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The Misconceptions of ICTs

 It’s a misconception that effects of ICTs are definite. Technology does not and cannot cure all the
education ills. This should be reminded that ‘Technology’ is only a tool. Quality instruction can only be
guaranteed if the teacher is good.
 Likewise, technology is used for distance learning, is not about distance, it is about learning. Just as we
can have bad education face to face, we can have bad education at a distance.
 Similarly, if teaching is demonstrating and telling, and if learning is memorizing and reciting, using
learning technologies and multimedia programs for this purpose will not have the desired impact.
 Delivering a lecture on use of ICTs in education during teacher-training would not enable teachers to ‘use’
ICTs in education. Like all other teaching strategies, only delivering a lecture on use of ICTs in education
wouldn’t work.
 A popular misconception and belief is that acquiring technological equipment is ‘empowering’ education
and schools.
 To "tech" or not to "tech" education is, therefore, not the question. The real question is how to harvest the
power of ICTs to make education relevant, responsive, and effective for school settings and lifelong
learning.

What are ICTs and what types of ICTs are commonly used in education?

ICTs stand for information and communication technologies and are defined, for the purpose of this primer, 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.

Types of ICT Tools Education

Informative Tools: Informative tools are applications that provide large amount of information in various formats
such as text, graphics, sound, or video. Examples include tools and information resources of the existing multimedia
encyclopedia of the Internet. The Internet is a huge electronic database, and researchers consider the Internet as the
most significant ICT tools in e-learning environments.

Situating Tools: Situating tools is a system that lay the students in the environment where it involves a context and
the occurrence of a situation. Examples of such systems include simulation, virtual reality and multi-user domain.
Situating tools software tools such as CD-ROM. CD-ROM offers hypermedia application which gives better
opportunities for teachers to enhance learning environment. Hypermedia application covers more than one of the
following media such as text, audio, graphic images (still images), animation and video clips. Hypermedia
applications are well integrated in the learning environment to enhance student autonomy and thinking.

Constructive Tools: Constructive tool is a general purpose tool that can be used to manipulate information, construct
their own knowledge or visualize students understanding. Construction tools such as Microsoft Word or PowerPoint
has a strong impact in the educational environment and is widely used in most organizations in the form of memos,
reports, letters, presentations, record routine information, giving businesses the most.

Communicative Tools: Communicative tools are systems that allow easy communication between teachers and
students or between students outside the physical barrier classroom. It is including e-mail, electronic bulletin boards,
chat, teleconference and electronic whiteboard. Synchronous communicative tools such as chat or video conference
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enable real-time communication while using the tools of communicative asynchronous (eg e-mail and electronic
whiteboard) is a system in which exchange of messages between people are not 'live' but somehow delayed.

Collaborative Tools: Collaboration tools of ICT is currently the focus of much interest and emerging as
development of new tools that make online collaborative projects draw a realistic option for a distributed group work.
Internet can be used for many collaborative activities such as meetings; discussions are taking place, working in the
document, information dissemination, and other tasks. Interactive electronic whiteboard is not just used as tools for
meeting and development, but recently became the most popular tool among teachers.

What Are 21st Century Skills?

21st Century skills are 12 abilities that today’s students need to succeed in their careers during the Information Age.

The 21st Century skills are:

1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills

The Three 21st Century Skill Categories

Each 21st Century skill is broken into one of three categories:

Learning skills (the four C’s) teaches students about the mental processes required to adapt and improve upon a
modern work environment.

Literacy skills (IMT) focus on how students can discern facts, publishing outlets, and the technology behind them.
There’s a strong focus on deter determining trustworthy sources and factual information to separate it from the
misinformation that floods the Internet.

Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus on both
personal and professional qualities.
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Category 1: Learning Skills (The Four C’s)

The four C’s are by far the most popular 21st Century skills. These skills are also called learning skills. More
educators need to know about these skills because they’re universal needs for any career. They also vary in terms of
importance, depending on an individual’s career aspirations.

