BACKGROUND OF THE PROJECT

Information and communication technology has brought profound changes to almost all aspects of our lives in the recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, transact money, shop and spend our leisure time. The pace at which ICT is changing things shows no signs of slowing: Indeed, the development of ICT and its application such as integration of media, are continuing at even faster rates than before. In relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute.

We have to recognize that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Investments in ICT infrastructure in schools, and training for teachers and other professionals is therefore necessary. I hope to develop a curriculum that will instil ICT skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead.

The achievement gap between rich and poor is a complex a global challenge. Technology is changing the world rapidly and the economy is going digital. It will be sad to let the digital gap define who gets what in terms of resources and equity.

While there is no conclusive research to prove that student achievement is higher when using ICTs in the education space, either in the developed or developing countries, there is a general consensus among practitioners and academics that integration of ICTs in education has a positive impact on the learning environment. It is understood that in diverse socio-economic and cultural contexts ICTs can be successfully employed to reach out to a greater number of students, including those to whom education was previously not easily accessible, and help in promoting learning, along with exposing students to the technical skills required for many occupations. ICTs act as and provide students and teachers with new tools that enable improved learning and teaching. Geographical distance no longer becomes an insurmountable obstacle to obtaining an education. It is no longer necessary for teachers and students to be physically in proximity, due to innovations of technologies such as teleconferencing and distance learning, which allow for synchronous learning.

ICTs in schools provide an opportunity to teachers to transform their practices by providing them with improved educational content and more effective teaching and learning methods. ICTs improve the learning process through the provision of more interactive educational materials that increase learner motivation and facilitate the easy acquisition of basic skills. The use of various multimedia devices such as television, videos, and computer applications offers more challenging and engaging learning environment for students of all ages. A study conducted by the International Institute for Communication and Development (IICD) indicated that 80 percent of its participants felt more aware and empowered by their exposure to ICT in education, and 60 percent stated that the process of teaching as well as learning were directly and positively affected by the use of ICT.

Twenty-first century teaching learning skills underscore the need to shift from the traditional teacher-centered pedagogy to more learner-centered methods. Active and collaborative learning environments facilitated by ICT contribute to the creation of a knowledge-based student population.

ICT in School Education in the Developed World

In the developed countries, and the urban elites of advanced economies, twenty-first century education integrates technologies, engaging students in ways which were not previously possible, creating new learning and teaching possibilities, enhancing achievement and extending interactions with local and global communities. Students live in a world that has seen an information explosion and significant and rapid social and economic changes.

ICT in School Education in the Developing World

In the developing world, ICTs are used largely to increase access to and improve the relevance and quality of education. ICTs have demonstrated potential to increase the options, access, participation, and achievement for all students. The unprecedented speed and general availability of diverse and relevant information due to ICT, extends educational opportunities to the marginalized and vulnerable groups, among the other disadvantaged. ICTs in the developing world have the potential to enhance the education experience for children who:

live in rural and remote-rural locations have special learning needs have physical disabilities constraining their access to schools have dropped out and/or have kept themselves out of school for various reasons. aim for excellence and fail to get satisfied in the current system

Teachers and learners in the developing world are no longer solely dependent on physical media such as printed textbooks which are often times outdated. With today’s technology, one even has the ability to access experts, professionals, and leaders in their fields of interest, around the world at any given time.7In India, various ICTs have been employed over the years to promote primary and secondary education. These include radio, satellite based, one-way and interactive television, and the Internet. However, there have been enormous geographic and demographic disparities in their use. Some states in the country currently have an enabling environment in place that allows for a greater use of ICTs for education, whereas other states lack such an environment making the use of ICTs for this purpose very sporadic.

India is rated high on appreciation because it has gone beyond policies that merely recognize the strategic role of ICT for growth and development and is already institutionalizing concrete measures that support ICT initiatives. However, it has been rated low on availability of technology due to data reporting that access to computers is “limited,” the cost of Internet connections is relatively high, ISPs are described as “limited,” and the ratio of number of computers per student stated as “insufficient.”9 These observations point to the need to frame appropriate policies, build adequate infrastructure, and set aside adequate funds in order to support the deployment of ICTs in furthering the education levels of the country.

