skills, which ----------------------
involve complex decision-making at the conscious level. ----------------------
Eisner, an educationalist, (1969) however negated the objectives
approach because according to him, this approach implicitly claims to predict ----------------------
student ‘responses’ to ‘stimuli’ provided by the lesson. He valued ‘expressive ----------------------
objectives’ and defined them as one which identified a situation in which they
have to engage but it did not specify what is to be learnt. Instead of specifying ----------------------
a new competence or knowledge what will be learnt, they specify the activity
which students would be engaged in and what in turn specify the situation the ----------------------
teacher must set up. ----------------------
Can you relate these points to the computer software you are evaluating?
There are a number of essential requirements that apply to software, which is to ----------------------
be used in teaching. They are: ----------------------
1. Subject matter should be in small pieces and presented in such a manner
so that it guarantees success on the part of the learner. ----------------------

2. Student may be asked to write a word or phrase in answer to a question. ----------------------

Such ‘constructed response’ makes the learner active.
----------------------
3. Lastly, a learner should know immediately the accuracy of his/her own
pace. In branching programs, above discussion is further important as it ----------------------
allows learners to use different routes.
----------------------
9.2.2 Programmed Learning
----------------------
Educational computing, i.e. usage of computers in delivery of education
has essentially originated from Programmed learning. ----------------------
Programmed Learning is a learning methodology or technique first ----------------------
proposed by the behaviorist B. F. Skinner in 1958. According to Skinner,
the purpose of programmed learning is to “manage human learning under ----------------------
controlled conditions”. Programmed learning has three elements: (1) it delivers
information in small bites, (2) it is self-paced by the learner, and (3) it provides ----------------------
immediate feedback, both positive and negative, to the learner. ----------------------
The two types of Programmed Learning are Linear programming and
Branched programming. ----------------------

Linear programming immediately reinforces student responses that ----------------------

approach the learning goal. Responses that do not lead toward the goal go
----------------------
unreinforced. Each bit of learning is presented in a “frame,” and a student
who has made a correct response proceeds to the next frame. All students ----------------------

Evaluation of Educational Software / Computer-Based Technology 167

 Notes work through the same sequence, and a low rate of error is necessary to ensure
continued positive reinforcement of correct responses.
----------------------
Branched programming was initially developed in conjunction with
---------------------- the use of an electronic training device for military personnel. This technique
provides the student a piece of information, presents a situation requiring a
---------------------- multiple choice or recognition response, and on the basis of that choice instructs
the student to proceed to another frame, where he or she learns if the choice was
----------------------
correct, and if not, why not. A student who responded incorrectly will either
---------------------- be returned to the original frame, or routed through a subprogram designed to
remedy the deficiency indicated by the wrong choice. A student who selects
---------------------- correctly advances to the next frame in the program. This process is repeated
at each step throughout the program, and a student may be exposed to differing
----------------------
amounts of material depending upon errors made.
----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Programmed Learning
----------------------
The initial attempts of using computers in the classrooms were derived from
---------------------- some form of ‘teaching machines’ with tutorials. The difference between computers
and the mechanical teaching machines was that of speed. The branching programs
---------------------- were slow on teaching machines but looked interactive on computers because in
---------------------- programmed learning individual frames are shown at a time, giving them a choice
of going to multiple frames (as shown in the diagram above). In this diagram, the
---------------------- student can go from the ‘Test’ frame to frames ‘1’, ‘4a’, ‘4b’ and ‘5’.
---------------------- Many programs on the computer are accompanied with tutorials and self-
assessment tests, which are important aids in classroom teaching. Such programs
---------------------- have still to use the full potential of a microcomputer. These limitations can be
better felt if one understands the behaviourist theory of learning.
----------------------
Behaviourist Theory of Learning
----------------------
It is a fact that Skinner contributed a lot to programmed learning. Skinner
---------------------- postulated ‘operant conditioning’, which means that learning begins with a
certain amount of exploration or trial and error until, by chance, some positive
---------------------- event occurs.

168 ICT in Education

 After a few such change contacts bringing reward, the behaviour pattern Notes
would change dramatically, obtaining a reward every time, indicating that
learning has taken place. Skinner’s theory can be summarised: ----------------------
Each step in the learning process should be short and should grow out of ----------------------
previously learned behaviour.
----------------------
Initially, learning should be regularly rewarded and at all stages controlled
by a schedule of continuous intermittent reinforcement. ----------------------
Reward should follow quickly when the correct response appears. This is
----------------------
termed as reinforcement.
Learner should be given an opportunity to discover stimulus discrimination ----------------------
for the most likely path to success. ----------------------

Check your Progress 1 ----------------------

----------------------
Multiple Choice Multiple Response.
----------------------
1. The three domains of Bloom’s Taxonomy are
----------------------
i. The Cognitive Domain
ii. The Affective domain ----------------------
iii. The Psychomotor Domain ----------------------
iv. The Educational Domain ----------------------

----------------------
Activity 1
----------------------
Select a unit of your choice from your study material and organise it into ----------------------
branched or linear programming.
----------------------
9.3 CRITERIA FOR SOFTWARE / CBT SELECTION ----------------------

Teachers have so much work to do in the classrooms that they often do ----------------------
not get time off their classrooms to gain sufficient knowledge of computers. In
service courses are important in deciding what a well prepared teacher needs ----------------------
to know. ----------------------
Many courses for teachers are featured with ill-defined menus having poor
options, which generally lead the teacher to ‘hit and try’ and thus find out what ----------------------
the program is all about. Many people are tempted to try the program before ----------------------
reading the manual first. After consulting the documentation one will quickly
get an idea of the scope of the software. It is good if the program documentation ----------------------
comes induced within it but that too has some problems like getting unnecessary
help and non-availability of help and non-availability of help half way down the ----------------------
execution. ----------------------

Evaluation of Educational Software / Computer-Based Technology 169

 Notes Spielman, an educationalist (1981) suggested that educational software
should have a ‘browse mode’ for teachers. This would enable teachers to have a
---------------------- quick tour of the course and omit the portions of lesser importance.
---------------------- Some programs today are also accompanied by ‘sample runs’. These are
useful in the sense that it is possible to see what would happen if a particular
---------------------- course of action is taken.
---------------------- Teachers can become expert software selectors if they know the aspects below.
o The teacher should know the hardware of the computer, loading and
----------------------
running programs, saving and protecting files and rescue measures for
---------------------- the computer.
o The teacher should be aware of the universe of possibilities of educational
----------------------
programs, i.e. from tutorials to ‘macros’ capabilities of hardware and
---------------------- software.
o Teachers should be able to have a clear cut idea in their minds about the
----------------------
capability vis- a-vis curriculum objectives. This might help in choosing
---------------------- modules ‘within programs’.
Let us briefly discuss the points to be borne in mind by the teachers while selecting
----------------------
software.
---------------------- • Documentation - Educational software should be essentially accompanied
---------------------- by easily understandable documentation. The instructions for loading and
running should be easily executable.
---------------------- • Software and hardware requisites: The software should require
---------------------- minimum use of hardware knowledge for set up. It should also clearly
specify the specific version for different machines. The software should
---------------------- clearly mention the aims and objectives for which it is made. It should
spell out the clientele in terms of age and knowledge pre-requisites. It
---------------------- should be flexible as far as the above parameters go. The software should
---------------------- be open to customisation and allow alterations to be made on the basis of
needs of the user. Although not essential, it should also possess a browse
---------------------- mode so that the user can have a possibility of a quick tour.
---------------------- • Presentation and layout: The software should be presented in clear
and easy mode, i.e. the instructions should be simple to understand.
---------------------- Unnecessary details and instructions should be avoided. Character should
be varied vis-à-vis colour and size. Even different fonts could be used.
----------------------
The graphics should be only used up to the extent of enhancing the aims
---------------------- and objectives of the software. The software should be integrated with
adequate sound effects so that it can create realism. A good program
---------------------- should provide a simple means to control the sound either in the form of
a command or by means of toggle switch.
----------------------
• User friendliness and flexibility: User friendliness means degree of
---------------------- convenience and ease while using the software. The software must be
tailored in such a way that it should suit the needs of the learner. Flexibility
----------------------
means freedom of selecting the structure, i.e. the degree of freedom of the

170 ICT in Education

 user to quit at any stage in which he finds trouble temporarily and again Notes
go to the same stage after seeking help. The program should be embedded
with helpful messages so that user errors can be corrected. The level of help ----------------------
should be such that learners can pick it up without constant intervention.
This asset frees the teacher to give more attention on relatively slow ----------------------
learners. The program should be able to offer choice in terms of pace and ----------------------
level of difficulty. Lastly, if the program can be used for multi-purposes and
multi-levels to benefit a variety of learners and do a variety of jobs, it surely ----------------------
can give you value for your money.
----------------------
• Achievement of objectives: Can you predict the extent to which a
particular software can help you in achieving your objectives? The ----------------------
documentation of software will naturally give you the program’s aims
----------------------
and objectives. You have to carefully match them with yours and evaluate
their use in your judgement, keeping in mind the kind of clientele you ----------------------
have. Your own past experience of using computers in the classrooms can
give you necessary clues for deciding what software are worth trying. ----------------------
• Robustness: In any software, robustness means the degree to which it ----------------------
can cope with problems like input errors, unusual inputs and accidental
use of keys on the keyboard. A good program should be able to run itself ----------------------
smoothly while dealing with the above-mentioned problems. The program
----------------------
should be to trap error, e.g. halt or beep to indicate that some error has
occurred while typing. The misuse of keys is a common problem and the ----------------------
program should also be capable enough to encounter this. Even if it is
prone to halt or close, it should warn the user before exiting. ----------------------

----------------------
Check your Progress 2
----------------------

Fill in the blanks. ----------------------

1. ________ ________ should have a ‘browse mode’ for teachers which ----------------------
enable them to have a quick tour of the program and omit those
portions which are of lesser importance. ----------------------
2. A good _____ should be able to run itself smoothly while dealing ----------------------
with the usage errors.
----------------------

----------------------
Activity 2
----------------------
List the points while selecting software by the teachers.
----------------------

9.4 METHODS OF EVALUATION ----------------------

----------------------
Computer software, like other learning material, can be selected or
evaluated in terms of the objectives that the teacher has in mind for them. All ----------------------

Evaluation of Educational Software / Computer-Based Technology 171

 Notes selection and evaluation must be an attempt to assess whether the resource will
be or has been effective in achieving the teacher’s objectives for the group of
---------------------- learners involved. The same program may fare very badly in some class and in
excellent manner in some other class.
----------------------
9.4.1 Quantitative Methods of Evaluation
----------------------
Quantitative investigations reveal the differences between the subjects
---------------------- of study with the help of statistical analysis. The subjects are generally divided
into groups, e.g. control, experimental etc. Keeping the effects of all other
---------------------- variables either constant or eliminated, statistical analysis is able to comment
on educational superiority of the method used. For example, these methods
----------------------
can be used to test the hypothesis, for example, whether there is any effect
---------------------- of computer software on the learner’s performance with respect to learning
accuracy and speed. In this particular situation, other variables such as prior
---------------------- knowledge of computers, teacher’s involvement and help etc. are kept constant.
The difference in performance can easily be measured by controlled experiment
----------------------
approach. Some teachers also prefer to use checklists. While the users’ responses
---------------------- are of a more qualitative kind, the design of the checklist can allow for a certain
amount of quantitative treatment of the responses.
----------------------
The quantitative checklist methods can broadly be classified into two different
---------------------- categories:

---------------------- • Pertaining to the learner

• Pertaining to the teacher
----------------------
Let us see what the ingredients of the learner’s checklist are. Blease,
---------------------- an educationalist, in 1986 has classified the checklist into three main sections
concentrating on work with computer, work with the booklet and general
---------------------- comments on the whole work.
---------------------- While working with the computer, learners can give useful inputs about
his/her previous experience of computing and using software, about the quantity
----------------------
of the instructions and how many times he/she referred to the instructions. While
---------------------- using the program, inputs about the difficulty level, inputs about working on the
software in a collaborative manner and finally inputs about how many sessions
---------------------- he/she would like to have on the software to complete his/her learning can be
given. He can give the feedback on the instruction booklet by giving his degree
----------------------
of satisfaction of using the booklet and lastly, his impression about learning
---------------------- with computer vis-à-vis learning by conventional methods, about the things
they feel that they have actually learnt by pay-way.
----------------------
Teachers can devise parameters, which give them an indication as to
---------------------- what extent the objectives of the software match with their own curriculum
objectives. They can check the impact of the software by finding out from the
---------------------- learner the effect of program on the learning, i.e. how learners are grasping the
subject and what is the degree of attentiveness. They can check the presentation
----------------------
and layout by observing the rate of appearance of information on the screen,
---------------------- clarity of messages, and effectiveness of the use of color, sound, charts, graphics

172 ICT in Education

and animations etc. Flexibility can be checked by testing the adequacy of self Notes
pacing, scanning help facilities, ease of repetition of steps and ease in short
cuts. Instruction and help are important tools in enhancing learning; these can ----------------------
be rated by observing the adequacy of internal and external instructions and by
actually working on the worksheets. Lastly, teachers should check the contents ----------------------
for their adequacy and accuracy, order and completeness etc. The ratings thus ----------------------
found can be analysed statistically and a performance index can be made.
----------------------
9.4.2 Qualitative Methods of Evaluation
Unlike quantitative approaches, the qualitative approaches provide a ----------------------
much fuller picture of how the software is actually used and how the learners
----------------------
react to it. The reaction or the evidence is thus descriptive in nature and can be a
result of a discussion interview or observations of a group or a particular learner ----------------------
or an independent observer.
----------------------
There are a number of ways in which data can be collected and used to
help evaluate the effectiveness of computer software. The tools of qualitative ----------------------
data could be field notes, case studies, diaries kept by students or the teacher,
interviews and discussions and video recordings. It does not matter which ----------------------
method or methods one chooses to collect information, but one should be able
----------------------
to ensure that the objectives of the teacher are getting fulfilled.
9.4.3 Conclusion ----------------------

Evaluation is an important component of developing educational software. ----------------------

Ideally, such evaluation quantifies and qualifies the effects of a new educational
intervention on the learning process and outcome. Conducting meaningful ----------------------
and rigorous educational evaluation is difficult, however. Challenges include ----------------------
defining and measuring educational outcomes, accounting for media effects,
coping with practical problems in designing studies, and asking the right research ----------------------
questions. Practical considerations that make the design of evaluation studies
difficult include confounding, potentially small effect sizes, contamination ----------------------
effects, and ethics. ----------------------
Two distinct approaches to evaluation are objectivist and subjectivist.
These two complement each other in describing the whole range of effects a ----------------------
new educational program can have. Objectivist demonstration studies should be ----------------------
preceded by measurement studies that assess the reliability and validity of the
evaluation instrument(s) used. Many evaluation studies compare the performance ----------------------
of learners who are exposed to either the new program or a more traditional
approach. However, this method is problematic because test or exam performance ----------------------
is often a weak indicator of competence and may fail to capture important nuances ----------------------
in outcome. Subjectivist studies are more qualitative in nature and may provide
insights complementary to those gained with objectivist studies. ----------------------

----------------------
Activity 3
----------------------
Prepare guidelines to help a teacher for selecting educational software.
----------------------

Evaluation of Educational Software / Computer-Based Technology 173

 Notes 9.5 CRITICAL QUESTIONS OF EDUCATIONAL
---------------------- SOFTWARE EVALUATION
---------------------- Based on the above evaluation methods that focus on quantitative as well
as qualitative aspects of the educational software, some of questions to bring to
---------------------- the task of software evaluation can be summarised as follows:
---------------------- • What is the intended purpose of the software and where is the software
intended to be used?
----------------------
The intended function and context is essential to consider when evaluating
---------------------- software. Is the software designed to teach a specific skill such as letter
recognition in a quiet classroom setting? Or is its purpose to simulate
---------------------- an on-screen puppy, provide a set of tools for creating multimedia
---------------------- presentations or to give the child a fun experience while racing Hot
Wheels cars? Whatever the intention, does it do the job well? It is the task
---------------------- of the teacher or the evaluator to apply the appropriate evaluation criteria
to a software product for a resulting review to be useful.
----------------------
• What is the developmental level of the intended audience?
----------------------
All software needs to have an intuitive menu design. However, software
---------------------- for children needs to be carefully designed by individuals who have a
good understanding of the way children think. For example, an opening
---------------------- menu that requires reading will not work in a preschool setting. Likewise,
the theme of the graphics, style of music and choice of characters can
----------------------
have an influence on how the users react to a software product.
---------------------- • How does the software compare with similarly designed competitive
products?
----------------------
In order to be of value, a review must consider the entire population of
---------------------- similar products and make conclusions about the value of the product. If
a similarly designed product is on the market for half the price, this needs
----------------------
to be mentioned.
---------------------- • What theoretical orientation do you bring to the software evaluation
---------------------- process?
Every educational perspective has its champions in software. Constructivist
---------------------- thinking has influenced programs such as LEGO Mindstorms, while
---------------------- behaviourism’s reinforcement strategies are well applied in programs such as
JumpStart Kindergarten, where children earn ‘Smart Stars’ for completing
---------------------- activities. In making judgment calls on these products, a reviewer should
not only be able to identify the underlying theoretical influence in a product,
---------------------- but must also be aware of his or her own theoretical orientation.
---------------------- • Does the software take advantage of the latest technology?
---------------------- Most of the research regarding the evaluation of software was done from
1982 to 1986, when the Apple IIe with 128K of memory represented
---------------------- the state of the art. Today, the same $2000 that one would have spent

174 ICT in Education

 to purchase an Apple II can buy you a computer that is 300 times faster, Notes
with 32 MB of memory and Internet Access. Present day computers have
text-to-speech capability, the ability to recognise children’s voices, and ----------------------
the ability to play high quality music and full-motion video. Software size
is no longer limited to an unreliable floppy disk — CD-ROMs provide ----------------------
dependable vehicles for delivering large amounts of interactive content at ----------------------
a cost less than a floppy disk.
----------------------
• What is the history of the software in question and what is the current
‘state of the art’ of comparable software? ----------------------
Due to microcomputer technology changing so quickly, it is important that
----------------------
the date that any review was conducted is given, along with the version
of software, and the hardware requirements needed to make the program ----------------------
function properly. For programs such as Reader Rabbit, there are dozens
of different versions, updates, and packaging options. This information ----------------------
must be included in any review in order for it to be useful.
----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 9.1 Steps of Evaluating Software ----------------------
In summary, a simple question for any educational software should be,
----------------------
can this product actually teach what it is supposed to? It is a simple question to
ask, but often it is difficult to answer because the product may have so many ----------------------
beguiling features. It requires the evaluator to recognise his/her own view of
the ways in which students learn, to relate that view to the learning objectives ----------------------
of that portion of the course and to determine how and whether those objectives
----------------------
are carried out in the software.
----------------------
Summary
----------------------
• Convergence of technologies has made it even more lucrative and
----------------------
information providing as the computer is now linked with many more
media such as sound graphics. ----------------------

Evaluation of Educational Software / Computer-Based Technology 175

 Notes • There is a pressing need for teachers to develop their ability to select
suitable programs that would help them in the classroom. The financial
---------------------- constraints of the school make it even more important to treat this carefully.
Teachers must be able to determine their own curriculum models and lay
---------------------- down well defined criteria to evaluate a program vis-à-vis the specific
---------------------- aims and objectives of a particular topic to be taught.
• Educational software is computer software whose primary purpose is
----------------------
teaching or self-learning. There are different types of educational software:
---------------------- courseware, classroom aids. Edutainment and Reference software.
• Courseware refers to the entire course and any additional material when
----------------------
used in reference to an online or ‘computer formatted’ classroom.
---------------------- • Classroom aids refers to educational software designed for use in school
classrooms.
----------------------
• The term edutainment describes educational software, which is primarily
---------------------- about entertainment, but tends to educate as well and sells itself partly
---------------------- under the educational umbrella.
• Reference software comprises of software of dictionaries and encyclopedias.
----------------------
• Bloom’s Taxonomy of educational objectives (1956 classifies the educational
---------------------- objectives into three domains: Cognitive, Affective and Psychomotor.
---------------------- • Educational computing, i.e. usage of computers in delivery of education
has essentially originated from Programmed learning. The two types of
---------------------- Programmed Learning are Linear programming and Branched programming.
---------------------- • Skinner contributed a lot to programmed learning. Skinner postulated
‘operant conditioning’, which means that learning begins with a certain
---------------------- amount of exploration or trial and error until, by chance, some positive
event occurs.
----------------------
• Essential requirements that apply to software: Subject matter should be in
---------------------- small pieces and presented in such a manner so that it guarantees success
---------------------- on the part of the learner; student may be asked to write a word or phrase in
answer to a question. Such ‘constructed response’ makes the learner active;
---------------------- a learner should know immediately the accuracy of his/her own pace.