 Critical thinking: Finding solutions to problems

 Creativity: Thinking outside the box
 Collaboration: Working with others
 Communication: Talking to others

critical thinking is the most important quality for someone to have in health sciences. In business settings, critical
thinking is essential to improvement. It’s the mechanism that weeds out problems and replaces them with fruitful
endeavors. It’s what helps students figure stuff out for them when they don’t have a teacher at their disposal.

Creativity is equally important as a means of adaptation. This skill empowers students to see concepts in a different
light, which leads to innovation. In any field, innovation is the key to the adaptability and overall success of a
company. Learning creativity as a skill requires someone to understand that “the way things have always been done”
may have been best 10 years ago — but someday, that has to change.

Collaboration means getting students to work together, achieve compromises, and gets the best possible results from
solving a problem. Collaboration may be the most difficult concept in the four C’s. But once it’s mastered, it can
bring companies back from the brink of bankruptcy. The key element of collaboration is willingness. All participants
have to be willing to sacrifice parts of their own ideas and adopt others to get results for the company. That means
understanding the idea of a “greater good,” which in this case tends to be company-wide success.

communication is the glue that brings all of these educational qualities together. Communication is a requirement for
any company to maintain profitability. It’s crucial for students to learn how to effectively convey ideas among
different personality types. That has the potential to eliminate confusion in a workplace, which makes your students
valuable parts of their teams, departments, and companies.

Category 2: Literacy Skills (IMT)

Literacy skills are the next category of 21st Century skills.

They are sometimes called IMT skills, and they are each concerned with a different element in digital comprehension.

 Information literacy: Understanding facts, figures, statistics, and data

 Media literacy: Understanding the methods and outlets in which information is published
 Technology literacy: Understanding the machines that make the Information Age possible

Information literacy is the foundational skill. It helps students understand facts, especially data points that they’ll
encounter online. More importantly, it teaches them how to separate fact from fiction. In an age of chronic
misinformation, finding truth online has become a job all on its own. It’s crucial that students can identify honesty on
their own. Otherwise, they can fall prey to myths, misconceptions, and outright lies.
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Media literacy is the practice of identifying publishing methods, outlets, and sources while distinguishing between
the ones that are credible and the ones that aren’t. Just like the previous skill, media literacy is helpful for finding
truth in a world that’s saturated with information. This is how students find trustworthy sources of information in
their lives. Without it, anything that looks credible becomes credible.

technology literacy goes another step further to teach students about the machines involved in the Information Age.
As computers, cloud programming, and mobile devices become more important to the world, the world needs more
people to understand those concepts. Technology literacy gives students the basic information they need to
understand what gadgets perform what tasks and why.

Category 3: Life Skills (FLIPS)

Life skills are the final category. Also called FLIPS, these skills all pertain to someone’s personal life, but they also
bleed into professional settings.

 Flexibility: Deviating from plans as needed

 Leadership: Motivating a team to accomplish a goal
 Initiative: Starting projects, strategies, and plans on one’s own
 Productivity: Maintaining efficiency in an age of distractions
 Social skills: Meeting and networking with others for mutual benefit

Flexibility is the expression of someone’s ability to adapt to changing circumstances. This is one of the most
challenging qualities to learn for students because it’s based on two uncomfortable ideas:

1. Your way isn’t always the best way

2. You have to know and admit when you are wrong

Flexibility requires them to show humility and accept that they will always have a lot to learn — even when they’re
experienced. Still, flexibility is crucial to a student’s long-term success in a career. Knowing when to change, how to
change, and how to react to change is a skill that’ll pay dividends for someone’s entire life. It also plays a big role in
the next skill in this category.

Leadership is someone’s penchant for setting goals, walking a team through the steps required, and achieving those
goals collaboratively. Whether someone’s a seasoned entrepreneur or a fresh hire just starting their careers, leadership
applies to career.

It’s also where they get the real-world experience they need to lead entire companies. As they lead individual
departments, they can learn the ins and outs of their specific careers. That gives ambitious students the expertise they
need to grow professionally and lead whole corporations. Leadership alone isn’t enough to get ahead though.