Although ICTs do offer many beneficial opportunities for education, they are no substitute for formal schooling. The role of technology is to support school education and not replace it, though the technology may play an appreciable part in meeting the needs of children who cannot go to a conventional school. Access to ICTs ensures enhancement of traditional or formal education systems, enabling them to adapt to the different learning and teaching needs of the societies.

TIME REQUIREMENT FOR THE PROGRAM

The program should last for 3 months twice a week to make it part of students’ orientation as they join school. At the end of those 3 months students should have a good understanding of what the curriculum here requires of them. The program should take 4hrs a week with 2hrs per lesson.

My research in India was based on the following

Evaluating the extent which ICT was used in primary and post-primary schools Evaluating the impact of ICT on teaching and learning Assessing the ICT skills of students at selected points in the education system and to obtain their

views on their experience of ICT in their schooling Obtaining the views of principals and teachers on their ICT skills and their opinions of the impact

and future role of ICT in education Making recommendations for policy development regarding ICT in schools

The evaluation methods comprised of:

A survey of primary and post-primary principals A survey of primary and post primary teachers Observations during classroom inspections(primary schools) Observation during subject inspections (post-primary schools)

EXPECTED IMPACT ON LEARNERS/STUDENTS

ICT attitude Resources Support Subject matter Assessment Planning of learning Communication and Collaboration Learning Competencies Motivation/confidence/self-esteem Attainment/test scores

1. To help learners become competent, confident, responsible and critical users of ICT by making efficient, effective and creative use of basic software and hardware in their everyday classroom activities;

2. To assist learners to become responsible, critical and reflective users of ICT by recognizing the capabilities and limitations of the technology and its impact on society in general;

3. To encourage learners to develop the appropriate social skills that are essential for co-operative and collaborative learning by using ICT;

4. To empower ICT-disadvantaged learners by ensuring sufficient access for those learners who have little out-of-school opportunities to use the technology;

5. To encourage learners to develop the appropriate personal skills essential for independent lifelong learning through ICT;

6. To help the learners with special needs integrate themselves within school and society by increasing their independence and by developing their knowledge, abilities and interests; and,

7. To enable learners to take control of their own learning.

Use of Software and Internet

Some software titles and Internet websites are mentioned in the notes section to give an idea of the kind of ICT activities that can be used to cover a particular item in the Syllabus. However it should strongly be emphasized that:

o The software mentioned should only be used as a guideline. o There may be similar activities in other software available in the classroom or on other

websites that can cover the same items. o Software currently available in classrooms may be subject to change over the years,

while websites may be removed from the Internet. o New software titles will be introduced over the years to cover particular skills not

covered by current software.

Teachers should therefore concentrate on covering the items listed in the Syllabus rather than a particular software title. The software should be considered as a vehicle, not as a target in itself, and any software other than the one listed can be used to cover a specific Syllabus item or skill.

Teachers should also refer to the Internet and make use of various online interactive activities which can be used in combination with or instead of software currently available in the classroom, and which address ICT

MY EXPECTATIONS OF THE STUDENTS AFTER THE COURSE

Understand what a computer is and the hardware functionality Understand the applications of a computer Essay writing/Typing Classes Basics of programming Internet and e-mail for learning Types of computers in use today Introduction to computer security Basic troubleshooting Computer networking Introduction to digital media Digital video for learning Empowering minds: using control technologies

Web site design and development for learning ICT and Geography ICT and Mathematics ICT and Science ICT and Guidance

With my target being underprivileged schools, schools without computers and schools in rural areas. My target goes way from Primary schools to high schools.