---------------------- • Teachers have so much work to do in the classrooms that they often don’t
get time off their classrooms to gain sufficient knowledge of computers.
---------------------- In service courses are important in deciding what a well prepared teacher
needs to know.
----------------------
Criteria to consider while selecting software:
----------------------
• Documentation: Educational software should have a ‘browse mode’ for
---------------------- teachers.
• Presentation and layout: The software should be presented in clear and
----------------------
easy mode.
----------------------

176 ICT in Education

• User friendliness and flexibility: User friendliness means degree of Notes
convenience and ease while using the software.
----------------------
• Achievement of objectives: The software should help you in achieving
your objectives. ----------------------
• Robustness: It means the degree to which it can cope with problems like
----------------------
input errors, unusual inputs and accidental use of keys on the keyboard.
• Quantitative investigations reveal the differences between the subjects of ----------------------
study with the help of statistical analysis.
----------------------
• Qualitative approaches provide a much fuller picture of how the software
is actually used and how the learners react to it. ----------------------

• Some of questions to bring to the task of software evaluation: What is the ----------------------
intended purpose of the software and where is the software intended to
be used? What is the developmental level of the intended audience? How ----------------------
does the software compare with similarly designed competitive products? ----------------------
What theoretical orientation do you bring to the software evaluation
process? Does the software take advantage of the latest technology? What ----------------------
is the history of the software in question and what is the current ‘state of
the art’ of comparable software? ----------------------

----------------------
Case Study ----------------------
• Educational software: It is computer software whose primary purpose is ----------------------
teaching or self-learning.
----------------------
• Courseware: Courseware is a term that combines the words ‘course’
with ‘software’. Its meaning originally was used to describe additional ----------------------
educational material intended as kits for teachers or trainers or as tutorials
for students, usually packaged for use with a computer. ----------------------

• Classroom aids: A further category of educational software, it is software ----------------------

designed for use in school classrooms.
----------------------
• Edutainment: In a broader sense, the term edutainment describes an
intentional merger of computer games and educational software into ----------------------
a single product. In the narrower sense used here, the term describes
----------------------
educational software that is primarily about entertainment, but tends to
educate as well and sells itself partly under the educational umbrella. ----------------------

----------------------
Self-Assessment Questions
----------------------
1. What are the educational values of software?
2. What are the criteria for selection of educational software? ----------------------

3. What are the different types of educational software? Which is most ----------------------
useful?
----------------------

Evaluation of Educational Software / Computer-Based Technology 177

 Notes 4. How will you evaluate educational software qualitatively?
5. As an educationist, which would you prefer- quantitative methods or
----------------------
qualitative methods? Explain.
----------------------

----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Multiple choice multipal response
---------------------- 1. The three domains of Bloom’s Taxonomy are
---------------------- i. The Cognitive Domain

---------------------- ii. The Affective domain

iii. The Psychomotor Domain
----------------------
----------------------
Check your Progress 2
---------------------- Fill in the blanks.
---------------------- 1. Educational software should have a ‘browse mode’ for teachers which
enable them to have a quick tour of the program and omit those portions
---------------------- which are of lesser importance.
---------------------- 2. A good program should be able to run itself smoothly simultaneously
while dealing with the above mentioned problems.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

178 ICT in Education

E-Learning
UNIT

10
Structure:
10.1 Introduction
10.2 Types of E-Learning
10.3 Benefits of E-Learning
10.4 Resources for Online Educators
10.5 Tools used for E-Learning
10.6 Creating E-Learning Programs
10. 6.1 Integrating Media into your Course
10.6.2 E-Learning Tips
10.7 ICT and Distance Education
10.7.1 Enhancement in Distance Learning due to ICT
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

E-Learning 179
 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Explain the concept of e-learning

• Use online resources to enhance teaching
----------------------
• Analyse the tools used in online learning
----------------------
• Create appropriate e-learning programs
---------------------- • Explain the role of ICT in distance education
----------------------

----------------------
10.1 INTRODUCTION
----------------------
Electronic learning or e-learning is a general term used to refer to
---------------------- computer-enhanced learning. It is used interchangeably in so many contexts
that it is difficult to be clear what one means when one speaks of e-learning. In
---------------------- many respects, it is commonly associated with the field of Advanced Learning
---------------------- Technology (ALT), which deals with both the technologies and associated
methodologies in learning using networked and/or multimedia technologies.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- 10.2 TYPES OF E-LEARNING

---------------------- According to Wikipedia, e-learning includes all forms of electronically

supported learning and teaching. The information and communication systems,
---------------------- whether networked learning or not, serve as specific media to implement the
learning process. Abbreviations like CBT (Computer-Based Training), IBT
----------------------
(Internet-Based Training) or WBT (Web-Based Training) have been used as
---------------------- synonyms to e-learning.
E-learning is the computer and network-enabled transfer of skills and
----------------------
knowledge. E-learning applications and processes include Web-based learning,
---------------------- computer-based learning, virtual education opportunities. Content is delivered
via the Internet, intranet/extranet, audio or video tape, satellite TV or CD-ROM.
---------------------- It can be self-paced or instructor-led and includes media in the form of text,
image, animation, video and audio.
----------------------

180 ICT in Education

 It is commonly thought that new technologies can strongly help in Notes
education. In young ages especially, children can use the huge interactivity of
new media, and develop their skills, knowledge, perception of the world, under ----------------------
their parents’ monitoring, of course. Many proponents of e-learning believe that
everyone must be equipped with basic knowledge in technology, as well as use ----------------------
it as a medium to reach a particular goal.
----------------------
E-learning allows you to learn anywhere, according to your pace and
speed, usually at any time, as long as you have a properly configured computer. ----------------------
It can be a very rich learning experience that can even surpass the level of
----------------------
training you might experience in a crowded classroom. It is self-paced and
includes hands-on learning experiences. ----------------------
The quality of the electronic-based training, as in every form of training, is in
----------------------
its content and its delivery. E-learning can suffer from many of the same pitfalls as
classroom training, such as boring slides, monotonous speech and little opportunity ----------------------
for interaction. The beauty of e-learning, however, is that new software allows the
creation of very effective learning environments that can engulf you in the material. ----------------------
E-learning falls into four categories, from the very basic to the very advanced. ----------------------
The categories are as follows:
----------------------
1. Knowledge databases: While not necessarily seen as actual training,
these databases are the most basic form of e-learning. You’ve probably ----------------------
seen knowledge databases on software sites offering indexed explanations
and guidance for software questions, along with step-by-step instructions ----------------------
for performing specific tasks. These are usually moderately interactive,
meaning that you can either type in a key word or phrase to search the ----------------------
database, or make a selection from an alphabetical list. ----------------------
2. Online support: Online support is also a form of e-learning and functions
in a similar manner to knowledge databases. Online support comes in the ----------------------
form of forums, chat rooms, online bulletin boards, e-mail or live instant- ----------------------
messaging support. Slightly more interactive than knowledge databases,
online support offers the opportunity for more specific questions and ----------------------
answers, as well as more immediate answers.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

Fig.10.1 Sample Screen of E-Learning 1 ----------------------

E-Learning 181
 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig.10.2 Sample Screen of E-Learning 2
----------------------
3. Interactive e-learning: E-learning also offers interactivity. This type
---------------------- of interactivity can be in the form of simply clicking on appropriate
responses to questions, clicking to animate an object or start a process, or
---------------------- dragging and dropping items to practice a skill.
---------------------- Interactive games based on the training message are also very effective
at improving learning. Think about games where you go through a series
---------------------- of tasks, learning about the environment, and use tools you’ve discovered
along the way. Those same techniques can be incorporated into many
----------------------
types of learning programs. Games can take you through an adventure
---------------------- in almost any type of scenario. Being able to explore, try, succeed or fail
makes good training.
----------------------
4. Motivating e-learning: Being motivated to learn is winning half the
---------------------- battle. Knowing the course you’re taking is going to have some “fun”
elements like video, audio, animation and games create more interest and
---------------------- curiosity in learning. This, too, leads to better retention and faster learning.
---------------------- Other motivating factors with e-learning are the conveniences that it
offers, such as being able to go through the course any time and anywhere
---------------------- (almost). It’s much easier to include training into a busy schedule when
you don’t have to take two days off to travel and then sit in a classroom.
----------------------
5. Other e-learning elements that beat the classroom scene: Besides the
---------------------- bigger issues like interaction, control of pace and motivation, e-learning
can readily put to use the information that researchers have been studying
---------------------- for the past 30 or more years. These studies have identified things that
---------------------- can greatly affect memory and recall. Some of the key research found
significant improvements in recall when:
---------------------- • Colours and specific colour combinations are used.
---------------------- • Images are combined with words.

182 ICT in Education

 • Sound (or voice or music) is combined with images. Notes
• Multiple types of media are used.
----------------------
• Layouts that flow with the natural movement of the eye are used.
----------------------
10.3 BENEFITS OF E-LEARNING ----------------------
E-learning has definite benefits over traditional classroom training. While ----------------------
the most obvious are the flexibility and the cost savings from not having to
travel or spendimg excess time away from work, there are also others that might ----------------------
not be so obvious. Let us see some of the benefits. ----------------------
1. It’s less expensive to produce: Using authoring software to produce your
own asynchronous training programs, e-training is virtually free once you ----------------------
reach the break-even point. Synchronous programs will have continued ----------------------
costs associated with the instructor managing the class, but will still be
lower than traditional courses. ----------------------
2. It is self-paced: Most e-learning programs can be taken when needed. ----------------------
Self-paced modules are designed allowing the learner to go through
smaller chunks of training that can be used and absorbed for a while ----------------------
before moving on. ----------------------
3. It moves faster: E-learning courses progress up to 50% faster than
----------------------
traditional courses. This is partly because the individualised approach
allows learners to skip material they already know and understand and ----------------------
move onto the issues they need training on.
----------------------
4. It provides a consistent message: E-learning eliminates the problems
associated with different instructors teaching slightly different material ----------------------
on the same subject.
----------------------
5. It can work from any location and any time: E-learners can go through
training sessions from anywhere, usually at anytime. This Just-in-Time ----------------------
(JIT) benefit can make learning possible for people who never would ----------------------
have been able to work it into their schedules prior to the development of
e-learning. ----------------------
6. It can be updated easily and quickly: Online e-learning sessions are ----------------------
especially easy to keep up-to-date because the updated materials are
simply uploaded to a server. CD-ROM-based programs may be slightly ----------------------
more expensive to update and distribute, but still come out cheaper than ----------------------
reprinting manuals and retraining instructors.
----------------------
7. It can lead to increased retention and a stronger grasp on the subject:
This is because of the many elements that are combined in e-learning ----------------------
to reinforce the message, such as video, audio, quizzes, interaction, etc.
There is also the ability to revisit or replay sections of the training that ----------------------
might not have been clear the first time around. ----------------------

E-Learning 183
 Notes E-learning can be easily managed for large groups of students. It allows
training directors, HR managers and others to keep track of the course offerings,
---------------------- schedule or assign training for employees and track their progress and results.
Managers can review a student’s score and identify the area that needs additional
---------------------- training.
---------------------- There are many advantages to e-learning and even the potential disadvantages
(i.e., boring text-based courses, technophobia, loneliness) can be alleviated with
----------------------
a properly designed course.
----------------------
Check your Progress 1
----------------------

---------------------- Fill in the blanks.

---------------------- 1. _________ includes all forms of electronically supported learning
and teaching.
----------------------
2. Many proponents of e-learning believe that everyone must be
---------------------- equipped with basic __________ in technology, as well as use it as a
medium to reach a particular goal.
----------------------

----------------------
Activity 1
----------------------
Justify the use of e-learning in your educational organisation.
----------------------

----------------------
10.4 RESOURCES FOR ONLINE EDUCATORS
----------------------
Below is a list of some of the e-learning platforms that are available on
---------------------- the Internet. These are the resources available online for educators as well as
for learners.
----------------------
Open-source Virtual Learning Environments (VLE)
----------------------
• ATutor
---------------------- • Claroline
---------------------- • Dokeos
---------------------- • eFront
Top Online Learning Resources
----------------------
If you want education, open up a browser. With the information available
---------------------- online, you could probably get complete education without ever leaving your
---------------------- house. The sites on this list aren’t going to replace Wikipedia or Google or even
a trip to the local public library. But if it is education that you want, and you’ve
---------------------- a computer, these sites are great places to start. We are providing only five sites/
category to get you started. This is by no means a comprehensive list.
----------------------

184 ICT in Education

• 30 Boxes (http://30boxes.com/welcome.php) Notes
This site includes full screen calendar, invitations, reminders, repeating
----------------------
events, integrated maps, tagging, sharing by tags, multiple themes, weather,
tracking of myspace, flicker, webshots, livejournal, blogger and more; ----------------------
instant photo sharing, calendar as a timeline, ability to syndicate calendar,
reliable messaging and to-do list. ----------------------

• Active Board (www.activeboard.com) ----------------------

Active Board allows you 100% free forum hosting, creating unlimited ----------------------
active boards, threads and posts.
----------------------
• Bravenet Tools (www.bravenet.com/webtools)
----------------------
This site provides you blog, hit counter, guestbook, online calendar,
e-cards, tell-a-friend, chat rooms, guest map, e-mail forms, mailing list, ----------------------
Web poll, message forum and more.
----------------------
• Google SketchUp (http://www.google.com/educators/p_sketchup.html)
It is a modelling software that students, alone or in teams, can use to ----------------------
explore complex design ideas in 3D. SketchUp is a great tool to easily ----------------------
teach kids how to construct 3D models of buildings, trees, cars, and so on.
You can use it as a stand-alone tool or in conjunction with Google Earth ----------------------
and the 3D Warehouse.
----------------------
• Mayetic Village (www.mayeticvillage.com)
----------------------
A collaborative workspace with 50 MB of space, mayeticvillage.com helps
you to create a website to share files and content. It has instant messaging, ----------------------
chat rooms, presence indicators, application sharing, virtual meetings,
----------------------
whiteboard, online polls, voice and video recording. It provides “rooms”
(web pages) for documents, debates, publishing, tasks, calendar, members. ----------------------
It is available in three languages: English, French and Spanish.
----------------------
Educational Portals
----------------------
• Academic Info (www.academicinfo.net) This website is an educational
gateway to online high school, college and research-level Internet ----------------------
resources.
----------------------
• BUBL Information Service: Selected Internet resources covering all
academic subject areas (http://bubl.ac.uk/link) ----------------------
• Education Planet (www.educationplanet.com) ----------------------
• Education World (www.education-world.com) ----------------------
• EduHound (www.eduhound.com/mainpage.cfm) The EduHound.com
directory provides a pre-screened database directory of K-12 educational ----------------------
links categorised by subject, alphabetically from a list of clickable ----------------------
keywords.
----------------------

E-Learning 185
 Notes • Internet Public Library (www.ipl.org)
It provides library services to Internet users. Activities include: finding,
----------------------
evaluating, selecting, organising, describing and creating information
---------------------- resources, and providing direct assistance to individuals. The information
provided by Internet Public Library sources are in text form, audio and
---------------------- video form or images.
---------------------- Audio and video
Audio and video resources that provide information, inspiration and
----------------------
fodder for lifelong learning.
---------------------- Image collections
---------------------- The above-mentioned site provides an unbelievable annotated list of image
resource sites appropriate for education. When using these images for purposes
---------------------- beyond your classroom, be sure to check each site’s restrictions for use. Although
---------------------- many of these sites contain images that are in the public domain or are freely
available for non-commercial use, some have restrictions on their use.
---------------------- • Microsoft* ClipGallery Live (http://dgl.microsoft.com)
---------------------- Licensed users of Microsoft Office can download clip art, images, etc.
from this website. Examples of permissible use include, but are not limited
----------------------
to: newsletters, brochures, websites, presentations, flyers, postcards,
---------------------- trade show materials, newspaper advertisements, product catalogues and
reports.
----------------------
• FreeFoto (www.freefoto.com)
---------------------- FreeFoto.com is one of the largest collections of free photographs for
---------------------- non-commercial use on the Internet. The site features 50 main sections
with over 1,600 sub-headings. The photographs are free to private non-
---------------------- commercial users and for sale to commercial users. FreeFoto.com includes
over 58,000 exclusive images found nowhere else on the Web with new
---------------------- pictures being added every week. Students may use their images in their
---------------------- own work. An individual teacher may make occasional use of these
images in the course of their own personal teaching work.
---------------------- • ClipArt (www.clipart.com/en)
---------------------- It has the largest graphics resource on the Web. It includes clip art, photos,
fonts, WebArt, and sounds.
----------------------
• Lycos Multimedia Search for images, video and audio (http://multimedia.
---------------------- lycos.com)
---------------------- Type a search term, then click on Images & Video. To narrow your selection,
select Images, Video or Audio and then click GO GET IT!
----------------------
Blogs
---------------------- The following blogs contain various perspectives on lifelong learning for
---------------------- teachers and students :

186 ICT in Education

• Aeonity Blog (www.aeonity.com) Notes
With Aeonity blog, you are able to add a photo, create your own free blog
----------------------
designs, or you may use one of their free blog themes. All members have
their own personal blog for easy syndication to other websites. Blogs can ----------------------
be private or public. Blogs/user accounts will be removed if your blog is
inactive for more than three months. ----------------------

Blogger (www.blogger.com) ----------------------

It allows you to control who can view and contribute to your blog. ----------------------
Customisable templates and drag-and-drop system lets you easily decide how
your page will look and exactly where your posts, profiles, archives and other ----------------------
parts of your blog should live on the page. Create an account, name your blog, ----------------------
choose a template, and start blogging.
----------------------
• Edublogs (www.edublogs.org)
It provides free blogs for teachers, trainers, lecturers, librarians and ----------------------
other education professionals and also comes with a free Wiki space, ----------------------
templates and easy-to-use formatting. You can create your own ad-free,
fully-featured WordPress blog and upload up to 25MB of images, audio, ----------------------
documents, presentations or other digital material you want to share.
----------------------
• Learner Blogs (http://learnerblogs.org/)
----------------------
It provides free blogs for school students. You can choose from over 50
themes from the same group as edublogs.org. The nice feature of this site ----------------------
is that your student blogs are not mixed with commercial and personal
blogs. ----------------------

----------------------
• 21Classes (www.21classes.com) ----------------------
Rather than just being a blog site for individuals, 21Classes is a community ----------------------
for your own classroom. Every blog community consists of two layers.
The first layer is your BlogPortal or community homepage that you can ----------------------
use as a class homepage to communicate with your students. The second
----------------------
layer consists of all the individual blogs of the community members,
i.e.,students. You may choose to moderate every new entry posted by a ----------------------
student before it is being published. With just one click you can set all
entries on your BlogPortal to be private, which means that only registered ----------------------
users can see the blog community’s content. Also, you can restrict ----------------------
commenting to registered users only. Alternatively, you can allow your
students to decide for themselves if an entry should be private or public. ----------------------
You and your students will be able to create teamblogs within the blog
----------------------
community to which all registered users can post or you can even create
closed reader groups to restrict entry visibility to certain group members. ----------------------
E-mail addresses are not needed for student accounts.
----------------------

E-Learning 187
 Notes
Activity 2
----------------------
Visit any one site from each category and state your opinion on them.
----------------------

----------------------
10.5 TOOLS USED FOR E-LEARNING
----------------------
Think of e-learning and you probably envision students using computers to
---------------------- take online classes. But online learning can be much more than simply studying
on a laptop in a dorm room. Today’s e-learning tools go beyond computers
---------------------- to include MP3 players, smart phones, podcasts, blogs and many more. Net-
---------------------- generation students know e-learning goes beyond the personal computer. Many
technologies can be, and used in e-learning include:
---------------------- • Screencasts
---------------------- • eportfolios
---------------------- • Electronic performance support system
• Personal Digital Assistants (PDAs)
----------------------
• MP3 players with multimedia capabilities
----------------------
• Web-based teaching materials
----------------------
• Hypermedia in general
---------------------- • Multimedia CD-ROMs
---------------------- • Websites and Web 2.0 communities

---------------------- • Discussion boards

• Collaborative software
----------------------
• E-mail
----------------------
• Blogs
---------------------- • Wiki
---------------------- • Text chat

---------------------- • Computer-aided assessment

• Educational animation
----------------------
• Simulations
----------------------
• Games
---------------------- • Learning management software
---------------------- • Electronic voting systems (used for evaluation)

---------------------- • Virtual classrooms

• Podcasts
----------------------

188 ICT in Education

Most e-learning situations use combinations of the above technologies. Notes
Net-generation students are well versed in technology, often arriving on
----------------------
campus adept at communicating by text message, e-mail and message board
and armed with laptops, MP3 players, smartphones and PDAs. They can also: ----------------------
• Download podcasts of course lectures and professors’ audio study notes
----------------------
to their PDAs, smartphones or MP3 players to review wherever and
whenever they have time. ----------------------
• Check and copy information from the professor’s daily or weekly blog,
----------------------
including the course syllabus, assignment changes, study notes and other
important information. ----------------------
• E-mail or send text message to study partners to set up study sessions and ----------------------
get answers to each other’s questions about the material they are studying.
• Send instant messages to professors or fix a time to talk more extensively ----------------------
on phone. ----------------------
• Log on to an online forum or visit a private chat room to discuss the topics
being studied with the professor and other students in the class. ----------------------

• Take notes, photos or video with an iPod or smartphone during lab ----------------------
experiments or in the field to use later as part of papers, presentations or
----------------------
test preparation.
• Bring work home from campus, share information for a collaborative ----------------------
project or submit a project to a professor with a USB flash drive.
----------------------
• Buy and use educational software available for PDAs to review the
subject they are studying. ----------------------
• Complete written, video or presentation assignments and send them via ----------------------
e-mail to the professor.
----------------------
• Log on with a secure password to check their ongoing grades in each
course. ----------------------
Students are well versed in the mobile technology that has become a ----------------------
part of e-learning, while professors know the subject matter well but are less
experienced with new technology. The challenge for colleges and universities ----------------------
is bringing the two together. Students may be the more ready group. Mobile
----------------------
learning means the intersection of mobile computing (the application of small,
portable and wireless computing and communication devices) and e-learning. ----------------------
There is an increased emphasis on mobile learning and it is necessary to work
e-learning elements into even traditional courses, starting by making content ----------------------
and information accessible from students’ computers and phones. As the
----------------------
net-generation graduates and as technology advances, e-learning is finding a
home beyond schools and on campuses. Through Web conferences and Web ----------------------
seminars, for example, companies are using e-learning to train employees, keep
stakeholders aware of company initiatives and help consumers learn to use the ----------------------
products they have bought.
----------------------

E-Learning 189
 Notes E-learning is naturally suited to distance learning and flexible learning,
but can also be used in conjunction with face-to-face teaching, in which case
---------------------- the term “blended learning” is commonly used.
----------------------
Check your Progress 2
----------------------

---------------------- Multiple Choice Multiple Response.

---------------------- 1. Today’s e-learning tools go beyond computers to include:

i. MP3 players
----------------------
ii. Smartphones
----------------------
iii. Podcasts and blogs
---------------------- iv. All of the above
----------------------
---------------------- Activity 3
----------------------
Choose any three tools you would like to use with your students and give
---------------------- reasons for your choice.

----------------------
10.6 CREATING E-LEARNING PROGRAMS
----------------------
The most important step in building any training program is planning. This
---------------------- means rebuilding existing materials for a cyber landscape. The worst experience
anyone can encounter in an e-learning environment is finding traditional written
----------------------
training material simply moved to the computer screen. It is ineffective training
---------------------- and a waste of time for everyone involved.
Before anything is put on paper, the audience for the training has to be
----------------------
determined. Once you know who you are talking to and what their skill levels
---------------------- are, you can then begin the long task of actually putting the training program
together.
----------------------
Next, you have to know what that audience should be able to do once
---------------------- the course is over (that they could not do before). In other words, what are the
objectives of the course? Working backward from your objectives will keep
----------------------
you on track. Also, make sure the audience knows those objectives right from
---------------------- the beginning. The “What’s in it for me?” factor plays a role in training just
as it does in many other areas of life and business. This is especially true for
---------------------- e-learning because leaving the class isn’t the attention-drawing act of getting up
---------------------- and leaving a group, which tends to create a pause in the lecture and stares by
fellow students. It’s a simple mouse click.
----------------------

----------------------

190 ICT in Education

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 10.3 Break-up of Content
----------------------
The program should be designed with the delivery method in mind (i.e.,
Web-based, CD-ROM-based, network-based) as well as the limitations of the ----------------------
users’ hardware (again, you should know the audience). Bandwidth will play a
big part in the acceptance and success of a multimedia program on the Internet. ----------------------

Break up your content into manageable chunks that are meaningful to ----------------------
your objectives. Organise your program into books, chapters and then pages
within those chapters. ----------------------

This establishes a very clean and simple way to keep your content broken ----------------------
into the manageable chunks you need, as well as arrange those chunks within
----------------------
the overall program. The better organised your materials, the easier it will be for
the student to navigate. Keep in mind that each module should not exceed about ----------------------
20 minutes. This equals about one hour of classroom-based training.
----------------------
Navigation is another critical element of e-learning. Difficult navigation
creates frustration and often encourages the student to leave the course (remember ----------------------
that “one click” escape). Setting up the navigation and look of the program is an
important step and should not be done without a lot of thought and testing. ----------------------
Many e-learning organisations provide a template-based solution that ----------------------
includes the basic built-in navigation tools, but also allows you to customise or
create your own navigation controls. Create a good outline of the material. Any ----------------------
of these steps towards organisation will speed up the process once you begin
----------------------
creating the course in its electronic format.
10.6.1 Integrating Media into your Course ----------------------

Once you have your outline, begin to think about how to work interaction, ----------------------
animation, video and audio into your program. Vary the presentation of information
into formats that force different parts of the brain (or actually different ) to work ----------------------
and store the information in the form of memory. ----------------------

E-Learning 191
 Notes This can be done, for example, by presenting information in one form
(e.g., text on the screen stating a fact), then including an audio or a video clip
---------------------- of something related to that fact, then using the information to help the student
create his or her own visualisation of the fact. This last step could come in
---------------------- the form of a quiz that asks questions forcing the student to use reasoning to
---------------------- combine the two facts in order to come up with the correct answer. It could also
be turned into a game that takes the student through a process that draws into
---------------------- play the two related bits of information. This type of process helps the brain
weave together those bits of information that were stored in different neural
---------------------- systems for better retention and recall of the information, in other words, more
---------------------- effective training.
Incorporating text
----------------------
Text isn’t necessarily seen as multimedia, but it is an important element in
---------------------- e-learning. The problem with many e-learning programs is that the developers
have simply taken their existing text-based teaching and put it on the computer
----------------------
screen. The interactivity of the program consists of reading text and then clicking
---------------------- on an arrow to proceed to the next page. You have to use some text, but you can
do it responsibly. Keep it to no more than six lines per screen and intersperse it
---------------------- with other elements. Also, don’t overdo your text animations. Many e-learning
programs allow you to have text appear and disappear or simply move to
----------------------
another location on the screen, within pre-set time increments or upon a click
---------------------- or rollover of the mouse. Using this type of animation may make more sense in
many training instances. You might, for example, have an audio clip that ends
---------------------- with a question posed to the student. If the student doesn’t respond within a set
period of time, text could pop up that gives a hint or instructs the student to do
----------------------
something else. Many e-learning programs also include a function that allows
---------------------- you to index all the text within the course. This makes it easy for a student to
search for specific terms or formulae without having to go back to every screen.
----------------------
Incorporating audio
---------------------- The power of audio may often be overlooked, but the combination of
---------------------- written and spoken words does have a big impact on recall and retention. To
bring audio into your e-learning course simply means dropping the clip onto the
---------------------- screen and setting its controls. The hard part is determining where to use audio,
and knowing how much is too much. Audio, just like other media files, requires
---------------------- good bandwidth if you’re producing a Web-based program.
---------------------- Incorporating video
---------------------- The following points should be remembered while incorporating video in
an e-learning program:
----------------------
• Use video stories to put the subject into its context of use.
---------------------- • Use video clips followed by questions to encourage active participation
from trainees and build on existing knowledge.
----------------------
• Ensure that these clips have the information required to answer the
---------------------- questions.