True success also requires initiative, requiring students to be self-starters. Initiative only comes naturally to a handful
of people. As a result, students need to learn it to fully succeed. This is one of the hardest skills to learn and practice.
Initiative often means working on projects outside of regular working hours. Regardless, initiative is an attribute that
earns rewards. It’s especially indicative of someone’s character in terms of work ethic and professional progress. That
goes double when initiative is practiced with qualities like flexibility and leadership.
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Along with initiative, 21st Century skills require students to learn about productivity. That’s a student’s ability to
complete work in an appropriate amount of time. In business terms, it’s called “efficiency. “The common goal of any
professional — from entry-level employee to CEO — is to get more done in less time. By understanding
productivity strategies at every level, students discover the ways in which they work best while gaining an
appreciation for how others work as well. That equips them with the practical means to carry out the ideas they
determine through flexibility, leadership, and initiative still, there’s one last skill that ties all other 21st Century skills
together.

Social skills are crucial to the ongoing success of a professional. Business is frequently done through the connections
one person makes with others around them. This concept of networking is more active in some industries than others,
but proper social skills are excellent tools for forging long-lasting relationships. While these may have been implied
in past generations, the rise of social media and instant communications has changed the nature of human interaction.

I. Elements of the NICT Strategy

The NICT Strategy contains the following six elements:

1) Use ICT to extend the reach of educational opportunity.

2) Apply ICT to strengthen the quality of teaching and educational management.
3) Employ ICT to enhance student learning.
4) Develop complementary approaches to using ICT in education.
5) Build on the current experiences of existing and successful ICT programmes.
6) Develop capacity at the federal and provincial department of education levels.
7) In the pages that follow, we explore each of these six elements in depth. For each element, we provide a
description, focus areas, action recommendations, and related resources. Throughout this section, we will
highlight terms that we define in the Glossary.

ELEMENT 1: Use ICT to Extend the Reach of Educational Opportunity

Description: Millions of children in Pakistan have little or no access to education. Improving school Infrastructure
and teaching quality are obvious elements of a comprehensive solution to this problem. Countries are using ICT not
only to overcome distance barriers, but also to make education accessible to children and adults with special needs.
Thus, Pakistan should explore all possible, efficient, and affordable ways of increasing access to high quality
education using ICT alone or in combination with other tools.

Focus Areas

 Geophysical Barriers
 Open and Distance Learning (ODL)
 Educational Television (ET)
 Radio Instruction (RI)
 Computer Assisted Instruction (CAI)
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Action Recommendations for Stakeholders:

 Determine the context and needs of the students, educators, and/or citizens whom you seek to serve:
 Research uses of ICT including, and other than, computers
 Invest in needs-based and best practice ICT models

ELEMENT 2: Apply ICT to Strengthen the Quality of Teaching and Educational Management

Description: The quality of any system is only as good as its human resources. To improve education in Pakistan, the
needs of our teachers, head teachers, and administrators must be addressed holistically. ICT can enhance teaching
quality by supporting and reinforcing the use of innovative teaching practices.

Focus Areas

 Continuous Learning
 Instructional Practice
 Content Knowledge and Curriculum Support:
 Local Resource Materials
 Practitioner Communities

Action Recommendations for Stakeholders:

 View teachers’ professional development as a top priority

 Match ICT selection to teachers’ specific needs
 Set guidelines for ICT training for teachers

ELEMENT 3: Employ ICT to Enhance Student Learning

Description: Technology alone is seldom transformational. Rather, ICT requires the active participation of learners,
and the choices of educators determine ICT’s efficacy in the classroom. When used appropriately, ICT tools can
support educators in promoting critical thinking and analytical skills. They can increase student motivation and
render learning relevant by connecting concepts and theories to real -world examples. They can also boost deep
processing of ideas and free up time for quality classroom interaction.

Focus Areas

 Curriculum Enrichment
 Supplementary Materials
 Alternative Assessment
 Instructional Methods

Action Recommendations for Stakeholders

 Reform curriculum guidelines

 Seek and develop content resources
 Improve national examination systems
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Develop Complementary Approaches to Using ICT in Education

Description: Developing complementary approaches to ICT in education implies a two-pronged strategy. Given the
strategic goal of mainstreaming ICT into the education system, ICT must be introduced and used in service of
educational goals. However, ICT must also be treated as a school subject; skills to use ICT tools effectively are a
prerequisite for their meaningful use in education.