BELOW IS A BREAKDOWN OF HOW THE TRAINING WILL BE CONDUCTED

PART ONE OF THE TRAINING

Expected Learning Outcomes Content detailsLearners are expected to understand the basic parts of a computer

The keyboard The mouse The monitor The speakers The USB port The flash disks The CD-ROM drive The CD-ROM The printer

Learners are expected to recognize and be able to name the various parts of the computer and its peripherals. The terms should be considered as part of the learners’ everyday vocabulary, so these should be included in specific language lessons, using the actual objects as well as pictures. Object labels, flashcards and charts can be created to expose the learners to the vocabulary as much as possible. The teacher can also frequently refer to the equipment by using the right terms, during and outside lessons.

Managing the computer hardware including: Starting up and shutting down the

computer and peripherals (monitor and Printer).

Using the keyboard to control an activity. Using the mouse to navigate within a

Software package. Using the mouse to navigate within a

Software package. Associate changes on screen with mouse movement and keyboard

entry

Learners should be given the opportunity to switch on and off the computers and peripherals. This can be done by organizing a roster in the mornings and afternoons.

Practicing use of the mouse is possible with all software available. Make sure to give all

learners in the class ample time to use the mouse (dragging across the screen, clicking the

mouse button Pointing: Placing the mouse over a specific area of the screen. Clicking: Selecting a specific object on the screen Dragging: Moving the mouse while holding down the mouse

button to draw objects across the screen

Discuss actions on the computer with the learners, during whole class sessions or group work. What happens when I move the mouse? How does the mouse pointer move on the screen?

Managing computer software, including:

These simple operations can be conducted during whole class sessions early in the Scholastic year. Later, learners can be coached

Opening and closing computer software Using the Windows Start button to shut down Windows in the

proper sequence Recognizing icons in the Year Group

Folder on the Desktop. Using the print facility when represented by an icon.

in opening and closing computer software during group work sessions.

Icons: Learners will learn to associate an icon with a specific computer activity or software. They can be coached in locating the icons themselves, and starting the programs.

Using particular keyboard keys Including:

All letter keys in lower and upper case All number keys The SHIFT key The ENTER key The CTRL key The Backspace key The Spacebar key

Letter and number keys can be used during activities covering letter and number recognition skills.

Since learners are first exposed to the lower case letters before capitals, overlay keyboards representing lower case letters can be used over the normal computer keyboard.

When capitals are introduced, learners will need to learn the use of the SHIFT key to distinguish between lower case and upper case.

The ENTER key can be used to start a new line when typing text The BACKSPACE is used to delete text

Awareness of basic principles including: Identifying possible safety hazards Sitting properly at the computer

Learners must be made aware of particular safety hazards like trailing wire and exposed power outlets. This can be done through short class discussions adapted to their level of ability.

PART TWO OF THE TRAINING

Expected Learning Outcome Content details Managing the computer hardware, by

Inserting, accessing, saving on and removing a floppy disk Accessing files from the hard disk Loading, running and ejecting a CD-ROM

Learners should be able to open files that the teacher has pre-saved on a flash disk.

Learners can also save their flash disk Learners should also be able to load pre-saved access files, projects

or activities from the hard disk. Learners should be able to handle a CD-ROM, holding it from the

edge and the centre. They should be able to insert it in the disk drive and unload it when finished.

Running software from CD-ROM should by this time be limited only to loading Auto-run programs.

CD-ROMs, which start automatically as soon as they are inserted in the drive.

Managing computer software, by: Responding to simple messages displayed on screen. Logging into a user profile

By clicking on YES, NO and CANCEL buttons when exiting software or saving files

Learners should be able to enter their personal profile in selected software

Using particular keyboard keys: Punctuation keys (comma, full stop apostrophe, inverted commas)

Learners should by now be able to identify these on the keyboard and use them accordingly.

Access particular items from Pull-down Menus

Learners can practice accessing the following options: • File Open

• File Save • Print • Changing Rubber Stamp Sets • Playing and stopping movies

PART THREE OF THE TRAINING

Expected Learning outcome Content detailsWriting sentences to form short paragraphs enhanced by pictures Typing lessons

Using different font styles and sizes for emphasis:

Bold Italic Underlined

Managing the computer software including: • Using more items in pull-down menuManaging computer files, including:

Opening, saving, printing, closing files Entering, copying, cutting, pasting,

inserting and deleting text, images and sound

Saving their own projects Cutting and pasting through the Edit menu, Copying and pasting objects.