192 ICT in Education

• Limit the length of talking-head video clips and use them to elaborate on Notes
specific points.
----------------------
Building interactivity
Have optional endings for scenes that the student can select based on the ----------------------
training they have had so far. Students could go through portions of learning
----------------------
material, then begin a video story that they control through selecting actions that
create a scenario. Their choices would be graded based on the correct actions. ----------------------
E-learning programs support streaming media, which allows the student to see
the video or hear the audio immediately. Rather than waiting for the complete ----------------------
file to download, the student hears it as it is “streamed” to his or her computer.
----------------------
This only applies to Web or intranet-based training.
----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Video
----------------------
To play the video, click on the PLAYbutton at the bottom of the video.
Try it now! Go to writer mode. Deletethe current video by right clicking on ----------------------
it,then select DELETE VIDEO. To insert anew video clip, from the INSERT ----------------------
menuoption. Select MEDIA, then VIDEOfrom the Media Brower, pick the
fileMusic.AVI in the SAMPLE MEDIAdirectory. ----------------------
Check your work in Reader mode! ----------------------
Incorporating animation
----------------------
Animated graphic elements are great to use in training. They’re fun to
watch and can get a message across where audio or even video in some instances ----------------------
cannot. Animation is another element, however, that has to be used appropriately.
----------------------
While animations don’t typically require the bandwidth that video does, they still
can slow down a Web-based program. ----------------------

----------------------

----------------------

E-Learning 193
 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
---------------------- You can animate almost any graphic image or text you put on the page.
This can include buttons that play specific sounds when clicked, or even that
---------------------- change to another image when the mouse moves over them. This is known as
---------------------- a rollover. You have probably seen this type of effect on web pages. Rollovers
can actually do more than just alter an image − they can bring in another path
---------------------- or choice for the student. The possibilities for animations and interactivity are
only limited by your imagination.
----------------------
Incorporating quizzes and tests
---------------------- Interspersing the course with quizzes that pop up after the material has
---------------------- been presented, offers good feedback and reinforcement for learning. In most
learning situations, the more immediate the feedback, the better is the building
---------------------- effect of learning.
----------------------

----------------------

----------------------

----------------------
MULTIPLE CHOICE QUESTIONS
----------------------
From the INSERT menu option select MULTIPLE CHOICE.
----------------------
After the question is set, right click on the questions and select CONFIGURE
---------------------- to set it up.

---------------------- To enter a new correct anwer, click on the ADD button. Enter the answer
then edit the feedback, page jump, and style for that answer.
---------------------- Click on RANDOMIZE so that everytime the answers are displayed they are in
---------------------- a different order!

194 ICT in Education

What is 2 + 2? Notes
Inserting questions and quizzes using an e-learning software like
Trainersoft amounts to selecting “Question” from the “Insert” menu and then ----------------------
deciding what type of question you want it to be. Inserting multiple-choice ----------------------
questions, true or false, match the following or fill in the blank questions is
simple, and feedback can be given immediately after the question is answered. ----------------------
The feedback can be in the form of an audio response or text response.
----------------------
The answers to these questions can be tracked and used to compute the
student’s final score and grade for the course. As a course administrator, you ----------------------
can look back and see any areas that caused difficulty and reassign those areas
for additional training. ----------------------
10.6.2 E-Learning Tips ----------------------
The following are some guidelines for developing your online learning course ----------------------
material:
• Technology requirements: Don’t forget to investigate the hardware, ----------------------
software and bandwidth your audience uses before you begin planning ----------------------
and developing your program.
• Size of page file: Keep your pages to 40 kilobytes or less for online ----------------------
training. The magic number appears to be about 15 seconds for the
----------------------
maximum time users will wait for a page to load.
• Course navigation: Make sure your navigation tools are intuitive. Include ----------------------
links to “help” an online community and glossaries or other references.
----------------------
• Modules: Make sure your course is broken down into manageable
sections that the student can get through in 20 minutes or less. ----------------------
• Fonts: Keep your fonts simple. San serif fonts like Arial and Helvetica ----------------------
are easier to read on screen. Also, remember that the font you choose must
be on the user’s computer system or a substitute font will be used. This ----------------------
can cause some changes to your text layouts that could affect the clarity
----------------------
of the message. Arial is a common font that will probably be available to
almost everyone. ----------------------
• Colours: Make sure you use contrasting colours for backgrounds and
----------------------
fonts. Overusing complex colouring such as gradients may also make the
program slow. ----------------------
• Quality: Keep the quality of your graphics, videos and audio at a
----------------------
consistent level.
• Text: Keep your text to no more than six lines per screen. ----------------------
• Interaction: Remember to involve the student through the use of ----------------------
interactive elements, but make sure the action builds the message rather
than detracts from it. ----------------------
• Patterned teaching: Remember to work varied aspects, examples and ----------------------
related facts into the content of the course to keep the neural systems
working. ----------------------

E-Learning 195
 Notes • Feedback: Make sure feedback is given after each quiz section.
• Multimedia: Don’t use media simply for the sake of using it. Make sure it
----------------------
applies to the training in a logical manner and reinforces the information.
---------------------- • Blended learning environments: If you’re having a hard time with
the idea of completely changing your classroom training environment,
----------------------
remember you can always combine e-learning with the more traditional
---------------------- methods you’re more accustomed to. This blended environment can also
be an effective way to provide training, and might have better initial
---------------------- acceptance.
----------------------
Check your Progress 3
----------------------

---------------------- Fill in the blanks.

---------------------- 1. ____________ elements are great to use in training as they’re fun to
watch, and can get a message across to the viewers.
----------------------
2. Difficult ________ creates frustration and often encourages the student
---------------------- to leave the course.

----------------------

---------------------- Activity 4
----------------------
Enlist five things you would consider while designing an e-learning program
---------------------- in your educational organisation

----------------------
10.7 ICT AND DISTANCE EDUCATION
----------------------
Since the beginning of the previous century, institutions offering distance
---------------------- education have employed a variety of technological platforms to support
---------------------- interactions between teachers and learners separated by distance, time or both.
The convergence of powerful computers with telecommunications technologies
---------------------- over the past three decades has led to the development of the so-called
information or knowledge revolution in the last decade of the previous century.
---------------------- Technological developments in digitisation and telecommunication have led to
---------------------- fundamental changes in the production, storage and dissemination of materials
and information. The focus in the information age or knowledge era is on these
---------------------- new digital Information and Communication Technologies (lCTs).
---------------------- These are proving to be more powerful than previous technologies
because of their ability to integrate multiple media into simple educational
---------------------- applications, interactivity, flexibility of use and connectivity. Not only text
but a full range of media including graphics, speech, sounds, still and moving
---------------------- pictures can all be stored and conveyed. It is now possible to combine elements
---------------------- of all these components in a single package (i.e., multimedia) instead of using a

196 ICT in Education

variety of components, such as printed text, audio/video cassette, broadcasting, Notes
etc. (i.e. multiple media). Education seems unlikely to escape the influence of
such significant technological developments especially as the cost of access ----------------------
to ICTs continues to fall. The number of institutions adopting ICTs and
introducing online courses has been growing. Undoubtedly, this is making ----------------------
distance education a popular mode of education being adopted by both distance ----------------------
teaching institutions as well as conventional institutions offering campus bound
face-to-face education. It can be said that the adoption of ICTs has opened up ----------------------
new fundamentally different options for higher education both in how to run
the business of higher education as well as in methodologies of teaching and ----------------------
learning. More institutions are involved in distance education today than at any ----------------------
other time in history. Distance education has truly moved to the centre stage
today. ----------------------
10.7.1 Enhancement in Distance Learning due to ICT ----------------------
The decade of 1991−2000 witnessed many significant developments
----------------------
in the field of distance education and multimedia-based learning in India.
Advances in ICT and satellite communication increased the reach of open ----------------------
learning system and the use of the distance mode for education and training.
Contemporary distance education technologies in India include blended ----------------------
learning through innovative self-learning modules, greater reliance on
----------------------
practicum (especially hands-on experience), tutorials, phone-in counselling,
audio and video, radio and television and teleconferencing. Distance learning ----------------------
inputs for teacher education at various levels has been designed to be consistent
and cost-effective without any compromise on quality. Interactive multimedia ----------------------
CD-ROM and online learning are the latest developments in the basket of
----------------------
multimedia learning.
The following are the ways in which distance learning is enhanced by ICT in ----------------------
education.
----------------------
• Preparing and empowering learners and teachers for the knowledge-based
society. ----------------------

• Increasing access to quality education. ----------------------

• Moving towards learner-centred, collaborative learning and fostering ----------------------
creativity.
----------------------
• Training and capacity building of trainers, teachers, students, other
functionaries and the community. ----------------------
• Development of context-specific, self-learning, interactive multimedia
----------------------
CDs for hard-spot areas and other subject areas at upper, primary and
elementary levels. ----------------------
• Availability of low cost and user-friendly IT infrastructure in schools. ----------------------
• Implementation and continuous evaluation of the implementation, including
continuous dialogue through ICT and face-to-face modes. ----------------------

----------------------

E-Learning 197
 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig 10.4 Transaction in Distance Education
----------------------
The learning outcomes of the interactive multimedia include the following:
---------------------- • Enhanced learning effectiveness.
---------------------- • Motivated learners.
---------------------- • Uniform education quality.
• Mastery of learning.
----------------------
• Increased teacher competence.
----------------------
• Better prepared teachers and learners for the knowledge society.
---------------------- • ICT-trained teachers, who can teach curriculum through ICT.
---------------------- • Development of teachers, who can create interactive multimedia-based
learning contents, modify and contextualise existing materials.
----------------------
• Comprehensive integration of ICT into school curriculum, learning
---------------------- management and school management.
---------------------- Distance education using ICT has the potential to provide education and
training experiences on a recurrent basis to a large number of clientele without
---------------------- taking them away from work. Distance education mode has also been seen as
more cost- effective. Further, as the training experiences are provided through
----------------------
suitable transactional processes integrating with their day-to-day experiences,
---------------------- the teachers get an opportunity to gain better insights into work situations. They
get to try out what they acquire in training in their work situations making
---------------------- training process more suitable for transfer of training to their day-to-day practice.
----------------------
Summary
----------------------
• Electronic learning or e-learning is a general term used to refer to computer-
---------------------- enhanced learning. It is used interchangeably in so many contexts that it
is difficult to be clear what one means when one speaks of e-learning.
----------------------
• Many proponents of e-learning believe that everyone must be equipped
---------------------- with basic knowledge in technology, as well as use it as a medium to
reach a particular goal.
----------------------

198 ICT in Education

• E-learning also offers interactivity. This type of interactivity can be in the Notes
form of simply clicking on appropriate responses to questions, clicking
to animate an object or start a process, or dragging and dropping items to ----------------------
practice a skill.
----------------------
• Being motivated to learn is winning half the battle. Knowing the course
you’re taking is going to have some “fun” elements like video, audio, ----------------------
animation and the gaming create more interest and curiosity in learning.
----------------------
• E-learning has definite benefits over traditional classroom training. While
the most obvious are the flexibility and the cost savings from not having ----------------------
to travel or spend excess time away from work.
----------------------
• Net-generation students know e-learning goes beyond the personal
computer. Many technologies can be, and are used in e-learning like ----------------------
screencasts, ePortfolios, electronic performance support system, PDAs,
----------------------
etc.
• The most important step in building any training program is planning. ----------------------
This means rebuilding existing materials for a cyber landscape. ----------------------
• The power of audio may often be overlooked, but the combination of
written and spoken words does have a big impact on recall and retention. ----------------------

• Animated graphic elements are great to use in training. They’re fun to ----------------------
watch, and can get a message across where audio or even video in some
instances cannot. ----------------------

• The convergence of powerful computers with telecommunications ----------------------

technologies over the past three decades has led to the development of
----------------------
the so- called Information or Knowledge Revolution in the last decade of
the previous century. ----------------------
• It can be said that the adoption of ICTs has opened up new fundamentally
----------------------
different options for higher education both in how to run the business of
higher education as well as in methodologies of teaching and learning. ----------------------
More institutions are involved in distance education today than at any
other time in history. Distance education has truly moved to the centre ----------------------
stage today.
----------------------
• Distance education using ICT has the potential to provide education and
training experiences on a recurrent basis to a large number of clientele ----------------------
without taking them away from work. ----------------------

Keywords ----------------------

• Electronic learning or e-learning: A general term used to refer to ----------------------

computer-enhanced learning. ----------------------
• Asynchronous training: This is e-learning in the more traditional sense
----------------------
of the word. It involves self-paced learning, either CD-ROM-based,
network-based, Intranet-based or Internet-based. It may include access to ----------------------

E-Learning 199
 Notes instructors through online bulletin boards, online discussion groups and
e-mail or, it may be totally self-contained with links to reference materials
---------------------- in place of a live instructor.
---------------------- • Synchronous training: Synchronous training is done in real-time with a
live instructor facilitating the training. Everyone logs in at a set time and
---------------------- can communicate directly with the instructor and with each other.
---------------------- • Blended learning: Commonly used when e-learning is used in conjunction
with face-to-face teaching.
----------------------

---------------------- Self-Assessment Questions

---------------------- 1. What is e-learning?
---------------------- 2. What are the different types of e-learning?
3. What are the different types of tools available for e-learning?
----------------------
4. Explain the steps in designing an e-learning program.
----------------------
5. How is distance education dependent on ICT?
----------------------

----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Fill in the blanks.
---------------------- 1. E-learning includes all forms of electronically supported learning and
---------------------- teaching.
2. Many proponents of e-learning believe that everyone must be equipped
----------------------
with basic knowledge in technology, as well as use it as a medium to
---------------------- reach a particular goal.

----------------------
Check your Progress 2
----------------------
Multiple Choice Multiple Response.
---------------------- 1. Today’s e-learning tools go beyond computers to include:
---------------------- iv. All of the above
----------------------
Check your Progress 3
----------------------
Fill in the blanks.
----------------------
1. Animated graphic elements are great to use in training as they’re fun to
---------------------- watch, and can get a message across to the viewers.
----------------------

200 ICT in Education

2. Difficult navigation creates frustration and often encourages the student Notes
to leave the course.
----------------------
Suggested Reading ----------------------
1. Mangal, S., Uma Mangal. 2009. Essential of Educational Technology. ----------------------
New Delhi: PHI Learning Private Limited.
----------------------
2. Pace, Andrew, K. The Ultimate Digital Library. ALA Editions.
----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

E-Learning 201
 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

202 ICT in Education

MIS in Education
UNIT

11
Structure:
11.1 Introduction
11.2 Educational Planning: Types and Process
11.2.1 Types of Educational Planning
11.2.2 Process of Educational Planning
11.3 Advantages of using Computers in Educational Planning
11.4 Management Information System (MIS)
11.4.1 The MIS Structure
11.4.2 Levels of Information Handling
11.4.3 Factors for Successful Implementation of MIS
11.5 Role of MIS in Educational Planning
11.5.1 Information Flow and Planning in Schools
11.6 Information Network and Educational Planning
11.7 Advantages of using Computers in Educational Administration
11.8 Computer-Based Administration of Student Data
11.9 Computer-Based Library Systems
11.9.1 Information Storage and Retrieval
Summary
Key Words
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

MIS in Education 203

 Notes
Objectives
----------------------

---------------------- After going through this unit, you will be able to:

---------------------- • Identify various types of educational planning

• Analyse the process of educational planning
----------------------
• Explain the advantages of using computers in educational planning and
---------------------- educational administration
---------------------- • Appraise the significance of MIS in educational planning and educational
administration
----------------------
• Identify the importance of computer-based library system
----------------------

---------------------- 11.1 INTRODUCTION

---------------------- Webster’s International Dictionary defines planning as an act or process
of making and carrying out plans. A plan is conceptualised as a predetermined
----------------------
strategy, detailed scheme or a programme of action related to the accomplishment
---------------------- of an objective. Educational planning refers to the process of decision-making
in education for future action in order to achieve pre-determined objectives with
---------------------- optimum use of resources. Planning is also concerned with the improvement of
educational management and accountability practices.
----------------------
Therefore, the essence of educational planning is the appraisal of as many
---------------------- operational alternatives as possible, and then selecting the best for action. In
order to enumerate the operational alternatives we need information or data.
----------------------
In modern days, each alternative is determined by a number of factors and the
---------------------- educational planner is required to collect voluminous information/data manually.
Apart from collecting data, the analysis of large information/data is tedious,
---------------------- expensive, and time-consuming. Computers are well suited for information/
data processing tasks because of their speed, accuracy and ability to store
----------------------
large quantities of information/data in an accessible form. Therefore, with its
---------------------- large information/data handling capabilities, the computer has the potential for
making significant contributions to the educational process.
----------------------
Whether teachers are attempting to transmit information/data or help
---------------------- students learn to manage and organise information, the potential of computer
can provide a valuable tool. Computers are very useful in handling the
---------------------- management information systems for the purpose of decision-making in the
---------------------- areas of educational planning.

---------------------- 11.2 EDUCATIONAL PLANNING: TYPES AND PROCESS

---------------------- There are several types of educational planning depending upon the point
of reference used in taking decisions.
----------------------

204 ICT in Education

11.2.1 Types of Educational Planning Notes
The different types of educational planning are as follows:
----------------------
1. Centralised planning: A centralised plan is one where the whole process
of planning takes place at the central/national level and may provide ----------------------
aggregate plan proposals. It might as well provide disaggregated plans of
----------------------
states, districts, blocks, villages or institutions. The plan approval of the
Planning Commission of India is an example of centralised planning. ----------------------
2. Decentralised planning: A decentralised plan can be defined as one where
----------------------
the process of planning is decentralised and different units of planning take
part in the process. Under such a system the state governments, district ----------------------
authorities, and/or institutes receive only guidelines and objectives of
planning from the central agency, but the actual planning process takes ----------------------
place at the state, district or institutional level.
----------------------
3. Micro planning: The essential characteristic of a micro plan is that the
unit of planning represents a level below which no unit forms a viable unit ----------------------
for planning. If a block forms a viable unit for planning, then district-level ----------------------
planning may not constitute micro-level planning. Similarly, if a village
becomes a viable unit for planning, then block-level planning may not ----------------------
constitute micro-level planning. Therefore, micro-level planning involves
identification of the smallest viable unit for planning. It also requires ----------------------
knowledge of the constituents of the units and all details regarding these ----------------------
constituents. Block-level planning of secondary schools, for example,
requires detailed knowledge of the resources and requirements of each ----------------------
secondary school in that block.
----------------------
4. Macro planning: The planning above micro level is called macro-level
planning. In order to achieve a certain objective, if a block constitutes a ----------------------
viable unit for micro-level planning, then the planning at the district, state
or centre level becomes macro-level planning with reference to the same ----------------------
objective. ----------------------
5. Strategic planning: This type of planning is concerned with the long-
term prospects of an educational institution or system. It is spread over 10 ----------------------
to 20 years and is based on large perspective. Strategic planning takes into ----------------------
consideration the totality of activities of an organisation. In other words,
it refers to the planning for the total organisation over a longer period ----------------------
of time. Strategic planning for a period of 15, 20, or more years is also
known as perspective planning. ----------------------

6. Operational planning: This is also called short-term planning as it is ----------------------

concerned with the working in short-term to medium-term time scales of
----------------------
two to five years within which educational managers are required to plan.
It focuses on solving immediate and pressing problems, for example, the ----------------------
Government of India prepares five-year plans indicating the priority areas
of the Government in the next 5 years. Similarly, education institutes ----------------------
prepare five-year plans indicating priority areas and estimated expenditure
----------------------

MIS in Education 205

 Notes for clearance from concerned authorities and funding agencies. These
plans are directly concerned with operation and deal with the various
---------------------- functional areas.
---------------------- 7. Annual plan (budget): This refers to a detailed activity and component-
wise financial plan of an institution or system for the immediately
---------------------- forthcoming period, normally one year. Each secondary school, for
example, prepares a statement of estimated expenditure for the next one
----------------------
year on various items like salary of principal, teachers, support staff,
---------------------- building, equipment, laboratory and other consumables so that necessary
action can be taken to make financial resources available.
----------------------
8. Institutional planning: Educational planning may be done at various
---------------------- levels namely national, state, district, block or institution. National-level
planning is important because it is very comprehensive and takes into
---------------------- account all the factors that ensure integrated and balanced development
of all sectors of national life. However, within the parameters of a national
----------------------
plan, specific and detailed plans may be prepared at state, district, block,
---------------------- village or institutional levels. Planning at this level is more realistic
and appropriate because of involvement of local people who know the
---------------------- problems better. Since institutional planning is one of these levels and
is the lowest level at which the planning is required to be undertaken, it
----------------------
is considered as the most important level of planning. Education at this
---------------------- level thrives on a quadrangular base of intimate relationship comprising
management, teachers, students and parents. Therefore, institutional
---------------------- planning involves building up an educational institution with definite
goals in such a manner so that the desired goals can be achieved smoothly
----------------------
and continuously.
---------------------- It may not be appropriate to use the above-discussed terms synonymously
with either of them. For example, an educational plan at a district level can be
----------------------
a decentralised as well as an aggregate (centralised) plan. The objectives of
---------------------- institutional planning cannot be different from those of educational planning at
the national level. Similarly, strategic plans, operational plans, and annual plans
---------------------- are not mutually exclusive. They overlap and, in fact, annual plan is a part of
operational plan and operational plan is a part of strategic plan in the sense that
----------------------
each contains the activities of the other and it contributes to the achievement
---------------------- of the objectives for goals laid down in the strategic plan. The objectives and
specific purposes of the programme of action at institutional level may differ
---------------------- in order of priority and degree of importance with the nation, state and district
programme.
----------------------
11.2.2 Process of Educational Planning
----------------------
A good plan is always an outcome of scientific and comprehensive process
---------------------- involved in its preparation. There are two elements that every plan should have:
---------------------- • It must be systematic.
• It must be comprehensive.
----------------------

206 ICT in Education

 A systematic approach to problem solving combined with comprehensive Notes
planning process provides a comprehensive, systematic planning process. No
good plan can be prepared carelessly and arbitrarily. It requires creation of new ----------------------
ideas, collection and analysis of data, designing solution and its implementation
and evaluation. In fact, the improvement and the quality of a plan depend on the ----------------------
quality of the process that produces a plan. Plans based on inadequate information ----------------------
and data, inadequate interpretations or questionable procedure do not represent
much improvement over those rooted in unrealistic goals. The relevance and ----------------------
the potential effectiveness of a plan should be examined and evaluated prior to
its implementation by analysing the validity of its assumptions, relevance of ----------------------
data used, quality of procedures, soundness of interpretations, etc. ----------------------
Goals are derived from objectives and are time-bound targets for the
----------------------
achievement of objectives. Goals are expressed in specific quantitative or
qualitative terms. ----------------------

----------------------
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 11.1 The Educational Planning Process ----------------------
Once the goals are identified, a clear definition and analysis of problem
----------------------
on hand is necessary as part of the planning process. At this stage, all the
parameters that influence the goals are identified. Analysis of data helps us in ----------------------
identifying a set of alternative solutions to the problem. You may also develop a
criterion for evaluation and feasibility of alternative solutions. In the next stage, ----------------------

MIS in Education 207

 Notes you may choose the best alternative keeping the goals in mind. Finally, you
would like to transform the plan into action. However, if none of the alternative
---------------------- solutions is feasible or cannot be implemented for some reason, depending on
the nature of the sub-problem you may collect more data and redo the planning
---------------------- process as explained above in search of a better solution to the problem under
---------------------- consideration. Modern educational planning has attained the status of logical,
systematic and scientific process in bringing about changes in the system of
---------------------- education. Earlier ad-hoc decisions were taken by the administration to solve
immediate problems faced by them. However, gradually, it is being realised
---------------------- more and more that decisions regarding changes in the field of education should
---------------------- be well planned.