ICT EVALUATION

Expected Learning outcome Content detailsLearners should be able to describe their interactions with computer software.

Teachers can organize sessions to stimulate discussions between learners where they can relate their own experiences using the computer. Example: Describe how a particular problem is solved in activities

Learners should be able to explain how they use the computer to present ideas and information.

Learners should be able to explain how they solve problem tasks presented by the software.

During whole-class follow-up sessions, learners maybe encouraged to present their solutions to peers.

Learners should be able to talk about their encounters with various forms of communications technology at home.

Awareness of types of communication instruments including the mobile phone, radio and television, compact discs and DVD players.

PART FOUR OF THE TRAINING

Expected Learning Outcomes Content detailsAccessing the World Wide Web (WWW)

Learners can glean information from websites specifically identified by the teacher before the session and directly related to a curriculum topic.

sing e-mail, including: Composing an e-mail message Sending an e-mail message to one or more recipients Retrieving an e-mail message Replying to an e-mail message

Organizing collaborative projects between schools to develop selected curriculum-related themes and using e-mail technology to share information.

Organizing twinning among schools involving e-pal projects.

Using the cutting, copying and pasting facilities to manipulate text within the same application and across different applications

Moving text between pages in Book Workshop and between projects, copying and pasting phrases from the Internet to Book.

Exporting and importing graphics across different applicationsRetrieving and amending previously stored work During projects worked over a number of sessions, learners should be able to

load previously-saved work, add and delete data as required and re-save. Learners should be able to load their projects from particular folders specifically created by the teacher on hard disk.

Using software-specific features to enhance document presentation. Learners should be able to select the appropriate layout to meet the requirements of the particular task.

Using different printing options in software packages. Learners should be able to manage the different printing options to print charts, banners, pamphlets, greeting cards and booklets, books, etc.

ICT EVALUATION

Expected Learning outcome Content detailsAppreciating the effect of ICT in the society around them. Learners experience and are able to talk about the advantages and

disadvantages of using software, the Internet and e-mail, in comparison with traditional printed matter and snail mail.

Learners will be able to appreciate such advantages by visiting online places which are otherwise unreachable: ex. sites about foreign places.

Selecting relevant information. Learners are required to complete controlled tasks by following instructions to locate information relevant to the task at hand.

E-mail netiquette Learners must be able to follow simple e-mailing rules of conduct to respect others on the

Internet, and for their own safety (ex. not disclosing passwords). They must also be able to recognize when these rules are broken by others.

PART FIVE OF THE TRAINING

Expected Learning outcome Content detailsMerging textual, numerical, tabular and graphical data to present information.

Creating documents using various effects of text, graphics, movies and sounds to present online information.

Uploading and downloading text, image and audio files to and from the Internet

and Intranet/network

Learners should be able to use information found on the Internet to enhance their own projects. Learners should also be capable of putting their own work online for others to share. Downloaded files can be used in learners’ projects created.

Bookmarking web sites Learners should be capable of entering specific website addresses in the URL address bar and bookmark these in the Favorites folder (Internet Explorer) for future use in their projects. The addresses are determined by the teacher during assigned tasks

Attaching files to e-mail messages Sending Primary to other schools using e-mail during classes and to fellow classmates.

Sorting and organizing textual and numerical data Learners can use software having basic spreadsheet functions for entering data and producing output such as: Lists in alphabetical order

Generating tables, line and block graph Creating documents with Print Shop using different formats in presentation, according to the information. Example: creating tables for Mathematics and Science projects. Creating line and block graphs using software having specific spreadsheet functions.

Printing tables and graphs Using software with spreadsheet functions to produce printouts of collected data. Such work can form part of integrated projects for display in class or school exhibitions.

Using the cutting, copying and pasting facilities to manipulate text within the same application and across different application

Items from CD-ROMs can be copied and pasted into learners’ projects.Learners should also be able to re-phrase available text in their own words

Using the Print Preview facilities Being able to use Print Preview and adjust content accordingly before

actually committing to print.

ICT EVALUATION

Expected Learning outcome Content detailsRecognizing the values of both ICT and non-ICT tools. Learners are made aware of such ICT equipment as mobile phones,

digital cameras, television and radio and video/DVD players. Moreover, they are able to talk and write about their advantages and disadvantages in comparison with non-ICT means of communication. They should be made aware of the fact that both kinds of equipment are useful in different circumstances.

Such awareness can be acquired through language activities including conversations and writing, as well as thinking skills sessions.

Appreciating the effect of ICT in the society around them. Learners are made aware of the advantages of using ICT through exposure to and discussion about particular equipment such as mobile phones, scanners, digital cameras. Class or school projects may involve the use of such equipment, not necessarily by the learners themselves.

Selecting accurate and relevant information. Learners should be able to distinguish between useful and less useful information in specific websites or software. This is possible while carrying out tasks specifically planned by the teacher.

The teacher can raise specific questions for class discussion to encourage learners to assess the content of a website. Questions may include: What strikes you most in this site? What is the site about? How can it help you in your work? Why is this site better than any other?

Web safety awareness Learners should be able to distinguish between educational and non-educational content (ex. commercial ads) on the Internet or television.

When using e-mail, learners should be able to follow particular safety rules; ex. not opening or replying to e-mail from unidentified sources

Recognizing control mechanisms in a variety of household devices Learners should be able to talk and write about control devices commonly found in the house (ex. remote controls for devices such as televisions, video/DVD players, and hi-fi equipment). This can be done through language activities such as conversations or writing short step-by-step instructions (ex. describing how to wind or rewind a tape in a video player)

PART SIX OF THE TRAINING

Expected Learning outcome Content detailsConsolidation of skills covered up to Year 5 and:Analyzing and interpreting generated information

Learners should be coached in selecting information acquired through Internet search engines. They should be able to browse through different sources to select that information which is more relevant to their particular needs

Recognizing the values of both ICT and non-ICT tool. Learners must be able to distinguish between circumstances where ICT tools facilitate work and where non-ICT tools are more practical. This can be done through discussions, demonstrations, experiments.

Different groups can work on the same task using different tools. The outcome of the tasks can then be discussed or recorded on a diary or logbook.

Appreciating the effect of ICT in the society around them. Learners are made aware of the advantages of using ICT through exposure to and discussion about particular equipment such as mobile phones, scanners, digital cameras. Class or school projects may involve the use of such equipment by the learners themselves.

Learners are made aware of the effects of ICT in the wider society,

such as the use of ICT in public places and the filling of forms on the Internet.

Selecting accurate and relevant information. Learners must be able to decide what kind of information is relevant for specific purposes. This can be practiced through the use of search engines on the Internet during class or school projects.

Internet safety awareness Learners should be able to distinguish between private and public information, and should be able to protect their personal information by following simple safety rules: ex. not disclosing phone and mobile numbers, home address, etc.

They must respect others’ personal information by not disclosing it to anyone.

Learners should be aware of particular Internet dangers that may exist outside schools’ filtered systems, including home, Internet cafes and other public places.

Generating tables, line and block graph Creating documents with Print Shop using different formats in presentation, according to the information. Example: creating tables for Mathematics and Science projects. Creating line and block graphs using software having specific spreadsheet functions.

Printing tables and graphs Using software with spreadsheet functions to produce printouts of collected data. Such work can form part of integrated projects for display in class or school exhibitions.

Using the cutting, copying and pasting facilities to manipulate text within the same application and across different application

Items from CD-ROMs can be copied and pasted into learners’ projects.Learners should also be able to re-phrase available text in their own words

Using the Print Preview facilities Being able to use Print Preview and adjust content accordingly before actually committing to print.

PART SEVEN OF THE TRAINING

Expected Learning outcomeSetting up of a mail accountE-mail and internet security concernsOpening mailboxCreating mailSending emailDeleting emails