---------------------- Check your Progress 1

----------------------
Check your Progress 1
----------------------
Match the following.
----------------------
i. Micro planning a. The whole process of planning takes place
---------------------- at the central/national level.
ii. Macro planning a. The process of planning is decentralised and
---------------------- different units of planning take part in the
---------------------- process.
iii. Centralised b. Planning involves identification of the
---------------------- planning smallest viable unit for planning.
iv. Decentralised c. The planning is above micro level.
----------------------
planning
----------------------

---------------------- Activity 1
---------------------- Conduct a survey to find out which type of planning is carried out in the
---------------------- schools and colleges in your area.

----------------------
11.3 ADVANTAGES OF USING COMPUTERS IN
---------------------- EDUCATIONAL PLANNING
---------------------- Computers are very useful in handling the management information system
---------------------- for the purpose of decision-making in educational planning. The advantages
associated with computer-based educational planning are as follows:
---------------------- • Very large data can be stored in the computer for processing and getting
---------------------- useful information for good planning and decision-making.
• The processing time of data is greatly reduced.
----------------------
• Accuracy of information processing is significantly improved for better
---------------------- planning, thereby improving the quality of decision.

208 ICT in Education

• Often statistical and operations research techniques like regression Notes
analysis for forecasting, linear programming for maximisation of the
objectives or minimisation of cost, etc. are used in planning and decision- ----------------------
making. It is very difficult to build these models manually or even using
calculators. Use of computers will help make these tasks much easier ----------------------
reducing a lot of valuable manpower and time ----------------------
• More confidential information can be maintained through the use of
----------------------
computers than the usual manual file system thereby reducing the chances
of leakage of classified information. ----------------------
• As the information retrieval time and data processing time is greatly
----------------------
reduced, the ability of manager to take quick decisions improves
significantly. The time spent on various decision-making activities is ----------------------
reduced to a minimum.
----------------------
• Also the tasks like preparation of a set of alternative solutions and the
assessment of their feasibility through simulation techniques becomes ----------------------
easier with greater accuracy.
----------------------
• Lot of data and information collected and processed can be stored in
computer for future use, data manipulations, forecasting and preparation ----------------------
of comparative statements for better planning and decision-making.
----------------------

Activity 2 ----------------------

----------------------
According to you, what is the most important benefit of using computers in
the planning process in your school or college? ----------------------

----------------------
11.4 MANAGEMENT INFORMATION SYSTEM (MIS)
----------------------
Information processing is a societal activity. A significant part of an
individual’s working and personal time is spent on searching, recording and ----------------------
absorbing information. According to G. Davis and M.H. Olson, as much as
80% of a typical executive’s time is spent in the processing and communication ----------------------
of information. Now computers are widely used in information processing for ----------------------
not only planning and decision-making activities of an organisation but also in
day-to-day administration because of their potential in handling large data in ----------------------
minimum possible time. Davis and Olson defined MIS as an integrated user-
machine system for providing information to support operations, management ----------------------
and decision-making functions in an organisation. MIS can also be defined as ----------------------
computer-based information process where data is recorded, stored, processed
and retrieved for decision regarding the managerial process of planning, ----------------------
organising and controlling.
----------------------
11.4.1 The MIS Structure
----------------------
The MIS structure can be classified into the following:
1. Operating elements: MIS includes (a) the physical components, such ----------------------

MIS in Education 209

 Notes as hardware, software, database, computer operating procedures and
computer operations personnel, and (b) processing functions, such as data
---------------------- inputs, maintenance of master files, generation of reports, etc.
---------------------- 2. Decision support: The manager’s decisions can be classified into
programmed decisions, non-programmed decisions, and semi-programmed
---------------------- decision. Programmed decisions are those in which the decision processes
involve a pre-set well-defined procedure. These decisions are repetitive and
----------------------
routine which arise often and are capable of being modelled mathematically
---------------------- in their entirety. The decision procedure will also specify the information
to be acquired before the decision rules as applied. One area of application
---------------------- of programmed decisions is inventory management decisions. Non-
programmed decisions are those, which do not occur frequently and
----------------------
cannot be handled with well-defined, pre-specified procedure. The support
---------------------- requirements for non-programmed decisions are access to data and a variety
of data analysis for planning and decisions procedures that can be applied
---------------------- to the solution of the problem. Examples of this kind of decisions are
marketing a new product, establishing a new school, introducing additional
----------------------
sections in a class or new subjects in a class, etc.
---------------------- Semi-programmed decisions are those in which the decision process can
be programmed and non-programmed. The annual budget of a school, for
----------------------
example, can be prepared using a programmed decision process. When
---------------------- a comparison of budget is made with the performance and significant
deviations are observed, then it may lead to non-programmed decisions.
----------------------
3. Management activity: MIS supports management activity. This means
---------------------- that the structure of an information system can be classified in terms of
hierarchy of management planning and control activities. Anthony (1965)
---------------------- has provided a framework, which distinguishes between different types
of planning and control process that typically occur in organisations.
----------------------
Anthony defined the following categories of management planning and
---------------------- control:

---------------------- i) Strategic planning is the process of defining objectives of an

organisation, resources and using them effectively in achieving the
---------------------- objectives of an organisation.

---------------------- ii) Management control is the process by which managers acquire

resources and use them effectively in achieving the objectives of an
---------------------- organisation.
---------------------- iii) Operational control is the process by which specific tasks are carried
out effectively and efficiently.
----------------------
4. Organisational function: The structure of MIS can also be expressed
---------------------- in terms of the organisational functions, which are informative. There is
no standard classification of organisational functions but a typical set of
---------------------- functions in a manufacturing organisation includes production, sales and
marketing, finance and accounting, logistics, personnel and information
----------------------

210 ICT in Education

 systems. Top management can also be considered as a separate function. Notes
In a school, the typical organisational function could be teaching, student
admission and examination, student information, finance and accounts ----------------------
etc.
----------------------
11.4.2 Levels of Information Handling
----------------------
In a modern complex organisation, the levels of information handling
can be divided as Decision Support System (DSS), Management Information ----------------------
System (MIS), Transaction Processing System (TPS), and Office Automation
System (OAS). These levels of information handling are shown in Figure 11.1. ----------------------
In some organisations there may be only three levels, namely DSS, MIS, and
----------------------
TPS (where OAS is merged with TPS) instead of four. The top-level managers
may need DSS. Inputs for DSS can be some processed data, and mostly ----------------------
management-oriented data. The DSS would involve queries and responses,
operations research models and simulation. The output from DSS would be ----------------------
special reports to resolve difficult questions and replies to management queries.
----------------------
At the middle-management level, MIS would deal with an organised set of
procedures to provide information for middle-level managers to support their ----------------------
operations and decision-making within the organisation. At this level, input for
MIS would be processed, that is, raw data is processed into information. The ----------------------
output from MIS would be filtered for information that would be classifed,
----------------------
stored, maintained, updated and retrieved simple transaction data for record
keeping and for feeding MIS and DSS. The TPS is normally used at shop ----------------------
floor management level. The inputs for TPS are the transaction data and the
processing involves codification and updating data. Outputs for TPS are the ----------------------
processed data and reports for programmed decisions.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 11.2 Levels of Information handling
----------------------
The OAS is used at the clerical level and it is a simple automated office
having multiple functions. Inputs for OAS are appointments, documents, ----------------------
addresses, etc. Here the processing involves word processing, data storage and
----------------------
retrieval. Outputs are schedules, memoranda, bulk mail and administration
reports. ----------------------

MIS in Education 211

 Notes 11.4.3 Factors for Successful Implementation of MIS
In one organisation, a well-designed MIS fails while similar but poorly
----------------------
designed MIS in another organisation succeeds. The reason can usually be
---------------------- traced to human rather than technical. A few factors that increase the chances of
successful implementation of MIS are as follows:
----------------------
1. Involvement of top management in the computerisation effort while
---------------------- defining the purpose and goals of computers with the organisation.
2. Selection of an electronic data processing manager who has the skills to
----------------------
involve managers in choosing application areas identifying information
---------------------- needs and designing reports.

---------------------- 3. A computer staff which has interdisciplinary skills in computers, management

and operational research.
---------------------- 4. A balanced expenditure in hardware and software.
----------------------
Check your Progress 2
----------------------

---------------------- Multiple Choice Multiple Response.

---------------------- 1. The MIS structure can be classified into:
i. Operating elements and decision support
----------------------
ii. Management activity
----------------------
iii. Organisational function
---------------------- iv. Society support
----------------------

---------------------- Activity 3
----------------------
List the programmed, non-programmed, and semi-programmed decisions
---------------------- made in your school or college.

----------------------
11.5 ROLE OF MIS IN EDUCATIONAL PLANNING
----------------------
MIS has been widely used in business organisations to accomplish a
---------------------- variety of tasks. However, the application of MIS in education particularly in
developing countries like India is not popular. As seen in the earlier section, the
----------------------
computer- based management information system can be used at different levels
---------------------- of management for planning and decision-making. The vertical relationship of
information requirements to the different user levels of a school management
---------------------- is shown in Fig. 11.3. Although, MIS could be used both in planning and
administration of an educational organisation, this section covers the role of
----------------------
MIS in educational planning only.
----------------------

212 ICT in Education

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 11.3 Information Requirements of Different User Levels of School
Management ----------------------
Operational information is the factual reporting of the current operations ----------------------
of the schools. The period of these reporting could be daily, weekly, monthly
or annually. Data operations persons, for example, process data in the form of ----------------------
reports for planning, decision-making and control of the school. The middle-
----------------------
level managers use the operational information to compare desired performance
with actual performance for better planning and decision-making. When ----------------------
exceptions are noted, remedial or corrective steps can be taken. Expenditure,
for example, may exceed the budget and students’ grades may be different from ----------------------
expected. Analysis of data on these activities enables principals to have the ----------------------
facts necessary to plan and take necessary decisions.
----------------------
Top administrators of a school like chairman/director needs information
to study objectives; projections assess the different activities of school and ----------------------
prepare plans.
----------------------
11.5.1 Information Flow and Planning in Schools
It should be recognised that dependency exists between users and their ----------------------
information needs and the forces that impinge on schools or organisations. ----------------------
Externally, social and community forces, political/legislative forces and
economic conditions operate to influence organisational policy and planning. ----------------------
Social and community forces may be represented by pressure groups and
----------------------
concerned citizens who want either special concessions or changes in the
schools. Political/legislative forces operate to affect policy issues, budgets ----------------------
and appropriations. Economic conditions, such as recession and inflation
erode budgets with a resultant effect on the salary and funds for equipment ----------------------
and buildings. Internally, the information system compiles and processes data ----------------------
on students, teachers, staff, curriculum and sources of revenue. The decisions
of school management depend on the effectiveness of information system that ----------------------
produces quality data. If successful, internal organisation needs can be met and
effectiveness can be achieved in coping with external forces or conditions. ----------------------

The computer-based information system in schools can be further divided into: ----------------------
a) Student Information Data Processing System ----------------------
b) Management Information System ----------------------

MIS in Education 213

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- Fig. 11.4 Student Information Data Processing System

---------------------- The information on students’ attendance, academic performance, course

and schedule, etc. are entered into the computer. Data files on grades, attendance,
---------------------- scheduling and testing are subsequently established. The review of the data by
the management on historical day-to-day operations of the school helps in better
---------------------- planning and taking corrective decisions. The management may periodically
---------------------- compare actual performance with projected ones. If exceptions occur or things
are out of line, the management is better prepared to make the required decisions
---------------------- regarding corrective action. A functional MIS provides them with information
necessary to determine which of the several alternative courses of action is the
---------------------- best. It also may assist the school management or increase the productivity. The
---------------------- components of a school MIS are shown in Figure 11.5.

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 11.5 Components of School MIS
----------------------
The decision support system utilises projection and simulation procedures
---------------------- to predict trends and simulate the future state of school based upon the
assumptions and conditions furnished by management. To accomplish this, the
----------------------
DSS utilises not only the output generated from the data processing systems and
---------------------- MIS, but relevant outside information. An effective DSS assists management
in determining strategic plans and operational plans of schools in future. To
---------------------- facilitate planning in the DSS, computer planning models might be developed.
One type of such planning model may not be either feasible or practical. It is
----------------------

214 ICT in Education

for the school management to decide whether such model would be useful. The Notes
data processing system generates the raw data which is fed into the MIS. In
turn, the MIS focuses on relationships among the data, between expected and ----------------------
actual outcomes or where discrepancies occur. The data generated by both the
data processing system and MIS are used to make planning decisions based on ----------------------
projections and simulations. ----------------------
Table 11.1 Information Areas according to Levels
----------------------
Information Level 1 → Opera- Level 2 → Direction Level 3 → Planning
Areas tional Data: Data and Control Data: Data: Data Support ----------------------
Processing Sys- Management Infor- System
tems mation ----------------------
Faculty, staff C o m p r e h e n s i v e Relationships among Decisions made ----------------------
and students statistics of teach- factors, such as na- pertaining to insti-
ers’ and students’ ture of training, age, tuting teacher re- ----------------------
background. class load, etc. and tention procedures
teacher retention in with predictions ----------------------
the system. made to plan future
staffing using the ----------------------
retention outcome
data and census. ----------------------
Longitudinal data Relationship between Prediction of stu- ----------------------
on students’ factors in school’s dents’ success
achieve-ment, achievement and in school using ----------------------
dropout, health, factors in students’ longitudinal data
etc. health or environ- followed by ex- ----------------------
mental background. perimental interven-
tions with an analy- ----------------------
sis of the outcome.
----------------------
Curriculum Number of stu- Relationship between Decisions made
dents enrolled in students’ high school pertaining to re- ----------------------
various curriculum curricula and later vamping the guid-
tracks. academic and work ance programme ----------------------
careers. Relationship to better assist stu-
between students’ dents who choose ----------------------
performance and in- curricular courses
structional settings. that would enhance ----------------------
educational and
career goals. ----------------------
Storage and Storage and re- Determination of ----------------------
retrieval of trieval of data on which instruction-
data students’ perfor- al environments ----------------------
mance in different should be support-
instructional set- ed in the schools. ----------------------
tings, e.g., individ-
ualised instruction, ----------------------
open classrooms,
etc. ----------------------

----------------------

MIS in Education 215

 Notes Budget a fi- Statistics on Determination of Projection made on
nancial sup- school’s costs and overruns in any of budget allocations
---------------------- port budgeted catego- the categories. Re- based on overrun
---------------------- ries. Longitudinal lationship between figures and rev-
data of assessed financial support and enue forecasting.
---------------------- evaluation and various evidences of Determination of
data pertaining to school productivity. how the education-
---------------------- the proportion of al rupee can best
the districts’ in- facilitate school
---------------------- come going to ed- productivity.
ucation.
----------------------

---------------------- 11.6 INFORMATION NETWORK AND EDUCATIONAL

PLANNING
----------------------
Information network means two more computers linked together for
----------------------
sharing data and information. As we have seen in earlier sections, data and
---------------------- information are vital components of any planning activity. Educational
planning is no exception to this. Also, the MIS for planning requires not only
---------------------- data from within the school but also from outside. Collecting, compiling and
processing outside school data is tedious, time-consuming and involves a lot
----------------------
of expenditure. Therefore, information network helps us to collect and process
---------------------- the data in quickest possible time with minimum cost which can be used in
projection and simulations for better and effective planning.
----------------------
Currently, several versions of information networks namely Local
---------------------- Area Network (LAN), Wide Area Network (WAN), Internet, e-mail and
teleconferencing are widely used for information sharing. A LAN is so named
---------------------- because it usually consists of two or more computers linked in a network
and housed in a building or small area. In Indira Gandhi National Open
----------------------
University, for example all the computers in the university headquarters are
---------------------- linked through LAN and information available on one computer can be shared
by the other except it is classified in the information. A WAN also consists of
---------------------- several computers linked to each other like LAN but the major difference is the
geographical spread of the network. The library information, for example, of
----------------------
several universities and other educational institutions in Delhi are networked
---------------------- through a network called DELNET. This facilitates the planners to optimise
the scarce resources and buy only those books which are not in the library.
---------------------- The Internet is the network of networks. The evolution of Internet transformed
the entire information world into a global village. This has led the planners an
----------------------
easy access to the data outside the school. Similarly, the data can be shared
---------------------- using e-mail cutting the time and cost constraints. Sometimes it may be
necessary to discuss and deliberate online with experts and people involved in
---------------------- the decision-making process who are away from the site of decision-making.
Teleconferencing is very helpful in such situations.
----------------------

----------------------

216 ICT in Education

11.7 ADVANTAGES OF USING COMPUTERS IN Notes
EDUCATIONAL ADMINISTRATION
----------------------
If it is true that the necessity to collect, process, analyse and present data
in the right manner is more than ever important in guiding decisions and in ----------------------
helping the elaboration of education policies, it also remains true that the first ----------------------
aim of an education management information system is, as its name indicates,
to help manage and administer the education system by basing itself on ----------------------
modern management tools. These tools help generate multiple routine data and
operational information, such as trimestrial, monthly and weekly records of the ----------------------
management and control of financial transactions, the presence and movements ----------------------
of personnel and pupils, pay slips, results of tests and examinations, etc.
----------------------
Management means control and verification of the system in order to detect
the shortcomings and weaknesses. Does the education system have enough ----------------------
financial, physical and human resources to operate correctly and hence produce
the expected results? Does it have enough pupils and does it sufficiently respond ----------------------
to the need for education? What education do they offer them and with what
----------------------
success? The information generated by Educational Management Information
System (EMIS) makes it possible not only to answer these concerns but also ----------------------
to control and evaluate the internal and external efficiency of the education
system. It is thus indispensable to ensure that the physical and financial resources ----------------------
invested in the system are not wasted but optimised in order to achieve better
----------------------
quality and efficiency in education (internal efficiency which indicates the way
resources are being used to produce results) and, that the results meet the wider ----------------------
needs of society.
----------------------
In other words, if the MIS is determined by the need to be aware of the
status and functioning of the education system, it also allows the later to be ----------------------
accountable to its users. There is an interdependent relation between EMIS and
the management system on which it relies. Thus, if EMIS helps to manage the ----------------------
education system better, the management system of education feeds it in turn
----------------------
with necessary information for the planning and improvement of the later.
Computers can be used extensively for the above purposes in educational ----------------------
administration. The following are some of the areas where computers can be ----------------------
used for effective educational administration:
1. General administration: Grades assigned to students must be recorded ----------------------
in some fashion and these records must be easily and readily accessible ----------------------
to appropriate individuals. Currently, a number of educational institutions
and boards are using computers to process the examination results. The ----------------------
volume of such operations is often massive involving thousands and
even lakhs of students. With the introduction of computers, now these ----------------------
organisations are able to process the examination data and announce the ----------------------
results in quickest possible time. With the advent of Internet, a student
is able to access the result at home. For example, in March 2000, CBSE ----------------------
th th
Board conducted examination for 10 and 12 class students. About 4.67
th th
lakh students for 10 class and 2.76 lakh students for 12 class appeared ----------------------

MIS in Education 217

 Notes in CBSE examinations across the country. The results were announced
within a span of 60 days and made available on the Internet. The results
---------------------- were accessible to students and schools throughout the world affiliated to
CBSE, thus eliminating the distance and time factors. The results were
---------------------- also e-mailed to schools for online use.
---------------------- Records showing the costs involved in running a school must be kept up-to-
date in a thoroughly accurate manner. Computers can be tremendously
----------------------
helpful in maintaining financial records. The electronic spreadsheet
---------------------- software is very useful for administrators in recording and analysing
the financial data of the educational institutions. It has been found that a
---------------------- computer system compared to a manual system produces more accurate
records. The use of computer in educational administration reduce time
----------------------
expended on clerical or paper work tasks, produce accurate information,
---------------------- ensure generation of reports when needed, and facilitate decision-making
process. In educational institutions, computers can be used in preparation
---------------------- of time tables of different classes so that classes can be run without time
and room conflicts.
----------------------
2. Administration of student data: A computer has the capacity to access
---------------------- information on students, teachers and finance. It may also be used to keep
a track of appointments and obligations, record notes on conferences and
----------------------
meetings held, produce inter-office memos and execute selective or mass
---------------------- mailings to students, parents, management members and authorities at
district, state or central level. It was postulated that the judicious use of
---------------------- computer by a school principal could save several hours of extra work
in a school year. The time gained can help principals be more accessible
----------------------
to students, teachers, and parents in maintaining the standard of the
---------------------- school. It is also strongly believed that the use of computer by managers
has increased their productivity; increased the number and variety of
---------------------- responsibilities they can handle. This observation implies the power of
information and those who master its acquisitions have an edge.
----------------------
3. Library systems: Computers are very useful in the management of a
---------------------- library. It will be a Herculean task for a librarian to keep the records
of periodicals, books and other library materials manually. The library
----------------------
automation will help in maintaining accurate records, monitoring
---------------------- borrowers, due dates of books borrowed, and reservation of books/
periodicals that are in great demand. The computer can also generate
---------------------- overdue notices automatically. Computers in library can give students
at all levels an access to an unlimited range of library materials. Using
----------------------
library databases and networks, students can locate and order materials
---------------------- from libraries in other schools within a town or across the country.

---------------------- However, not much data is available on the extent of application of

computers in school administration in India. The survey results show that the
---------------------- other areas of applications of computers in administration include examinations
and evaluation, financial accounting, admissions, inventory management and
---------------------- personnel information.

218 ICT in Education

 Notes
Check your Progress 3
----------------------
Fill in the blanks. ----------------------
1. The _____________ automation will help in maintaining accurate
----------------------
records, monitoring borrowers, due dates of books borrowed and
reservation of books/periodicals that are in great demand. ----------------------
2. With the introduction of _____, now organisations are able to process
----------------------
the examination data and announce the results in quickest possible
time. ----------------------

----------------------
Activity 4 ----------------------
State any two areas where computers can be used for effective educational ----------------------
administrative purposes.
----------------------

11.8 COMPUTER-BASED ADMINISTRATION OF ----------------------

STUDENT DATA ----------------------
The major applications of computers, which have direct impact on the ----------------------
students, are course schedules, attendance and academic performance. In
Fig. 11.6, it can be observed that three types of student data are input through ----------------------
computer to monitor and control the course schedules, attendance reports and
----------------------
grades/marks’ reports. The historical data obtained through these reports are
also used for viewing the performance of the school. ----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 11.6 Application of Computer-based Administration in Management
of Student Data ----------------------
The following are the applications of computers in school administration:
----------------------
• Course Schedules: The process of a course schedule of a school starts with
announcements of student registration and ends with the announcement ----------------------
of examination results. The academic session of a school may start in the
----------------------
month of April or June of a year and may end in February or March of
the following year. At the time of admission, the students may look for ----------------------

MIS in Education 219

 Notes information on courses offered by the schools, the historical record of
the school, the fee structure, etc. The school should be able to provide
---------------------- this information to the students on request. Maintenance of data through
computers will facilitate these tasks for the school administration.
----------------------
Once the admission process is completed, the school administration needs
---------------------- to maintain timetables on completion schedules of syllabus; conduct unit
tests, term- end examination and final exams and the announcement of
----------------------
results. Similarly, the teachers have to be assigned the individual classes
---------------------- and subjects that they should cover. This also helps the administration
to assess the teachers’ load. Generation of course schedules and their
---------------------- implementation through computers will certainly improve the control and
management of an academic calendar.
----------------------
• Attendance: Attendance of students is a major concern to school
---------------------- administrators and teachers. The rules of the schools also stipulate minimum
attendance as a prerequisite for appearing for an examination and clearing
----------------------
a course. This has resulted in the establishment of elaborate attendance
---------------------- systems that have sought to monitor accurately the daily attendance of
students. This helps the administration to take proper measures like calling
---------------------- the parents, issuing warnings to students, etc. Also chronic absenteeism
---------------------- serves as an indicator to administrators and teachers that students are
experiencing personal, home, and/or school problems. Computerisation of
---------------------- student attendance data will help:
---------------------- 1. School administration and teachers to monitor attendance periodically
and take appropriate measures.
----------------------
2. Report the attendance data to higher officers and examination
---------------------- boards as required
---------------------- 3. Identify students who are not attending the school periodically as
required.
----------------------
4. Reduce the clerical time required to check absence of students.
----------------------
5. Communicate the absence to the parents.
---------------------- 6. Enable attendance data to be entered on grade reports.
---------------------- 7. Students can check for themselves how much they shall fall short
for exam requirements.
----------------------
8. Administration can find out which lectures are not attended by
---------------------- students and thus try to locate causes of absence, e.g., inefficient
---------------------- faculty, faulty teaching or subject.
As compared to manual attendance maintenance system, a computerised
----------------------
system is able to meet the above objectives in a better and more effective
---------------------- way.
• Academic performance: Academic performance is another area
----------------------

220 ICT in Education

 where computers are widely used in educational administration. Notes
The reasons for the success of computerisation of the examination
process are as follows : ----------------------
• The whole process of conducting examination and declaration of ----------------------
results has become more manageable even if the number of students
is very large. ----------------------

• It is more cost-effective and time-saving than the manual system. ----------------------

• The accuracy of recorded information is greatly improved. ----------------------
• The computers can speed up the generation of report for school ----------------------
administrators and public.
----------------------
Check your Progress 4
----------------------

Fill in the blanks. ----------------------

1. The process of a course schedule of a school starts with the ----------------------
announcement of __________ and ends with the announcement of
___________. ----------------------
2. __________ of students is a major concern for school administrators ----------------------
and teachers.
----------------------

----------------------
Activity 5
----------------------
List the main areas of administration of students’ data where computers are ----------------------
useful in your college or school.
----------------------
11.9 COMPUTER-BASED LIBRARY SYSTEMS ----------------------
Application of computers in school libraries can be classified into the ----------------------
following domains:
----------------------
i) Library automation: The term library automation refers to computerisation
of manual library activities. Library automation functions include book ----------------------
ordering system, cataloguing and circulation control. The typical functions
of an automated book ordering system are: ----------------------

• Preorder searching especially to avoid duplicate orders. ----------------------

• Creating purchasing orders. ----------------------
• Preparing and providing information on orders outstanding and
----------------------
work in progress.
• Preparing vouchers to pay for the books. ----------------------
• Maintaining fund accounts and printing book fund reports. ----------------------

MIS in Education 221

 Notes ii) Information storage and retrieval: The main activity of the cataloguing
system is the production of catalogue cards. The process of a computer-
---------------------- aided cataloguing system includes:
---------------------- • Preparing spreadsheet to store data.
• Storing bibliographical records.
----------------------
• Printing, that is, retrieval of the bibliographical records.
----------------------
iii) Library networks: Circulation control is an operation mainly concerned
---------------------- with clerical function of keeping a track of document issued to the user.
A typical automated circulation system is usually expected to perform the
---------------------- following functions:
---------------------- • Identifying the location of the books.
---------------------- • Identifying books on loan to a particular borrower.
• Printing the recall notices.
----------------------
• Renewing loans.
----------------------
• Notifying the library staff of overdue books and printing of overdue
---------------------- notices.

---------------------- • Removing obsolete books/least issued books/least used books.

• Making archives of old technology and books.
----------------------
The main functions of an automated periodical control system are ordering,
---------------------- renewing, sending reminders to the vendors and reader services Systematic
implementation of library automation will increase the efficiency of library
----------------------
management.
---------------------- 11.9.1 Information Storage and Retrieval
---------------------- The development in the information technology particularly in the area of
online storage and retrieval of large database has made great impact on libraries.
---------------------- Also library database enables the users to have a centralised control of data. The
main advantages of having a computerised library database are:
----------------------
1 The amount of redundancy in the stored data can be reduced and in effect,
---------------------- the problems of inconsistency in the stored data can be avoided.
---------------------- 2 Different users can share the stored data.
---------------------- 3 Standards can be enforced.
4 Security restrictions can be applied.
----------------------
5 Data accuracy can be maintained.
----------------------
The promotion of databases in India especially by the National Informatics
---------------------- Centre (NIC) has influenced libraries to establish a computer network to share
bibliographic information. The advent of Internet has further strengthened
---------------------- the library information network in India. A number of networks have started
---------------------- functioning and many more are in the pipeline. DELNET, for example, a

222 ICT in Education

Delhi based network connects major libraries located in universities and Notes
research institutes in Delhi. Each participating institute prepares computerised
bibliographic information and connects it to the network. The user can find out ----------------------
the books available of his interest and even know the location. This avoids the
duplication of buying expensive books by the institutions and saves a lot of ----------------------
money. ----------------------

----------------------
Activity 6
----------------------
Conduct a survey on the computer-based library services in the educational
----------------------
institutes in your vicinity and prepare a report.
----------------------
Summary ----------------------

• Educational planning refers to the process of decision-making in ----------------------

education for future action in order to achieve predetermined objectives
with optimum use of resources. Planning is also concerned with the ----------------------
improvement of educational management and accountability practices. ----------------------
• Computers are well suited for information/data processing tasks because
of their speed, accuracy and ability to store large quantities of information/ ----------------------
data in an accessible form. ----------------------
• A good plan is always an outcome of scientific and comprehensive
----------------------
process involved in its preparation. Every plan must have the following
two elements: ----------------------
• It must be systematic.
----------------------
• It must be comprehensive.
----------------------
• Computers are very useful in handling the management information
system for the purpose of decision-making in the areas of educational ----------------------
planning.
----------------------
• Forecasting student population for the coming years for say secondary
education in a particular school, district, and state or at national level will ----------------------
help the planners and other supported staff to mobilise resources.
----------------------
• According to Davis and Olson, as much as 80% of a typical executive's
time is spent in the processing and communication of information. ----------------------
• The MIS structure can be classified into: ----------------------
• Operating elements
----------------------
• Decision support
----------------------
• Management activity
• Organisational function ----------------------

----------------------

MIS in Education 223

 Notes • The top-level managers may need DSS. Inputs for DSS can be some
processed data and mostly management-oriented data. The DSS would
---------------------- involve queries and responses, operations research models and simulation.
---------------------- • MIS has been widely used in business organisations to accomplish a
variety of tasks. However, the application of MIS in education particularly
---------------------- in developing countries like India is not popular.
---------------------- • Information network is two more computers linked together for sharing
data and information.
----------------------
• If the MIS is determined by the need to be aware of the status and functioning
---------------------- of the education system, it also allows the later to be accountable to its
users.
----------------------
• Computers can be used extensively in educational administration. The
---------------------- following are some of the areas where computers can be used for effective
educational administration:
----------------------
• General administration
---------------------- • Administration of student data
---------------------- • Library systems
---------------------- • At the time of admission, the students may look for information on
courses offered by the schools, the historical record of the school, the
---------------------- fee structure, etc. The school should be able to provide this information
to the students on request. Maintenance of data through computers will
----------------------
facilitate these tasks for the school administration.
---------------------- • Academic performance is another area where computers have been used
---------------------- in educational administration widely.
• Application of computers in school libraries can be classified into library
---------------------- automation, information storage and retrieval, and library networks.
----------------------
Keywords
----------------------
• Educational Planning: The process of decision-making in education for
----------------------
future action in order to achieve predetermined objectives with optimum
---------------------- use of resources.
• Education Management Information System: A sub-system of an
----------------------
education system, which aims to collect, store, process, analyse and
---------------------- disseminate information.
• Management Information System (MIS): MIS is not only to collect,
----------------------
store and process information but also to help in education policy-making,
---------------------- by providing relevant and accessible information.

---------------------- • Centralised plan: A plan in which the whole process of planning takes
place at the central/national level and may provide aggregate plan
---------------------- proposals.

224 ICT in Education

• Decentralised planning: A plan in which the process of planning is Notes
decentralised and different units of planning take part in the process.
----------------------
• Library automation: Computerisation of manual library activities.
----------------------
Self-Assessment Questions ----------------------
1. Explain the purpose of management information system. Give some of its ----------------------
uses in educational planning.
2. How does information network help in improving educational planning? ----------------------

3. “Computer-processed data is the basic ingredient in planning and decision- ----------------------

making.” Explain.
----------------------
4. How can a school management improve its efficiency by using MIS?
----------------------
5. Prepare a budget for your school using a spreadsheet.
----------------------
----------------------
Answers to Check your Progress
----------------------
Check your Progress 1
----------------------
Match the following.
i. – c. ----------------------

ii. – d. ----------------------
iii. – a. ----------------------
iv. – b.
----------------------

----------------------
Check your Progress 2
Multiple Choice Multiple Response. ----------------------

The MIS structure can be classified into: ----------------------

i. Operating elements and decision support ----------------------
ii. Management activity
----------------------
iii. Organisational function
----------------------

Check your Progress 3 ----------------------

Fill in the blanks. ----------------------

1. The library automation will help in maintaining accurate records, ----------------------
monitoring borrowers, due dates of books borrowed and reservation of
books/periodicals that are in great demand. ----------------------

----------------------

MIS in Education 225

 Notes 2. With the introduction of computers, now organisations are able to process
the examination data and announce the results in quickest possible time.
----------------------

---------------------- Check your Progress 4

---------------------- Fill in the blanks.

---------------------- 1. The process of a course schedule of a school starts with announcement

of student registration and ends with the announcement of examination
---------------------- results.

---------------------- 2. Attendance of students is a major concern to school administrators and

teachers.
----------------------

---------------------- Suggested Reading

---------------------- 1. Aggarwal, J.C., S.P. Agrawal. Educational Planning in India: Reports of
committees and commissions, five year plans, statistical tables.
----------------------
2. Kochhar S.K. School Administration and Management.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

226 ICT in Education

Introduction to Educational Technology
UNIT

12
Structure:

12.1 Meaning of Educational Technology

12.2 Nature and Scope of Educational Technology
12.3 Definitions of Educational Technology
12.4 Evolution of Educational Technology
12.5 Approaches of Educational Technology
Summary
Keywords
Self-Assessment Questions
Answers to Check your Progress
Suggested Reading

Introduction to Educational Technology 227

 Notes
Objectives
----------------------
After going through this unit, you will be able to:
----------------------
●● To comprehend the meaning and definition of educational technology
----------------------
●● To identify the nature and scope of Educational Technology
---------------------- ●● To classify the Evolution of Educational Technology
----------------------

----------------------
12.1 MEANING OF EDUCATIONAL TECHNOLOGY

---------------------- Before we understand the meaning of Educational Technology it is

important to know the meaning of Technology. The word technology comes
---------------------- from two Greek words, transliterated techne and logos. Techne means art, skill,
craft, or the way, manner, or means by which a thing is gained. Educational
---------------------- technology compromises two words: Education and technology. When we
---------------------- apply science to the teaching learning process we are applying a technology
in the teaching learning process. This is done to make the teaching learning
---------------------- process more comfortable for the learners as well as the facilitators.

---------------------- When the term was first coined it referred to “technology in education”,
implying the use of a variety of audio-visual aids (as they were then known)
---------------------- for teaching purposes. Implicitly relying on the then widely accepted sender–
receiver construct, educational writers saw these aids primarily as transmitters
---------------------- of lesson content. As the concept of ET developed, the term “technology of
---------------------- education” came into vogue. This looked at education in a wider sense, and
included various aspects such as entry behaviour of the learner, objectives,
---------------------- content analysis, evaluation, etc. By the mid 1970s, ET borrowed the terms
“systems approach” from management studies and “corrective feedback” from
---------------------- cybernetics. This widened the scope of ET as the teaching-learning process was
---------------------- examined in a holistic manner.

---------------------- 12.2 NATURE AND SCOPE OF EDUCATIONAL TECHNOLOGY

---------------------- Keeping an eye over such broad concepts of educational technology, one
---------------------- is able to map but the areas of its operation in terms of topic or aspects covered
through its study or application. In brief, they may be summarized as below.
---------------------- Analysis of the process of teaching and learning: Educational technology
---------------------- tries to discuss the concept of teaching, analysis of the teaching process,
variables of the teaching, phase of teaching, levels of teaching, theories of
---------------------- teaching, principles and maxims of teaching, the concept of learning, relevance
of the theories, the relationship between teaching and learning.
----------------------
Spelling out the educational goals or objectives: Educational technology tries
---------------------- to discuss the topics such as identification of education needs and aspirations of
the community, survey of the resources available for satisfaction of these needs.
----------------------

228 ICT in Education

 Development of curriculum: This aspect of educational technology is Notes
concerned with the designing of a suitable curriculum for the achievement of
the stipulated objectives. ----------------------
Development of teaching-learning material: This area of educational ----------------------
technology is concerned with the production and development of the suitable
teaching-learning material in view of stipulated objectives, design curriculum ----------------------
and available resources.
----------------------
Teaching preparation or teaching-training: Teacher is a key figure in any
process of teaching and learning. Educational technology, therefore, take care of ----------------------
the proper preparations of teachers for exercising their complex responsibilities.
Development and selection of the teaching-learning strategies and topics: ----------------------
This aspect deals with the central problems of teaching learning act. Here ----------------------
educational technology tries to describe the ways and discovering, selecting
and developing suitable strategies and tactic of teaching. ----------------------
Development, selection and use of the appropriate audio-visual aids:
----------------------
teaching-learning is greatly influenced and benefited by the use of appropriate
audio-visual aids. Educational technology covers this aspect by discussing ----------------------
various types of audio-visual aids used for educational purpose, their proper
selecting suiting to a particular teaching-learning situation. ----------------------
Effective utilization of the hardware and mass media: various sophisticated ----------------------
instrument, equipment, gadget and communication devices brought through
mechanization and electronics revolution playing an effective role in the ----------------------
attainment of educational objectives by helping the teachers and learners in
their respective roles. ----------------------
To work for the effective utilization of the subsystem of education: ----------------------
educational technology considers education as a system operating, in a
systematic and scientific way, for the achievement of educational objectives. ----------------------
To provide essential feedback and control through evaluation: educational ----------------------
technology I essentially concerned with the task of exercising appropriate
control over the process of teaching and learning by planning and devising ----------------------
suitable tools and devices for the continuous evaluation of the process and
products of the teaching-learning activities. ----------------------
Thus, educational technology is concerned with all variables, phases, ----------------------
levels, and aspects of the teaching-learning process. In brief, it works for over
all planning and organization of the system or subsystem of education. ----------------------
In above discussion, an attempt has been made to identify the scope of ----------------------
the subject educational technology by mapping out its field of operation, but in
true sense, it is unwise to put hedge and boundaries around such a developing ----------------------
and fast growing subject.
----------------------
12.3 Definitions of Educational Technology ----------------------
G.O.M. Leith: “Educational Technology is the systematic application ----------------------
of scientific knowledge about teaching-learning and conditions of learning to
improve the efficiency of teaching and training (Leith, 1967).” ----------------------

Introduction to Educational Technology 229

 Notes Shiv K. Mitra: “Educational Technology can be conceived as a science of
techniques and methods by which educational goals could be realized (Mitra,
---------------------- 1968:4).”
---------------------- S.S. Kulkarni: “Educational Technology can be defined as the application
of the laws as well as recent discoveries of science and technology to the process
---------------------- of education (Kulkarni, 1969).”
---------------------- D. Unwin: “Educational Technology in concerned with the application
of modern skill and techniques to requirements of educational training. This
---------------------- includes facilitation of learning by manipulation of media and methods, and
the control of environment is so far as this reflects on learning (Unwin, 1969).”
----------------------
W. Kenneth Richmond: “Educational Technology is concerned with
---------------------- providing appropriately designed learning situations which, holding the view
of objectives of teaching or training, bring to bear the best means of instruction
----------------------
(Richmond, 1979).”
---------------------- I.K. Davies: “Educational Technology is concerned with problems of
---------------------- education and training context and it is characterized by the disciplined and
systematic approach to the organization of resources for learning (Davies,
---------------------- 1971).”

---------------------- J.R. Gases: “Educational Technology has to be seen as a part of a

persistence and complex endeavour of bringing pupils, teachers and technical
---------------------- means together is an effective way (Ford Foundation Team, 1971). ”
---------------------- US President Commission of Enquiry: “Educational Technology may
be defined as a systematic way of designing, carrying out and evaluating a
---------------------- total process of teaching and learning in terms of specific objectives based on
findings from research in human learning and communication (cited in, tucker,
---------------------- 1979:159). ”
---------------------- Scottish Council for Educational Technology: “Educational technology
is a systematic approach to designing and evaluating learning and teaching
----------------------
methods and methodologies and to the application and exploiting of media and
---------------------- current knowledge of communication techniques in education, both formal and
informal (cited in, Tucker, 1979:160).”
----------------------
These definitions initially encompass the whole range of educational
---------------------- technology activities from the analytic methods of psychology of learning
and teaching the audio-visual communication and mass media technology.
---------------------- The views propagated by these definitions may help us to conclude about the
meaning and nature of educational technology as follows:
----------------------
Educational technology is concerned with the systematic application of
---------------------- science and technology in the field of education and thus may be defined as the
---------------------- application of technology to education in order to further the case of the latter.
Just as science and technology help in carrying out the practical task in
---------------------- general, educational technology helps in providing efficiency to the task of
---------------------- teaching and learning.

230 ICT in Education

 Educational technology provides technical guidance and solution to the Notes
problems of education.
----------------------
Teaching is communicating and education technology can play an
effective role in the communication between teacher and student. ----------------------
Education technology encompasses the total teaching and learning process
----------------------
involving the elements like the following:
●● Specification of goals and behavioral objectives. ----------------------
●● Analysis of the characteristics of the learner.
----------------------
●● Selection and organization of the content or subject matter to be learned.
●● Methods and strategies of the presentation of the content. ----------------------
●● Use of aid-materials, software and hardware, mass media and ----------------------
communication techniques.
●● Effective arrangement of learning situations and learning environment. ----------------------
●● Effective classroom control and management. ----------------------
●● Continuous feedback and evaluation of the results.
----------------------
Educational Technology is not limited to the use of audio-visual aids and
does not symbolize merely educational hardware such as sophisticated gadgets ----------------------
and mechanical devices used in education. For the effective management of
the total teaching-learning process it tends to utilize the results of all goods, ----------------------
experiments and researches in the field of human learning and the art of ----------------------
communication and employs a combination of all possible human and non-
human resources to achieve the desired educational objectives. ----------------------
In brief, educational technology should stand for a wise application of the ----------------------
available human and non-human resources for providing appropriate solution to
the educational problems and to improve the process and products of education. ----------------------

----------------------
Activity 1
----------------------
1. Visit an educational institute and observe the implementations of ----------------------
technology in education.
----------------------

----------------------
Check your Progress 1
----------------------
True or False
----------------------
1. Educational Technology is not limited to the use of audio-visual
aids and does not symbolize merely educational hardware such as ----------------------
sophisticated gadgets and mechanical devices used in education.
----------------------
2. Educational technology provides technical guidance and solution to
the problems of education. ----------------------
3. Educational Technology can be conceived as a science of techniques
and methods by which educational goals could be realized. ----------------------

Introduction to Educational Technology 231

 Notes 12.4 EVOLUTION OF EDUCATIONAL TECHNOLOGY
---------------------- Evolution of the Concept of Educational Technology
---------------------- It may be discussed in the detail as follows:

---------------------- ●● The earliest concept of educational technology was linked with the use
of audio-visual aids like chart, models, maps, specimen and concrete
---------------------- material. In this sense, the term educational technology was used as a
synonym to audio-visual aids meant foe direct teaching and learning.
----------------------
●● With the advent of physical science and consequently the electronic
---------------------- revolutions there come an era of sophisticated hardware and software
(gadgets and mechanical devices) like projectors, tape-recorders, radio
---------------------- and television. As a result, educational technology was taken in terms
---------------------- of these sophisticated instruments and equipment used for presenting
instructional materials.
---------------------- ●● Then came the age of mass media. It led to massive communication
revolution for instructional purposes. Utilization of radio, television, tele-
----------------------
text and computer –assisted instruction for individualized learning, thus,
---------------------- brought more sophisticated in the use of appliances and instruments for
formal education.
----------------------
●● With the advent of programmed learning and programmed instruction
---------------------- concept, a new dimensions of educational technology came into
educational horizon. It tried to individualize the process of education
---------------------- and introduced a system of self-learning in the form of designed self-
instructional material and teaching machine. As a result, educational
----------------------
technology was regarded as being concerned with preparation and the use
---------------------- of individualized instruction or self-intructional programmed material,
leading to the use teaching machine to the use of audio-instruction or
---------------------- learning.
---------------------- ●● The concept of programmed learning added another dimensions to
the meaning of educational technology when some new devices and
---------------------- approaches like wide applications of the theories of learning and teaching,
micro-teaching, analysis of behavior and systems approach, etc. came
----------------------
into existence.
----------------------
Check your Progress 2
----------------------

---------------------- Fill in the blanks

---------------------- 1. The earliest concept of __________ was linked with the use of audio-
visual aids like chart, models, maps, specimen and concrete material.
---------------------- 2. Educational technology was taken in terms of these sophisticated
---------------------- instruments and equipment used for presenting ______ materials.

----------------------

232 ICT in Education

12.5 APPROACHES OF EDUCATIONAL TECHNOLOGY Notes

Educational technology I or hardware approach ----------------------

This type of educational technology has its origin in physical sciences ----------------------
and engineering and is based on the concept of service, i.e., using technology
in education (Silverman 1968). While teaching in a big hall, a teacher uses a ----------------------
microphone for making his voice audible, he may be said to approach such ----------------------
type of education technology for making his teaching effective. Such type
of mechanical and teaching revolution has almost mechanized the teaching- ----------------------
learning process. Almost all the material and equipment of hardware approach
originally belong in areas other than education and being borrowed and utilized ----------------------
for educational purposes. ----------------------
Educational Technology II or software approach
----------------------
Psychology of learning provided solid technology for bringing the
desirable behavioural changes in the students and thus serves the cause of ----------------------
education by laying down definite instructional procedure, teaching behaviour
----------------------
and behaviour modification devices. The second type of educational technology
is sometimes referred to as instructional technology, teaching technology or ----------------------
behavioural technology.
----------------------
This type of technology tries to adopt a process-oriented technique for
production of suitable teaching-learning material, teaching-learning strategies, ----------------------
and evaluating techniques for the optimum results in the process of teaching
and learning. Educational technology basically stands for the technique of ----------------------
developing and utilizing software and, that is why, it is referred to as the software
----------------------
approach. The materials, such as programmed material and teaching-learning
strategies based on psychology of learning are usually known as software and ----------------------
the equipment and gadgets are called hardware.
----------------------
Activity 2 ----------------------

Compare the two Approaches of Educational Technology. ----------------------

----------------------

Summary ----------------------

●● Educational Technology is not limited to the use of audio-visual aids and ----------------------
does not symbolize merely educational hardware such as sophisticated ----------------------
gadgets and mechanical devices used in education. For the effective
management of the total teaching-learning process it tends to utilize the ----------------------
results of all goods, experiments and researches in the field of human
learning and the art of communication and employs a combination of ----------------------
all possible human and non-human resources to achieve the desired ----------------------
educational objectives.
----------------------

Introduction to Educational Technology 233

 Notes Keywords
----------------------
●● Educational Technology
---------------------- ●● hardware approach
---------------------- ●● software approach

---------------------- Self-Assessment Questions

----------------------
1. Elaborate the nature and scope of educational technology.
---------------------- 2. With the definitions given on educational technology, summarise
educational technology with your opinions.
----------------------
3. Briefly enlist the evolutions of educational technology.
----------------------
4. Describe the Approaches of Educational Technology.
----------------------
Answers to Check your Progress
----------------------

---------------------- Check your Progress 1

True of false
----------------------
3. True
----------------------
4. True
---------------------- 5. True
---------------------- Check your Progress 2

---------------------- Fill in the blanks

1. The earliest concept of educational technology was linked with the use
---------------------- of audio-visual aids like chart, models, maps, specimen and concrete
---------------------- material.
2. Educational technology was taken in terms of these sophisticated
----------------------
instruments and equipment used for presenting instructional materials.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

234 ICT in Education

Trends in Educational Technology
UNIT

13
Structure:

13.1 Projective equipment

13.2 Mass Media in Education–I: Radio
13.3 Mass Media in Education–II: Television
Summary
Keywords
Self-Assessment Questions
Answer to Check your Progress
Suggested Readings

Trends in Educational Technology 235

 Notes
Objectives
----------------------
After going through this unit, you will be able to:
----------------------
●● To comprehend the usage of projective equipments in educational field.
----------------------

---------------------- 13.1 PROJECTIVE EQUIPMENT

----------------------
Overhead projectors
---------------------- Overhead projectors served as the mainstay of projector hardware until
the digital revolution superseded them, providing the ability to project files
----------------------
directly from computer applications to screen. Despite their analog, low-tech
---------------------- approach to presentation materials, however, overhead projectors can display
the documents you create in software, as long as you prepare your output
---------------------- on transparency film so you can display it to your audience. With a set of
transparencies and the right writing tools, you can present and annotate your
----------------------
materials for in-house or client audiences.
---------------------- An overhead projector relies on a bright lamp that sends an image through
---------------------- a lens-and-mirror assembly onto a screen. With the exception of the fan that
cools the lamp, these devices contain no moving parts. If you want to project
---------------------- movies and sound, an overhead projector won’t meet your needs, but it also
doesn’t require cables and software troubleshooting, or force you to reboot a
---------------------- misbehaving computer to complete a presentation. Compared to computer-
---------------------- connected LCD projectors, overhead projectors provide uncomplicated service
based on reliable low-tech components, and don’t require you to learn new
---------------------- technologies or skills.

---------------------- Slide and film strip projector

Filmstrip is a length of 35 mm film containing a series of still pictures
---------------------- intended for projection in sequence one at a time. Some filmstrips come with a
---------------------- tape or disc recording that contains the narration. When the proper equipment is
used, a low frequency signal activates a mechanism to advance the filmstrip one
---------------------- frame. (The filmstrip is sometimes called a strip film and a slide film).
---------------------- A filmstrip projector is an instrument designed to accept 35 mm filmstrips.
It is often equipped with an adapter to accept 2 x 2 slides. Models are available
---------------------- with manual advance and remote control.
---------------------- A filmstrip contains a series of still pictures in color or black and white
on film which is 35 mm wide. The film is perforated along both edges for
---------------------- movement through the projector. Each picture in a filmstrip is called a frame.
Commercially prepared filmstrips vary in length some are as short as ten frames,
----------------------
while others may contain from 70 to 80 frames or more. The filmstrip format is
---------------------- less expensive than a set of individually mounted 35 mm slides containing an
equal number of pictures. It is far less expensive to print a series of pictures on a
---------------------- strip of film than it is to print, cut and mount the same pictures in a set of slides.

236 ICT in Education

Advantages: Notes
The filmstrip is a widely used instructional medium because of the many
----------------------
advantages.
1. Provide a logical; pre-arranged order fro presentation. ----------------------
2. The sequence of pictures is always the same. Careful planning has ----------------------
preceded the production of each filmstrip.
----------------------
3. Present an idea or process not involving motion.
4. May be supplemented with captions or recordings. ----------------------

5. Information can be presented either through photographs or through art ----------------------

work depending on which tells the story better.
----------------------
6. Individual pictures can be held on the screen for discussion for as long as
desired and is therefore easy for group and individual study. ----------------------
7. Pictorial or graphic materials can be used alone or in combination. ----------------------
8. The small size of the filmstrip permits easy storage and handling. ----------------------
9. Sound filmstrips insures the recording with suitable voice accept and
dialect. Speed of projection is governed by the recording so as to suit the ----------------------
purpose and target audience. ----------------------
10. Filmstrip equipment is relatively inexpensive, light-weight, small, and
easy to operate. ----------------------

11. The room need not be extremely dark for projection. ----------------------
Limitations: ----------------------
1. The fixed sequence does not permit easy flexibility.
----------------------
2. Filmstrips lack the attention-compalling qualities of the motion-picture
and television which are more familiar to student. ----------------------

3. Filmstrips are relatively difficult to make in the local place and therefore ----------------------
selection is confined to materials made by outside sources.
----------------------
Activity 1 ----------------------

Visit an educational institute and observe the usage of OHP and Filmstrips. ----------------------

----------------------
Check your Progress 1 ----------------------

----------------------
True or False
1. Overhead projectors did not served as the mainstay of projector ----------------------
hardware until the digital revolution.
----------------------
2. Filmstrip equipment is relatively inexpensive, light-weight, small,
and easy to operate. ----------------------

Trends in Educational Technology 237

 Notes 13.2 MASS MEDIA IN EDUCATION: RADIO
---------------------- Radio is a powerful mass medium used in education for disseminating
information, imparting instruction and giving entertainment. It serves with equal
----------------------
ease in both developed and developing countries. It spreads information to a
---------------------- greater group of population thereby saving time, energy, money and man-power
in an effective way. Radio is a simple and cheap medium readily available as a
---------------------- small toy. Now small and handy transistors are available with even poorest of
people. A small transistor can carry the message to any place on - the earth. It
----------------------
needs very little for maintenance and cheaper production can be taken up with
---------------------- more and more resources. Radio speaks to an individual so also to millions at
a time. Hence, any listener can think the broadcast is meant for him whereas
---------------------- when listened in group all think the massage directed towards them. Each
student takes the broadcast as very intimate to him. Due to its portability and
----------------------
easy accessibility radio could found its place everywhere whether it was a field,
---------------------- a school, a kitchen or a study room. Radio is a blind man’s medium and is meant
for ears only. It plays with sound and silence where the sound can be any thing
---------------------- like voice or word, music and effect. When one hears radio, simultaneously one
can imagine happenings in his/her mind. So it is called as theatre of blind or a
----------------------
stage for the mind. Radio can be listened to simultaneously along with another
---------------------- work like reading also.

---------------------- Radio can be used as an effective and interesting tool in education both
for formal and non-formal education. Where conditions have permitted, it has
---------------------- become well established and wide spread; yet, it seems to us that insufficient
educational use is made of this virtually universal method of distribution.
---------------------- People often seem to have been deterred by the repeatedly greater efficiency
---------------------- of other media which, however, have the major defect, compared with radio
of being unable to cope for such widespread distributions - or anything like
---------------------- it for a long time to come. The very low cost and adequate reliability in all
climates of miniature transistor radios mean that radio broadcasting should
---------------------- more and more be recognised as a particularly suitable medium for educational
---------------------- purpose. Radio, in reality, has been used extensively as an educational medium
both in developed and developing countries since beginning. Its educational
---------------------- programmes supported in a wide range of subject areas in different countries.
Educational radio has also been employed within a wide variety of instructional
---------------------- design contexts. In some cases it is supported by the use of printed material,
---------------------- by local discussion group, and by regional study centres. It is sometimes so
designed to permit and encourage listeners’ reaction and comments. Evaluations
---------------------- are also carried out with the feedbacks received.

---------------------- Indian Scene

Radio came to India through amateurs with educational purpose first
---------------------- in1923 in a small way and after four years it could find its root here. In India, then
---------------------- it was used for educational purposes in almost all the possible fields. Being the
only instrument to reach to masses in this country for a long time, its educational
---------------------- role was exploited thoroughly. All India Radio was a government medium and

238 ICT in Education

had the opportunity of covering the entire Country. It has been mostly used Notes
for developmental activities after independence. As such All India Radio
has an objective to broadcast education with information and entertainment. ----------------------
So in most of its broadcasts the educational element used to be there. While
the accent of all the programmes whether for the general listener, or specific ----------------------
groups like farmers, women, children, students, teachers or industrial workers, ----------------------
is on education in the widest sense, some programmes planned with a specific
educational objective. Educational elements in broadcasts consist in the form ----------------------
of informal, non- formal and formal nature. In every programme some massage
or morals are given with a purpose to educate the listener but in an informal ----------------------
way. Non-formal educational programmes are broadcast for school drop outs, ----------------------
neo-literates, illiterate adults, farmers etc. The formal educational broadcast
programmes are for the Primary Schools, Secondary Schools and Universities. ----------------------
University Broadcast ----------------------
All India Radio broadcasts programme for various target groups. Youth is
----------------------
one such segment for which certain programmes have already been earmarked.
In 1969 a separate programme namely Yuva Vani was inaugurated from various ----------------------
Stations with varying duration starting with half an hour to two hours. But the
Programme for young listeners was given since the beginning of broadcasting ----------------------
in India. In this occasional broadcast higher educational opportunity, various
----------------------
courses available in the Universities, admission procedures, eligibility
for admissions, introduction of new courses etc were generally covered. ----------------------
Personalities like Vice-chancellors, Professors and the Directors concern for the
section were either interviewed or given direct talks. This was an opportunity ----------------------
for the students to know about various options available and opportunities there
----------------------
of. With the regular introduction of Yuva Vani programme, a forum was given
to a larger percentage of listeners between the age group 15 to 35 years. The ----------------------
programme was meant for the youth, of the youth and by the youth. This was
a type of enrichment programme meant for the young listeners with informal ----------------------
education. They not only participated with their talents and problems but
----------------------
also used to listen for their betterment in different fields. Formal University
Programme was broadcast from Delhi in 1966 for one hour daily on week days. ----------------------
It came because of the starting of Correspondence courses by University of
Delhi in 1961. To facilitate the students of this correspondence course, every ----------------------
day, three different topics of 20 mts. each were taken up in “University on
----------------------
Air” programme at 7A.M. As such though the programme was broadcast from
Yuva Vani Channel of All India Radio, Delhi, the schedules used to be prepared ----------------------
with the help of Directorate of Correspondence, University of Delhi. About
700 talks are broadcast annually by the expert professors covering subjects like ----------------------
History, Economics, English, Hindi, Political science etc. They are syllabus
----------------------
oriented and are meant for undergraduate University Examinations. Seeing its
success, presently 5 stations like Madurai, Patiala, Chandigarh, Hyderabad and ----------------------
Delhi are broadcasting for student of correspondence courses, respectively for
Venkateswar University, Punjab University, Punjabi University and Dr. Bhim ----------------------
Rao Ambedkar University for a long time. It was the only source of contacting
----------------------

Trends in Educational Technology 239

 Notes lakhs of students admitted in different branches of Correspondence courses.
Indira Gandhi National Open University (IGNOU) has been using the radio
---------------------- for its educational broadcasts from select stations of All India Radio (AIR).
In November 2001, IGNOU launched an exclusive educational radio, Gyan
---------------------- Vani through FM Channels. Out of 40 Channels allotted to the University for
---------------------- different cities, 26 such stations have already been airing this programme. Each
channel covers a radius of nearly 70 Kms and gives programmes of duration
---------------------- between 3 to 13 hours. There has been a review of the entire project of Gyan
Vani. Three stations -Bhubaneswar, Jam Nagar and Ludhiana are to be closed
---------------------- and 15 more stations are to be included in phase II, giving stress on expansion
---------------------- in NE States & in A& N Islands.
Some features of educational radio are as follows
----------------------
●● Listening to radio develops “intellectual passivity.”
----------------------
●● Radio is a one-way means of communication.
---------------------- ●● It is hard to adjust instruction by radio to the “capacity of the individual
pupil.”
----------------------
●● Listening to radio is less effective than face-to-face communication due
---------------------- to lack of the speaker’s “facial expressions and gestures.”
---------------------- ●● Broadcast times are hard to adjust to class schedules.
●● Programs are produced by radio artist and financiers, and not by educators.
----------------------
●● Programs are not based on school curriculum.
---------------------- ●● “Too many teachers have had to work too many hours at too many chores.
We cannot expect them to assume the labor of producing or using radio
----------------------
broadcasts without time allowance and without proper training.”
----------------------
13.3 MASS MEDIA IN EDUCATION: TELEVISION
----------------------
Television constitutes an important medium widely used to disseminate
---------------------- information to its viewers. It has the unique feature of combining audio and
---------------------- visual technology, and thus considered to be more effective than audio media. It
serves multiple purposes of entertainment, information and education. Besides
---------------------- performing motivational function it helps in providing discovery learning and
cognitive development of its viewers. Because of its better accessibility, it can
---------------------- bring learning materials to the masses in more direct, effective and personal
---------------------- way than other educational media. Although every media have some strengths
and weaknesses, much more depends on how the media is used. The researches
---------------------- carried out by Bates (1981,1983,1987, and 1988), Salomon (1979), and Olson
and Bruner (1974) suggest the television differs from other media in the way
---------------------- it can represent knowledge, and such differences have certain pedagogic
---------------------- implications.
Educational television or Learning show is the use of television programs
----------------------
in the field of distance education. It may be in the form of individual television
---------------------- programs or dedicated specialty channels that is often associated with cable

240 ICT in Education

television in the United States as Public, educational, and government access Notes
(PEG) channel providers.
----------------------
There are also adult education programs for an older audience; many of
these are instructional television or “telecourse” services that can be taken for ----------------------
college credit. Examples of these include Open University programs on BBC
television in the UK. ----------------------
Many children’s television series are educational, ranging from dedicated ----------------------
learning programs to those that indirectly teach the viewers. Some series are
written to have a specific moral behind every episode, often explained at the ----------------------
end by the character that learned the lesson.
----------------------
In the social aspects of television, several studies have found that
educational television has many advantages. The Media Awareness Network, ----------------------
explains in its article, The Good Things about Television, that television can
----------------------
be a very powerful and effective learning tool for children if used wisely. The
article states that television can help young people discover where they fit into ----------------------
society, develop closer relationships with peers and family, and teach them to
understand complex social aspects of communication. ----------------------
Role of Television in the field of Education ----------------------
Television has been given considerable importance in many countries
----------------------
as a source and a tool of teaching. The success stories of using television for
education in many countries has negated the concept that television is basically ----------------------
on entertainment oriented medium and it is hostile to thoughts. Television
is adaptable and can follow different approaches when used in the different ----------------------
educational situations. The medium is used for formal, non-formal and
----------------------
informal education. To support formal education, television usually function
as supportive and reinforcement tool. Television can be attached with school ----------------------
curriculum and time tables. When systematically organized it takes the form of
school broadcast. In non-formal education, television has a more specific role ----------------------
to play. When used as a part of multi-media communication tool, television can
----------------------
directly or indirectly teach the subject matter.
Importance of television to communicate information, idea, skills and ----------------------
attitudes has been affirmed by researches. You should attempt to study various
----------------------
reports published on educational television in different countries in different
situations. In the words of Director BBC “next to home and school I believer ----------------------
television to have a more profound influence on human race then any other
medium of communication.” ----------------------
If media is to work as an effective teaching tool then certainly it is helping ----------------------
hand towards, achieving the aim and objectives of education. Media is an agent
of boost cultural economic and social development activity. Television, as an ----------------------
important mass medium disseminates education through formal and information
----------------------
methods.
Television also continues to benefit the masses by making them conscious ----------------------
of the environment, rights, duties and privilege. It is a source of teaching
etiquettes, language skills, hobbies, social relations and religious believes. ----------------------

Trends in Educational Technology 241

 Notes Role of television is neither fixed nor easily tangible and measurable.
The role is directly related to the question of how the planners are serious and
---------------------- determined to use television. The role could either be enormous or, on the
contrary very meager depending upon the specific tasks and available resources.
---------------------- Generally television can help to achieve the following objectives:
---------------------- a) Social quality in education
---------------------- b) Enhance quality in education
c) Reduce dependency on verbal teaching and teachers
----------------------
d) Provide flexibility of time and space in learning.
----------------------
e) Stimulates learning
---------------------- f) Provide mass education opportunities.
---------------------- As far the impact of education television it should rather be studied in
more narrow and specific areas. In the world of scram; TV is more effective in
----------------------
teaching mathematics, science and social studies. Where as history, humanities,
---------------------- and literature has not benefited from this medium the same degree.

---------------------- Activity 2
----------------------
Visit All India Radio station and identify the role of radio in the field of
---------------------- education.
----------------------

---------------------- Check your Progress 2

---------------------- Fill in the blanks
---------------------- 1. ______ is a powerful mass medium used in education for disseminating
information, imparting instruction and giving entertainment.
----------------------
2. ______ is a simple and cheap medium readily available as a small toy.
---------------------- Now small and
---------------------- 3. ______ was a government medium and had the opportunity of
covering the entire Country.
----------------------
4. ______ has been given considerable importance in many countries as
---------------------- a source and a tool of teaching.
5. ______ also continues to benefit the masses by making them conscious
----------------------
of the environment, rights, duties and privilege.
----------------------

---------------------- Summary
---------------------- ●● An overhead projector relies on a bright lamp that sends an image through
a lens-and-mirror assembly onto a screen. With the exception of the fan
----------------------
that cools the lamp, these devices contain no moving parts.
242 ICT in Education
●● Radio is a powerful mass medium used in education for disseminating Notes
information, imparting instruction and giving entertainment. It serves
with equal ease in both developed and developing countries. It spreads ----------------------
information to a greater group of population thereby saving time, energy,
money and man-power in an effective way. ----------------------

●● Television constitutes an important medium widely used to disseminate ----------------------

information to its viewers. It has the unique feature of combining audio
----------------------
and visual technology, and thus considered to be more effective than
audio media. It serves multiple purposes of entertainment, information ----------------------
and education. Besides performing motivational function it helps in
providing discovery learning and cognitive development of its viewers. ----------------------
Because of its
----------------------

Keywords ----------------------

●● Overhead projectors ----------------------

●● film strip projector ----------------------
●● Educational Radio
----------------------
●● Educational television
----------------------
Self-Assessment Questions ----------------------
1. Compare overhead projector with film strip projector. ----------------------
2. Why is filmstrip widely used as an instructional medium? ----------------------
3. How can a Radio be used as an effective and interesting tool in education
both for formal and non-formal education? ----------------------

4. Describe features of educational radio. ----------------------

5. What is the role of television in the field of education? ----------------------

Answers to Check your Progress ----------------------

----------------------
Check Your Progress 1
True or false ----------------------
1. False ----------------------
2. True ----------------------
Check Your Progress 2
----------------------
Fill in the blanks
----------------------
6. Radio is a powerful mass medium used in education for disseminating
information, imparting instruction and giving entertainment. ----------------------
7. Radio is a simple and cheap medium readily available as a small toy. Now
----------------------
small and

Trends in Educational Technology 243

 Notes 8. All India Radio was a government medium and had the opportunity of
covering the entire Country.
----------------------
9. Television has been given considerable importance in many countries as
---------------------- a source and a tool of teaching.
10. Television also continues to benefit the masses by making them conscious
----------------------
of the environment, rights, duties and privilege.
----------------------

---------------------- Suggested Reading

---------------------- ●● http://www.aiaer.net/ejournal/vol19107/8.htm
●● http://distance-educator.com/wp-content/uploads/RadioControlRoom.
---------------------- jpg
---------------------- ●● https://en.wikipedia.org/wiki/Educational_television

---------------------- ●● http://filmsforliberation.com/Fillfullarticle.aspx?Article=86

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

244 ICT in Education

Use of Educational Technology in Instructional Design
UNIT

14
Structure:

14.1 Introduction
14.2 Computing: An Introduction
14.3 CD-ROMs
14.4 The Internet and the World Wide Web
14.5 Image Editing
14.6 Animation
14.7 Sound
14.8 Video
Summary
Keywords
Self-Assessment Questions
Answer to Check your Progress
Suggested Readings

Use of Educational Technology in Instructional Design 245

 Notes
Objectives
----------------------
After going through this unit, you will be able to:
----------------------
•● To understand the functions of some important elements of computers
---------------------- • To comprehend the concept of usage of CD ROMS
• To identify the usage of sound, video and animation
----------------------

---------------------- 14.1 INTRODUCTION

---------------------- In this unit, we will take a ringside view of the technology that enables
such education. We shall briefly discuss the history of computing and computing
----------------------
paradigms before exploring the features and capabilities of various types of
---------------------- multimedia, including some software packages that allow you to create such
multimedia. Why is this important for an instructional designer? For one thing,
---------------------- it is a good idea to be technology-friendly. More than that, your knowledge of
various types of media and the way they work will allow you to be more exact
----------------------
in the kind of treatment you want for your course in the electronic medium.
---------------------- Note that you will not be learning programming or actual image editing - that
task is left to other people who would be specialists in those fields. But knowing
---------------------- what those people do and what kind of ability is required to produce the overall
effect is vital to your becoming a better instructional designer.
----------------------
In the last unit, we made a transition from our discussion on traditional
---------------------- instructional design theories, classification models, teaching models and so on
to an important aspect of the delivery of education, namely electronic education
---------------------- or e-learning. In this unit, we will take a ringside view of the technology that
enables such education. We shall briefly discuss the history of computing and
----------------------
computing paradigms before exploring the features and capabilities of various
---------------------- types of multimedia, including some software packages that allow you to create
such multimedia.
----------------------
Why is this important for an instructional designer? For one thing, it is a
---------------------- good idea to be technology-friendly. More than that, your knowledge of various
types of media and the way they work will allow you to be more exact in the
---------------------- kind of treatment you want for your course in the electronic medium. Note that
you will not be learning programming or actual image editing - that task is left
----------------------
to other people who would be specialists in those fields. But knowing what
---------------------- those people do and what kind of ability is required to produce the overall effect
is vital to your becoming a better instructional designer.
----------------------
14.2 COMPUTING: AN INTRODUCTION
---------------------- Computing is any goal-oriented activity requiring, benefiting from, or creating
---------------------- computers. For example, computing includes designing, developing and building
hardware and software systems; processing, structuring and managing various kinds
---------------------- of information; doing scientific research on and with computers; making computer
systems behave intelligently; creating and using communications and entertainment
---------------------- media. Let us get detail knowledge by understanding the functions of some important
elements of computers.
246 ICT in Education
1. Operating Systems: At the heart of every computer is a software package Notes
called the operating system that controls the memory and time allocation
of the machine; in effect, it keeps the “traffic running smoothly” within ----------------------
the machine. It manages programs, parcels out memory, deals with input
and output devices and provides a means of interacting with the user. This ----------------------
applies to all computers, from the supercomputers to the mainframes to ----------------------
personal computers to even handheld ones. Without an operating system,
a computer is just a lot of disk memory and a central processing unit, with ----------------------
no apparent benefit to the user, since she cannot interact with the machine.
The central part of the operating system, called the kernel, is copied into ----------------------
the dynamic memory (the RAM) whenever you switch on a machine. ----------------------
Single tasking OSs can run only one application at a time, whereas the
more commonly used multi-tasking OSs can run several applications at the ----------------------
same time. The application that the user is currently working with (such
as MS-Word, as I type this!) is called the foreground application, and the ----------------------
other applications become the background applications. Multithreading ----------------------
is the ability of the computer to execute more than one task in a single
program. To do so, the computer must divide a program into distinct ----------------------
tasks called threads. For example, one thread could handle file retrieval,
whereas another could handle printing. Some OSs are also designed to ----------------------
facilitate multiprocessing, the use of more than one processor within the ----------------------
machine.
----------------------
OSs interact with the user either through a command line interface (for
example, if you went to the DOS prompt on your windows machine and ----------------------
typed “notepad” you are asking the machine, rather the operating system,
to bring up the notepad application), a menu-driven user interface or a ----------------------
graphical user interface.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Fig. 14.1: Operating System Interface
----------------------
Examples of OSs include the Windows series (the most recent version
being Vista, at the time of writing), the dozen or so variants of the UNIX, ----------------------
including the popular Linux, the MAC OS for Apple Macintoshes and the MVS
----------------------
for Mainframes.
2. Databases and Application Programs: A database is simply a program ----------------------
that allows you to store and locate data on a disk while keeping unwanted
----------------------

Use of Educational Technology in Instructional Design 247

 Notes information out of the way. A database file is made up of records − each
record is a unit of information about something, say a product or an item
---------------------- of furniture. An application program is a more generic term for a program
that handles specific business related tasks. An application program
---------------------- (sometimes shortened to application) is any program designed to perform
---------------------- a specific function directly for the user.
Examples of application programs include:
----------------------
• Word processors
---------------------- • Database programs
---------------------- • Development tools
• Drawing, paint, and image editing programs
----------------------
• Communication programs
---------------------- Microsoft PowerPoint allows you to create presentations whereas Internet
Explorer allows you to browse the Internet or Tally allows you to perform
----------------------
accounting operations.
----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- Fig. 14.2: Applications

---------------------- 3. Programming languages vs. scripting languages: A programming

language is one that allows you to write commands, usually high level
---------------------- ones, to make the computer perform specific tasks. Such tasks could
include retrieving data from a database or simply finding the average of
---------------------- a set of numbers. Commonly used programming languages include C,
---------------------- C++, Java and Visual Basic. In contrast, a scripting language is a “toned
down” programming language that allows certain processing tasks (such
---------------------- as numerical manipulation) but not advanced tasks such as connecting
to databases or printing documents or bit level operations. Well-known
---------------------- scripting languages include JavaScript and VBscript.
----------------------

----------------------

----------------------

----------------------

----------------------

---------------------- Fig. 14.3: Programming Languages

248 ICT in Education

 Notes
Check your Progress 1
----------------------
Fill in the blanks.
----------------------
1. A __________is simply a program that allows you to store and locate
data on a disk while keeping unwanted information out of the way. ----------------------
2. The central part of the operating system, called the _________, is ----------------------
copied into the dynamic memory (the RAM) whenever you switch on
a machine. ----------------------

----------------------
Activity 1 ----------------------

Find out which of the following function is not done by the operating system: ----------------------
i. Manage computer time ----------------------
ii. Connect to databases
----------------------
iii. Handle user input
iv. Give user output ----------------------

----------------------
14.3 CD-ROMS ----------------------
CD-ROMs are a very cost-effective way of delivering instruction but the ----------------------
two disadvantages they have are that updates cannot be done at all and data
cannot be sent back from the learner to the instructor or administrator. However, ----------------------
in situations where neither of these are critical (say, teaching the alphabet to
kids or teaching the different parts of a car to a car enthusiast), they can be a ----------------------
very effective medium. The de facto standard for CD-ROMs is the ISO format. ----------------------
In common use, an ISO is a file that contains the complete image of a disc.
Such files are often used when transferring CD-ROM images over the Internet. ----------------------
Depending on who you’re talking to, ISO may refer to all disc image files or
only certain kinds. ----------------------

Going by the more restrictive definition, an ISO is created by copying an ----------------------

entire disc, from sector 0 to the end, into a file. Since the image file contains
----------------------
“cooked” 2048-byte sectors and nothing else, it isn’t possible to store anything
but a single data track in this fashion. Audio tracks, mixed-mode discs, CD+G, ----------------------
multisession and other fancy formats can’t be represented.
----------------------
To work around this deficiency, software companies developed their own
formats that could store diverse formats. Corel developed CIF, which is still in ----------------------
use by Roxio’s Easy CD Creator. (What does CIF mean? Nobody knows, though
“Corel Image Format” is as good a definition as any.) A “.DAT” file could be ----------------------
anything, but usually it’s a video file pulled off of a video CD. A program can
----------------------
convert .DAT to .MPG, and recording programs like Nero can record them
directly. A “.SUB” file appears to contain sub-channel data. Some programs ----------------------

Use of Educational Technology in Instructional Design 249

 Notes pass these around in addition to one of the above formats. We now have many
different file extensions, including ISO, BIN, IMG, CIF, FCD, NRG, GCD,
---------------------- PO1, C2D, CUE, CIF, CD.
---------------------- Authoring Tools
Authoring tools are software packages that allow you to “construct”
----------------------
courseware on CD-ROM or the Internet. They may be divided into groups
---------------------- depending on their conceptual framework. The main types of authoring system
are:
----------------------

---------------------- Page and Pure hypertext

object based or hypermedia
----------------------
Time and
---------------------- script based

----------------------
----------------------

---------------------- Flow line and

icon based

----------------------

---------------------- Fig. 14.4: Types of Authoring System

---------------------- 1. CD-ROM icon-based system − Adobe (Macromedia) Authorware:
Authorware Professional is an example of an icon-based authoring system
---------------------- for CD-ROMs. The user can easily switch from designer mode to user
mode and vice versa. Thus, he can easily see what the application might
----------------------
look from the user’s point of view.
---------------------- An application is constructed by dragging icons from a palette onto a
---------------------- flow line. The flow lines represent the order in which elements are to
be executed. Icon types include a “presentation icon” which is used
---------------------- to construct text and graphic displays. When this icon is selected, a
presentation window opens which displays the current contents of the
---------------------- icon. A graphics toolbox is displayed sitting at top of the window. The
---------------------- toolbox gives access to a set of tools for creating and editing text and
graphic objects. When a particular tool is selected, the cursor changes
---------------------- shape. You then move the cursor to an appropriate part of the screen and
use the tool. For example, to draw a rectangle, you click on the rectangle
---------------------- icon, move to the selected part of the screen and draw a rectangle with the
---------------------- mouse. The tools cover basic text and graphic shapes.
Authorware provides a set of icons to cover the functionality required
---------------------- for full multimedia systems as well as the basic icons for presentation,
---------------------- sequencing and selection control. There are separate icons for integrating
animation, sound and interactive video. Icons are simply picked up with
---------------------- the mouse, dragged to the selected part of the flow line and released. The

250 ICT in Education

 application is constructed by linking icons and specifying the content of Notes
those icons. Variables can also be set within icons that control the flow of
the program. ----------------------
The interesting thing about packages like Authorware is that they do not ----------------------
require knowledge of programming or scripting languages but rely on
“visual programming”. ----------------------

However, Authorware was not originally designed to handle “jumping” ----------------------

around the flow line - the flow is linear and is at best controlled by values
----------------------
that the user inputs (say an answer to a multiple choice question). Recent
versions of the package have sought to address this by adding a hyperlink ----------------------
icon.
----------------------
2. Page and object-based approaches for CD-ROMS − click2Learn’s
toolbook: In Authorware, the overall structure of an application is ----------------------
organised through the procedural flow of control on the flow line. Toolbook
----------------------
from Click2Learn uses a different approach to creating courseware. This
is described as an “object-based” approach. The object- oriented approach ----------------------
to software construction focuses on the objects from which an application
is constructed. Objects are set up with properties and behavior; program ----------------------
control is achieved by these objects passing messages to each other. With ----------------------
the use of such an approach, it is easier to author the flexible navigation
we may want with a multimedia learning environment. ----------------------
Toolbook uses the overall metaphor of a book, which is basically a ----------------------
collection of pages. At the top layer is the “book”. At the next layer are
the page backgrounds. The next layer consists of pages and below that are ----------------------
the basic multimedia objects that may appear on the screen. These may ----------------------
consist of text, graphics, movies and control objects such as page turning
buttons. ----------------------
Toolbook also provides a tool palette for creation of objects on a page. ----------------------
Objects are selected from the palette and positioned on the screen using
intuitive mouse actions similar to those used with the graphics toolbox in ----------------------
Authorware. ----------------------
Objects have default behaviour that may be modified or extended. You
select the object from the tool palette, e.g., an ellipse and then choose ----------------------
options to modify the appearance and behaviour of the selected object. ----------------------
Objects can respond to events such as mouse clicks and mouse overs.
The “event handler” instructions are written in OpenScript, the scripting ----------------------
language that comes with Toolbook. For example, you may wish to create
----------------------
a button that acts as a control for moving forward within the course.
When the user clicks the mouse pointer on this button, the system will ----------------------
move to the next page in the book. The button icon is selected from the
tool palette and the object positioned on the page. The following script is ----------------------
then attached to the object: ----------------------

Use of Educational Technology in Instructional Design 251

 Notes To handle button
Click Go to next page
----------------------
End button Click
---------------------- Scripts like this can also be attached to hot words to create the effect of
hypertext effect. If there are no event handlers for a message associated
----------------------
with a selected object, the message is passed on to the next layer in the
---------------------- object hierarchy.
The structural architecture of a ToolBook system is quite different from
----------------------
the approach adopted by Authorware. In Authorware, there is explicit
---------------------- procedural control for linking and sequencing icons on the flow line. In
the object-oriented approach adopted in ToolBook, control depends on
---------------------- the message passing between objects. This supports the construction of
very flexible interaction architectures. It also provides good debugging
----------------------
support for the scripts.
---------------------- 3. State of the Art for CD Roms - Adobe (Macromedia) Director: The
---------------------- package follows a time-based approach. Though its capabilities have
recently been extended to author courseware for the Internet, Director’s
---------------------- strongest area remains its application in programming courses (also
games and a lot of other applications) for CD-ROMs. The analogy of a
---------------------- stage production is used. Every media element you use − shapes, text,
---------------------- sounds, digital movies, vector images, scripts become cast members. The
screen display is called the stage. The flow of events is orchestrated in a
---------------------- time line called the score, which is composed of frames. You bring cast
members to the score to appear during specified ranges of frames. Cast
---------------------- members become sprites when placed in a channel. The sprite appears on
---------------------- the stage for whatever frames you designate. The same cast member can
be reused throughout the movie in different sections. Let us understand
---------------------- the functions through the example of “LINGO”.

---------------------- Lingo is a scripting language developed by John H. Thompson for use in

Adobe Director (formerly Macromedia Director), used for regular desktop
---------------------- applications, interactive kiosks, CD-ROMs and Adobe Shockwave
Internet sites. HyperTalk is likely to have been one of the inspirations
---------------------- for Lingo. The first prerequisite for working with Lingo artistically is
---------------------- knowing what possibilities exist, what actions can it respond to and what
are the possibilities for what it can do with the image, sound, text and
---------------------- digital video. The list below shows specific Lingo messages, commands
and functions that you would need to use in these cases.
----------------------
i. User Action
----------------------
• Movement of the mouse pointer − entering, staying within,
---------------------- and leaving the boundaries of an image sprite ( mouse Enter, mouse
Within, mouse Leave)
----------------------
• Clicking the mouse button while pointing at something, double
---------------------- clicking (mouse Down, mouse Up, still Down, hyperlink Clicked,
mouse Up Outside, click Loc, click On)
252 ICT in Education
 • Location of the mouse pointer on the screen − functions called Notes
themouseLoc, mouseH (horizontal), and mouseV (vertical)
----------------------
• Entering text in a text entry field (the text of member “example”)
• Which keyboard keys are pressed (keyDown, keyUp. controlDown, ----------------------
optionDown, shiftDown, the key)
----------------------
• Grabbing and dragging an image sprite on the screen, contact
between images (sprite 1 intersects sprite 2) ----------------------

• Opening, closing, moving, and deactivating windows (openWindow, ----------------------

closeWindow, moveWindow).
----------------------
• The starting or stopping of the movie (startMovie, stopMovie,
prepareMovie) ----------------------
ii. system events ----------------------
• The passing of time since an action (the lastClick, lastKey, lastEvent,
----------------------
lastRoll, the timer, the ticks)
• The time of day or date (the date, the time) ----------------------
• The movement of movie to different frames of the score (enterFrame, ----------------------
exitFrame)
----------------------
• The movement of a movie to the place a sprite exists (beginSprite,
endSprite, prepareSprite) ----------------------
• A idle event Director continuously sends while it is running (Idle) ----------------------
• The touching or enclosure of image sprites (within, intersects)
----------------------
• The movement of a sound or digital movie past cue points
----------------------
• The status of a sound soundBusy(x)
• The status of a digital movie (the movieTime) ----------------------

Here’s a list of what you can control in Lingo: ----------------------

i. Images ----------------------
●● Location of images (hloc, vloc)
----------------------
●● Size and crop of images (the rect, crop)
----------------------
●● Colour of images (backColor, foreColor)
●● Replacement images (the member of sprite x) ----------------------
●● Visibility of images (the visible of sprite x) ----------------------
●● Degree of transparency of images (the blend of sprite x)
----------------------
●● Ink of image, for example, opaque, reverse, invert, OR (the ink of
sprite) ----------------------
●● Palette of image ----------------------
●● Orientation (horizontal and vertical flip, rotation, layering)
----------------------

Use of Educational Technology in Instructional Design 253

 Notes ●● Shape and vertexes of vector images
●● Button style
----------------------
●● User moveability
---------------------- ii. Interface features
---------------------- ●● Appearance of the cursor
---------------------- ●● Custom menus and menu items
iii. Sound
----------------------
●● Play a sound, stop, pause (sound playfile, sound stop)
---------------------- ●● Control volume (fadeIn, fadeOut, the volume of a sound)
---------------------- ●● Beep
---------------------- iv. Text
●● Control location of text, movement, size, font, style, alignment,
---------------------- colour, highlight
---------------------- ●● Scroll text (by line, page)

---------------------- ●● Appearance of text box (border, boxDropShadow)

●● Manipulate text by character, word, item, line User editability
----------------------
●● Generate alert boxes
---------------------- V. Digital Video
---------------------- ●● Start, stop, pause, move to particular time points (movieTime)
●● The size of window, crop, location, mask
----------------------
●● The speed of movie, direction of play
----------------------
●● The status of sound in the movie, the volume
---------------------- ●● Control of quicktime VR movies
---------------------- vi. Navigation and timing of movie
●● Move to frames (by marker, next, previous)
----------------------
●● Halt, pause, continue, stop the flow of the movie
---------------------- ●● Change the tempo of a movie
---------------------- ●● Change the transitions between frames

---------------------- vii. Mathematical and data Functions

●● Add, subtract, divide, multiply, sine, cosine, tan, integer, round, log,
---------------------- sqrt, max, min random
---------------------- ●● Number of items (strings, lists)

---------------------- ●● Manipulate ordered lists, find items, sort, attach properties, locate
●● items
----------------------

----------------------

254 ICT in Education

viii. Net Notes
●● Download items from the Web
----------------------
●● Control a browser
●● Monitor progress ----------------------
Attachment of the scripts ----------------------
Beginners are often confused about where to attach scripts. ----------------------
 Attach them to cast members if you want that cast member to create
----------------------
that action whenever it appears in a movie, for example, a “go back to
beginning” arrow. ----------------------
 Attach a script to a sprite when you only want it to apply for a cast
----------------------
member during certain parts of a movie or when it will have different
effects at different times, for example, a “hear more” button that would ----------------------
play different sounds in different sections.
----------------------
 Attach a script to the frame level when they must monitor many sprites
or user actions that could happen in many places or watch for system ----------------------
actions, for example, watching for two sprites intersecting, or a sound
finishing or cumulating user actions. ----------------------
 Attach a script to the movie level when it is spread over many frames, for ----------------------
example, actions that should happen when a movie starts or timer events.
----------------------
Check your Progress 2 ----------------------

Fill in the blanks. ----------------------

1. Authorware Professional is an example of an ___________ authoring ----------------------
system for CD-ROMs.
----------------------
2. ___________ from Click2Learn uses an object based approach for
creating courseware. ----------------------

----------------------
Activity 2
----------------------
Find out the unique characteristics of Adobe Director – Lingo and list the ----------------------
application of the tool.
----------------------

----------------------
14.4 THE INTERNET AND THE WORLD WIDE WEB
----------------------
The Internet is a huge computer network across the world. What’s
interesting is that consumers can create information as well as consume it. In ----------------------
that sense, it is a very democratic medium and this has obvious implications for
----------------------
learning. Computers and digitisation affect this new medium’s possibilities in
another important way: the potential for media convergence, the unification of ----------------------

Use of Educational Technology in Instructional Design 255

 Notes all earlier media, including newspaper, television, radio and telephone. Possibly
the biggest reason for the Internet’s popularity is that it’s a cross-platform
---------------------- network − it does not matter whether you are connected to it from a Macintosh
machine, a Windows one or a Linux one.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
----------------------

----------------------

----------------------
Fig. 14.5: Internet
----------------------
The most important application on the Internet is, of course, e-mail. The
---------------------- first known use of e-mail goes back to 1970. However, the second most popular
“application” is the World Wide Web (also called simply the Web), which is a
----------------------
global hypertext system that includes text, images, audio and video. The idea of
---------------------- hypertext − being able to click text in one part of a document to go to another
part of the document or indeed, another document − is a key reason for success
---------------------- of the web. You don’t have to type a command to go to another page, simply
clicking the right link will take you there. The Web is also appealing because of
----------------------
its mix of media, so that webpages start looking like magazines or even better!
---------------------- The World Wide Web can be said to “ride” on the Internet. Without the Net,
there would be no Web.
----------------------
1. HTML and Javascript: The fundamental language to create documents
---------------------- on the Web is the Hypertext Markup Language. The language allows you
to format text and the alignment and presentation of images. It does so
---------------------- by using tags such as <B> for bold and <Br> for line breaks. It is also a
structuring language at a very fundamental level. Thus, a web page has a
----------------------
“head”, a “title” and a “body”. However, HTML does not concern itself
---------------------- too much with the logical structuring of the document. You cannot, for
example, specify that two tables on the same page are actually part of
---------------------- the same group. You can, however, choose the row and column widths of
the two tables to be identical. As said before, HTML is fundamentally a
----------------------
presentation language.
----------------------

256 ICT in Education

 Notes

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
(Note that HTML is not the same as HTTP, which is a protocol for fetching
documents on the Web.) ----------------------
Closely associated with HTML is JavaScript (and also VBScript), the
----------------------
scripting language most commonly used on web pages. This language
allows simple interactions like greeting the user when she visits the ----------------------
page, counting how many times a particular button is clicked and playing
animations. It can do by being able to access the Document Object Model, ----------------------
the model that describes various properties of a web page (each page can
----------------------
be thought of as a document). The precise way in which it works with the
Document Object Model is outside the scope of our course, but those of ----------------------
you who are interested can look it up.
----------------------
2. Browsers and Fonts: A browser is a program that allows you to read
a web page on your machine. This is an extension of the client-server ----------------------
paradigm, since each machine that is accessing the Web can be thought of
as a client whereas the machine where the page is actually stored can be ----------------------
thought of as a server. The program on the client (i.e., the browser) makes
----------------------
a request for a particular page (in fact, that’s what happens when you type
http:// and press “enter”) and the server “serves it up”. The way the page is ----------------------
actually displayed depends on your browser. For example, if your browser
is not equipped to show tables (unlikely, but not impossible), that part of ----------------------
the page that is enclosed in the table will show in a different way. Thanks
----------------------
to constructs such as forms, a user can also send data back to the server.
In fact, browsers can also extend their capabilities by means of special ----------------------
“add- in” programs called “plug-ins”. Such plug-ins allow browsers to
play or display media that normally would not be possible. For example, ----------------------
if you had a QuickTime movie on your web page, you would be able to
----------------------
view the movie only if your browser included the plug-in for the same.
Popular browsers include Internet Explorer, Opera, Firefox and Netscape ----------------------
Navigator. ----------------------
Needless to say, each browser has its own separate version for each
operating system. Text is one of the key components of any web page, ----------------------

Use of Educational Technology in Instructional Design 257

 Notes as indeed of any courseware. This brings our discussion to fonts, which
are the graphic representation of the letters of the alphabet (indeed, of all
---------------------- characters on a standard keyboard). Each symbol is mapped to an image,
so that whenever the user types a key, that symbol is “called upon” and
---------------------- added to the page.
---------------------- One distinction within fonts is that of monospaced (fixed width) versus
proportional fonts. In the former, every character occupies the same
----------------------
amount of horizontal space regardless of its width (e.g., Courier). Thus,
---------------------- an “H” occupies the same space as an “I”. However, in a proportional
font, the space occupied depends on the shape (e.g., Lucida Bright). This
---------------------- is often considered more readable (and more informal), since it resembles
handwritten text. Another distinction between fonts is that of serif fonts
----------------------
versus sans serif ones. Serifs are little strokes added to the end of character
---------------------- shapes that create a more regal effect. The best known sans serif font is
probably Helvetica whereas an example of a serif font is Verdana.
----------------------
3. XML: Another important development in the history of the Web (indeed,
---------------------- all of computing) is that of XML or Extensible Markup Language. The
key difference between HTML and XML is that, whereas the former is
---------------------- primarily a presentation language with no emphasis on structure, XML
allows you to add structure and modify it. Consider a situation in which
----------------------
you want to maintain relation between different entities in your document.
---------------------- So, your document was descriptive of a state of India, you may want
separate entries for the overall land area, names of chief cities, name of
---------------------- the state capital, name of the state governor, amount of irrigated land,
industrial production in crores and so on. HTML will not allow you to do
----------------------
this. However, in XML, you can define your own tags and come up with
---------------------- a structure like this:
<Country name=”India”, capital = “New Delhi”, continent
----------------------
= “Asia”>
---------------------- <State name =”West Bengal”>
---------------------- <capital> “Calcutta” </capital>
---------------------- <area> 590,012 </area>
<governor> mayankote kelath narayanan </governor>
----------------------
</State>
----------------------
<State name = “Maharashtra”>
---------------------- <capital> “Mumbai” </capital>
---------------------- <area> 790,012 </area>
---------------------- <governor> kateekal sankaranarayanan </governor>
<State>
----------------------
</Country>
----------------------

258 ICT in Education

(Note: This example is only for illustrative purposes and may not contain Notes
accurate data.)
----------------------
As you can see “State”, “Area” are all tags that are user-defined. In addition,
we can also have values inside a tag, such as we did for the tag “Country”. ----------------------
There even exist some ways of setting rules for a valid XML document
----------------------
and also ways of manipulating the values inside an XML document so that it
can be updated. As you can see, XML is somewhat similar to the database idea ----------------------
since it deals with writing and retrieval of structured data.
----------------------
Check your Progress 3 ----------------------
State true or False. ----------------------
1. JavaScript can manipulate properties of the web page by means of the ----------------------
DOM or Document Object Model.
2. JavaScript can be used to create simple animations. ----------------------

3. XML is a presentation language, whereas HTML is mostly a ----------------------

structuring language.
----------------------
4. Opera is an example of a browser.
----------------------

----------------------
Activity 3
----------------------
List the functions that can be carried out by a ToolBook and Authorware.
----------------------

----------------------
14.5 IMAGE EDITING
----------------------
Most images are photographs or illustrations or line drawings. An
important point of distinction among the types of images is whether they are ----------------------
bitmapped or vectorised. ----------------------

----------------------
bitmapped vectorised
----------------------

Fig. 14.6: Types of Images ----------------------

A bitmapped image is one in which each pixel is stored in the file ----------------------
contents. Popular bitmap formats include TIFF, BMP, JPEG and GIF. However,
in a vectorised format, the image is stored as a mathematical description of a ----------------------
collection of individual, lines and curves that make up the image. Thus, if your
----------------------
image was that of a real-life scene, say, a snap of the Eiffel Tower, then the
vector format would only store an approximate version of the image (you could ----------------------
argue that even the “exact” bit mapped image is an approximation, since there
is only as much information as pixels and the entire beauty of the Eiffel Tower ----------------------

Use of Educational Technology in Instructional Design 259

 Notes is not captured). Displaying a vector image requires some computation to be
performed before the image is displayed. This is not the case with bitmapped
---------------------- images, since all the information is already there; it just needs to be outputted to
the screen. However, as you may expect, bitmapped images take up much more
---------------------- space as compared to vectorised images. Popular vector formats include SWF,
---------------------- PNG and SVG. Vectorised images have another advantage − they are scalable,
which means that they can be magnified with no loss of quality. This is made
---------------------- possible by the fact that the image is simply a set of regular geometrical shapes
and rendering it at higher resolutions simply means reworking the shapes and
---------------------- equations a little bit.
---------------------- However, bitmapped images can be compressed. The most popular
compression format is JPEG. The idea behind compression is to remove data in
----------------------
such a way that the human eye will not be able to see the difference. Unless the
---------------------- compression is lossless, the data lost cannot be however regained.
Overview of Adobe Photoshop
----------------------
The industry standard for image manipulation is Adobe Photoshop. An
---------------------- image in Photoshop is composited of “layers” which can be thought of as
acetates. The graphic designer creates sections on each layer and then merges
----------------------
the final image and saves it. The default format for work-in-progress images
---------------------- in Photoshop is the “.psd” format though of course images can be saved in
other formats such as JPEG (including different levels of compression), TIFF,
---------------------- BMP and so on. There is also an option for saving an image for the Web for
maximum impact. Photoshop allows you to work at the pixel level, zooming
----------------------
in and zooming out as required. You can also set opacity values (also known
---------------------- as alpha values), masks, and filters and manipulate the millions of colours
available to you. Through the extension known as Image Ready, you can also
---------------------- make simple rollovers and animations.
----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------
Drawing within Photoshop is accomplished through a toolbox like most
---------------------- other multi- media packages. You may draw shapes, paths, edit borders and
---------------------- insides of images and also use brushes to enhance, touch up and replicate colour.

260 ICT in Education

 Notes
Activity 4
----------------------
Find out information about the types of image manipulators other than
----------------------
Adobe Photoshop.
----------------------

14.6 ANIMATION ----------------------

Animation is described as the process of creating movies by playing a ----------------------

succession of images at high speed. The effect produced by the rendering of
----------------------
such images is that of a movie.
Traditional animation uses the concept of a keyframe which is typically ----------------------
something that occurs at the extreme of a movement − a man starting to walk, a
----------------------
fish pausing in midstream and so on. Before digital media came in, people used
to populate the frames in between (called, not surprisingly, non-keyframes) after ----------------------
the keyframes were created. Thus, the keyframes could be created by skilled
animators whereas the beginners could do intermediate filling to achieve the ----------------------
complete sequence of frames. When these frames were played at a speed high
----------------------
enough, it achieved the effect of a movie.
This terminology and mode of working still carries over to digital ----------------------
animation. The rate at which the frames are played is called the frame rate and
----------------------
it determines the speed of the animation. So, simply by changing the frame rate,
the same animation can be played at a slower or faster rate. ----------------------
Adobe (macromedia) Flash ----------------------
Macromedia Flash is the de facto standard for animation on the Web
because it uses vector graphics (though bitmapped images can be imported and ----------------------
vectorised). This is important because playing animation on the Web places ----------------------
bandwidth demands on the network through which you are connected to the
Internet. Imagine having to play an animation in which it would take very long ----------------------
for the next image in the animation to be downloaded! Having images in vector
formats and by only recording the changes as you move from one frame to the ----------------------
next makes a considerable difference and Flash makes good use of this property. ----------------------
But animations created in Flash need to have a plug-in called the Flash
----------------------
Player to play. Internet Explorer and most of the popular browsers have the plug-
in already built in, so you need not worry. In fact, animations or files created in ----------------------
Flash can also be played as stand-alone applications, but this increases the size
of the final output. ----------------------
Like Director, Flash also follows a “stage” metaphor in which objects ----------------------
− images, text and video − appear and disappear on and from the stage. In
addition, there is a timeline which is what is followed as the animation plays. ----------------------
To build an animation/movie within Flash, you may use three types of ----------------------
objects − the graphic, the button and the movie. Movies are by far the most
powerful objects within Flash − not only can they resize themselves at run- ----------------------

Use of Educational Technology in Instructional Design 261

 Notes time, they can also stop and play other movies and duplicate and destroy
themselves. This offers enormous opportunities for the instructional designer,
---------------------- since by arranging movies (and buttons to be clicked as well as graphics for
background), he can illustrate a lot of concepts and procedures. In many ways,
---------------------- the movie is the star object within Flash and also the most difficult to work with.
---------------------- ActionScript (the built-in scripting language in Flash) augments the
abilities of the packages. Amidst other things, ActionScript allows you to define
----------------------
actions for events, read from (but not write to) XML files on disk or network,
---------------------- play and stop the movie and so on.
A recent addition to Flash is components, which are movies whose
----------------------
properties the user may change at run time. There is also a library for learning
---------------------- interactions, which can be used to build different types of activities and objective
type questions. Advanced activities/questions, of course, may be assembled
---------------------- using Flash’s innate objects and the use of ActionScript.
----------------------
Check your Progress 4
----------------------
Multiple Choice Single Response.
----------------------
1. Which of the following is not a standard object in Flash?
---------------------- i. A graphic
---------------------- ii. A movie clip
---------------------- iii. A component
iv. A button
----------------------

----------------------
14.7 SOUND
----------------------
Sound is, by its very nature, important to add in a multimedia application.
---------------------- In the unit on learning styles, we saw how auditory learners may like to listen to
---------------------- the tutorial as well as read it. In addition, music can be used to create the mood
and mark transitions within the learning package.
---------------------- The size of a digitised sound file is determined chiefly by two things:
---------------------- the bit rate, which is the depth of levels that are used for sampling and the
sampling frequency, which is how many “slices” per second are taken of the
---------------------- analog sound to convert it into its digital version. Pre-recorded audio on CDs
(say, a classical CD you buy in a shop) uses a sampling frequency of 44.1 KHz,
---------------------- but for multimedia courseware, it is common to find sampling rates of 20 KHz
---------------------- or even less. However, along with the size of the file, the quality of digital sound
also deteriorates as one reduces bit rate and sampling frequency, so that is a
---------------------- trade off a designer must make while including a sound file. Remember sound
files will also take up bandwidth when they play.
----------------------
Some popular sound file formats include AIFF for MACs, WAV for
---------------------- Windows and AU for Unix and its variants. In addition, a compressed format

262 ICT in Education

called MP3 has gained wide acceptance on all kinds of machines. In fact, MP3 Notes
and WAV files may also be imported into Flash to add sound to the movie, though
it needs synchronisation and playing ActionScript commands to implement. ----------------------
An Audio editing Package - sound Forge ----------------------
One of the most powerful sound editing packages is Sound Forge from
----------------------
Sony. The basic layout of Sound Forge is user customisable. Nearly every
window is a docking window and you can snap together the interface in many ----------------------
ways. Below is a shrunk down version of an 1152 × 864 screen. You can stretch
the screen to cover two monitors which is ideal if you want to see everything. ----------------------
Forge has always been a robust PC program and you’ll find all the latest
----------------------
Microsoft OS features implemented splendidly, like right-click contest menus,
docking toolbars, menu items where you expect them and fast and speedy file ----------------------
and windowing operations.
----------------------
In fact, Sound Forge is Sonic Foundry’s award-winning two-track digital
audio editor. Sound Forge includes a powerful set of audio processes, tools ----------------------
and effects for manipulating audio. This one-of-a-kind application is perfect
for audio editing, audio recording, effects processing and media encoding. ----------------------
Combine Sound Forge with any Windows-compatible sound card to create,
----------------------
record and edit audio files. The clean and familiar Windows interface makes
editing a breeze. It also has built-in support for video and CD burning and can ----------------------
save to a number of audio and video file formats, including WAV, WMA, RM,
AVI and MP3. ----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

Use of Educational Technology in Instructional Design 263

 Notes Here are some of Sound Forge’s features:

---------------------- Powerful editing features

---------------------- Amazing effects

---------------------- Support for file formats

---------------------- Ease of use

---------------------- Protected work environment

----------------------

----------------------
Fig. 14.7: Features of Sound Forge
---------------------- ●● Powerful editing features − Sound Forge provides a combination of over
35 audio effects and processes with more than 200 presets. It includes
----------------------
dozens of editing features including: Cut, Paste, Move, Delete, Mute,
---------------------- Reverse, Crossfade, Trim, Normalise, Fade, Pan, Resample, Enhance,
Insert Silence, and more.
----------------------
●● Amazing effects − Sound Forge includes 20 DirectX Audio Plug-Ins,
---------------------- including XFX™1, XFX™2 and XFX™3 and Acoustic Mirror™, which
can be used for acoustic simulation and microphone modeling. The
---------------------- entire arsenal of effects includes Amplitude Modulation, Chorus, Delay,
Distortion, Flange, Gapper, Noise Gate, Pitch Bend, Reverb, Vibrato,
----------------------
Time Compression, Wave Hammer™ and more. Sound Forge also
---------------------- includes three Eqs-Graphic, Parametric and Paragraphic and supports
DirectX Plug-Ins from third party applications.
----------------------
●● Support for many file formats − Sound Forge supports a wide range of
---------------------- audio formats, including 12 import formats and 17 export formats, such
as WAV, Windows Media™ Audio, RealAudio and MP3.
----------------------
●● Ease of use − Sound Forge provides simple drag-and-drop operations
---------------------- and a customisable interface, allowing you to build projects the way you
want. Sound Forge also supports standard Windows keyboard commands
---------------------- and mouse shortcuts.
---------------------- ●● Protected work environment − Sound Forge includes auto crash
recovery, which allows you to recover lost work after a power failure or
---------------------- system crash. Sound Forge also includes a powerful undo/redo history
feature, which allows you to see your entire work history at a glance and
---------------------- undo unwanted edits.
----------------------

----------------------

----------------------

----------------------

264 ICT in Education

 Notes
Check your Progress 5
----------------------
Multiple Choice Multiple Response.
----------------------
1. Some of the factors that influence the size of an audio (digital) file are:
----------------------
i. Sampling frequency
ii. Bit rate ----------------------
iii. Average frequency (wavelength) of the sound clip ----------------------
iv. Format ----------------------

----------------------
14.8 VIDEO
----------------------
Video, when digitised, relies on bit rate and sampling frequency that
determine the size of the file, much like in the case of audio. However, another ----------------------
variable needs to be considered, the size of the video. For example, a video
----------------------
that is 200 by 200 pixels will certainly occupy more space than one that is 100
by 100 pixels. In fact, digital video also makes use of the keyframe concept ----------------------
while sampling by considering only the frames at which the action changes
significantly and storing only the differences for the frames in between to ----------------------
reduce the file size.
----------------------
Another important concept in video (indeed, audio as well) is that of
streaming. Streaming means that the video (or audio) file need not be downloaded ----------------------
in its entirety before playing.
----------------------
Popular digital video formats include MPEG-2, MJPEG, Quicktime, the
AVI format and the Flash FLV format. ----------------------
The device that performs the actual digitisation of analogue video also ----------------------
makes the playback of the video file possible and is called a video capture
board; besides digitisation and compression, it also performs decompression and ----------------------
digital to analog conversion. Using a hardware codec, it is possible to capture ----------------------
video signals, store them on a disk and then play them back at full motion to
an external video monitor (e.g., a TV set) attached to the video card’s output. ----------------------
For multimedia producers or learning designers, we cannot know in advance if
our audience will have any hardware codec available, and if so, which one. So ----------------------
we need a software codec − a program that performs the same function as the ----------------------
dedicated hardware codec, in order to ensure that the audience will be able to
play back the video on a computer’s ordinary monitor. Popular software codecs ----------------------
include Sorenson Squeeze, Cinepak, Intel Indeo and the complex MPEG-I.
----------------------
A Video editing Package − Adobe Premiere
Adobe Premiere is a video editing software package suitable for both ----------------------
amateur enthusiasts and professionals. It can be purchased and used alone, or ----------------------
alongside other applications such as Adobe Photoshop, After Effects, etc.
----------------------

Use of Educational Technology in Instructional Design 265

 Notes Like most editing software, Premiere works by importing video from a
source such as a video tape onto your hard drive, then allowing you to create
---------------------- new edited versions which you can export back to tape, disc or other medium.
---------------------- Premiere is a powerful editing tool, capable of producing broadcast-
quality and high- definition video. It is a very popular package amongst video
---------------------- enthusiasts and professionals, although other packages are usually preferred for
the very top level of television production. Premiere has a nice clean interface
----------------------
which is relatively easy to use for people of all skill levels.
---------------------- Here’s a list of what Premiere can do:
---------------------- - Import video, audio and graphics in a wide variety of formats.

---------------------- - Edit, manipulate and arrange these elements in a visual timeline.

- Add effects, filters, titles, etc.
----------------------
- Export edited video in a variety of formats, including video tape
---------------------- recordings, DV, DVD, and common Internet video formats.
---------------------- What about things that Premiere can’t do? Although Premiere can do all
common editing tasks and is suitable for most situations, if you are looking for
---------------------- a high-performance solution you should note the following:
---------------------- - The built-in title maker is fine for most titles but is not particularly
advanced.
----------------------
- Premiere has some good audio mixing and effects features, but serious
---------------------- sound editing will need a specialist sound application (e.g., Adobe
Audition or Soundbooth).
----------------------
- The range of transitions and special effects is only average by professional
---------------------- standards (more are available from third-party suppliers).

----------------------
Check your Progress 6
----------------------
Fill in the blanks.
----------------------
1. Adobe Premiere is a video editing software package suitable for both
---------------------- ___________ enthusiasts and ___________.
2. The device that performs the actual digitisation of analogue video
----------------------
also makes the playback of the video file possible and is called a
---------------------- ___________.

----------------------

----------------------

----------------------

----------------------

----------------------

266 ICT in Education

 Notes
Activity 5
----------------------
Find out more about the following from the Internet.
----------------------
i. AVI
ii. MPEG-2 ----------------------
iii. FLV ----------------------
v. TIFF
----------------------
vi. PPT
----------------------

Summary ----------------------

●● Operating system controls the memory and time allocation of the machine; ----------------------
in effect, it keeps the “traffic running smoothly” within the machine. ----------------------
It manages programs, parcels out memory, deals with input and output
devices and provides a means of interacting with the user. ----------------------
●● A database is simply a program that allows you to store and locate data ----------------------
on a disk while keeping unwanted information out of the way. A database
file is made up of records − each record is a unit of information about ----------------------
something, say a product or an item of furniture.
----------------------
●● A programming language is one that allows you to write commands,
usually high level ones, to make the computer perform specific tasks. ----------------------
●● CD-ROMs are a very cost-effective way of delivering instruction but the ----------------------
two disadvantages they have are that updates cannot be done at all and
data cannot be sent back from the learner to the instructor or administrator. ----------------------
●● Authoring tools are software packages that allow you to “construct” ----------------------
courseware on CD-ROM or the Internet. They may be divided into groups
depending on their conceptual framework. ----------------------
●● Types of authoring systems are page and object based, flow line and data ----------------------
based, time and script based, pure hypertext or hypermedia.
----------------------
●● The fundamental language to create documentation on the Web is the
Hypertext Markup Language ----------------------
●● A browser is a program that allows you to read a web page on your ----------------------
machine.
●● Another important development in the history of the Web (indeed, all ----------------------
of computing) is that of XML or Extensible Markup Language. The key ----------------------
difference between HTML and XML is that the former is primarily a
presentation language with no emphasis on structure, XML allows you to ----------------------
add structure and modify it.
----------------------

----------------------

Use of Educational Technology in Instructional Design 267

 Notes ●● Most images are photographs or illustrations or line drawings.
An important distinction among the types of images is whether they are
---------------------- bitmapped or vectorised image.
---------------------- ●● A bitmapped image is one in which each pixel is stored in the file contents.
Popular bitmap formats include TIFF, BMP, JPEG and GIF. However, in
---------------------- a vectorised format, the image is stored as a mathematical description of
a collection of individual, lines and curves that make up the image.
----------------------
●● Sound Forge is Sonic Foundry’s award-winning two-track digital audio
---------------------- editor. Sound Forge includes a powerful set of audio processes, tools and
effects for manipulating audio.
----------------------

---------------------- Keywords
---------------------- ●● Bit mapped image: A pixel by pixel rendition of an image.
---------------------- ●● Browser: The client-end program used to access the World Wide Web.
---------------------- ●● Codec: A software program to compress/decompress video so that it can
be played on a computer.
----------------------
●● Compression: For images, sound and video, a way of reducing file size
---------------------- without losing important data.
●● FlA: The source format for Flash files.
----------------------
●● HTML: The standard way of presenting documents on the World Wide
---------------------- Web.
---------------------- ●● ISO: A format used for creating CDs.
---------------------- ●● Javascript: The de facto scripting language for Web documents (web
pages).
----------------------
●● SWF: The final output (usually) of a Flash file.
---------------------- ●● Vector image: An image made up of geometric curves that need to be
rendered at run time.
----------------------
●● XML: Extensible markup language.
----------------------

---------------------- Self-Assessment Questions

---------------------- 1. What is a browser plug-in? Research this term and give two examples.
---------------------- 2. Give some examples of application programs. Do the software packages
discussed in this unit fall under the category of application programs?
----------------------
3. In what way is the language XML and the concept of a database similar?
---------------------- 4. Distinguish between bitmapped and vector images.
---------------------- 5. Write the characteristics of Adobe Premier.
---------------------- 6. Explain the authoring tools and its types with the help of appropriate
examples.
268 ICT in Education
Answers to check your Progress Notes

Check your Progress 1 ----------------------

Fill in the blanks. ----------------------
1. A database is simply a program that allows you to store and locate data on ----------------------
a disk while keeping unwanted information out of the way.
----------------------
2. The central part of the operating system, called the kernel, is copied into
the dynamic memory (the RAM) whenever you switch on a machine. ----------------------
Check your Progress 2
----------------------
Fill in the blanks.
----------------------
1. Authorware Professional is an example of an icon-based authoring system
for CD-ROMs ----------------------
2. ToolBook from Click2Learn uses an object-based approach for creating ----------------------
courseware.
Check your Progress 3 ----------------------

State true or False. ----------------------

1. True ----------------------
2. True ----------------------
3. False
----------------------
4. True
----------------------
Check your Progress 4
Multiple choice single response. ----------------------
1. Which of the following is not a standard object in Flash? ----------------------
iii. A component ----------------------
Check your Progress 5
----------------------
Multiple choice multiple response.
----------------------
1. Some of the factors that influence the size of an audio (digital) file are:
iv. Sampling frequency ----------------------
v. Bit rate ----------------------
iv. Format ----------------------

----------------------

----------------------

----------------------

----------------------

Use of Educational Technology in Instructional Design 269

 Notes Check your Progress 6
Fill in the blanks.
----------------------
1. Adobe Premiere is a video editing software package suitable for both
---------------------- amateur enthusiasts and professionals.
---------------------- 2. The device that performs the actual digitisation of analogue video also
makes the playback of the video file possible and is called a video capture
---------------------- board.
----------------------
Suggested Reading
----------------------
1. www.adobe.com
----------------------
2. www.w3c.org
----------------------
3. www.sony.com
----------------------
----------------------

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----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

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270 ICT in Education