Focus Areas

 Learning about Technology (Information Literacy)

 Learning through Technology

ELEMENT 5: Build on the Current Experiences of Existing and Successful ICT Programmes

Description: Planners will need to keep abreast of current developments in ICT for education on an on-going basis.
Pakistan’s ICT efforts can benefit from and build on the experiences of other programmes. Leaders will want to keep
an eye on local initiatives, as well as monitoring current news from thriving economies with leading-edge technology
and research. It will be especially worthwhile to track successful models of success in developing countries with an
infrastructure comparable to that of Pakistan.

Focus Areas

 International and National ICT and Education Best Practices

 Ministry of Information Technology
 Allama Iqbal Open University (AIOU)
 Virtual University
 Intel/ Ministry of Education Teacher Training Programme
 Adult Basic Education Society (ABES) and PTV telecast
 Sesame Street in Urdu
 Innovative computer projects by NGOs, such as iEARN
 Scale-Up and Replication of Local Models

ELEMENT 6: Develop Capacity at the Federal and Provincial Department of Education Levels

Description: There will be organized, ongoing efforts to ensure capacity building at the Federal and Provincial
Levels to help ensure proper planning, management, support, and monitoring and evaluation of ICT initiatives. It is
essential for ICT in education to be organized at the Federal and also the Provincial levels. In addition to expertise
and resources within the MoE, it is vital to have an external body that can represent the cause of ICT in education and
advise the MoE.

Focus Areas: Establish a Technical Implementation Unit (TIU) for ICT in Education: Set up a specialized unit with
resources, experts, and a clear sense of direction to work at the Federal Level and support the Provincial Departments.
The purpose of the TIU will be to spearhead the integration of ICT in education, communicating a clear vision and
goals and building infrastructure. The TIU will develop the technical, planning, monitoring, and evaluation capacity
of policy-makers, planners, and administrators at national, provincial, district, and school levels.
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National Educational Technology Standards for Teachers (NETS*T)

ISTE STANDARDS FOR EDUCATORS

The (ISTE) International standard of technology in education Standards for Educators are your road map to helping
students become empowered learners. These standards will deepen your practice, promote collaboration with peers,
challenge you to rethink traditional approaches and prepare students to drive their own learning.

THE EDUCATOR STANDARDS

1. Learner: Educators continually improve their practice by learning from and with others and exploring proven and
promising practices that leverage technology to improve student learning. Educators:

 Set professional learning goals to explore and apply pedagogical approaches made possible by technology
and reflect on their effectiveness.
 Pursue professional interests by creating and actively participating in local and global learning networks.
 Stay current with research that supports improved student learning outcomes, including findings from the
learning sciences.

2. Leader: Educators seek out opportunities for leadership to support student empowerment and success and to
improve teaching and learning. Educators:

 Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with
education stakeholders.
 Advocate for equitable access to educational technology, digital content and learning opportunities to
meet the diverse needs of all students.
 Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital
resources and tools for learning.

3. Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital world.
Educators:

 Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic
behavior online that build relationships and community.
 Establish a learning culture that promotes curiosity and critical examination of online resources and
fosters digital literacy and media fluency.
 Mentor the students in safe, legal and ethical practices with digital tools and for the protection of
intellectual rights and property.
 Model and promote management of personal data and digital identity and protect student data privacy.

4. Collaborator: Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems. Educators:

 Dedicate planning time to collaborate with colleagues to create authentic learning experiences that
leverage technology.
 Collaborate and co-learn with students to discover and use new digital resources and diagnose and
troubleshoot technology issues.
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 Use collaborative tools to expand students' authentic, real-world learning experiences by engaging
virtually with experts, teams and students, locally and globally.
 Demonstrate cultural competency when communicating with students, parents and colleagues and interact
with them as co-collaborators in student learning.

5. Designer: Educators design authentic, learner-driven activities and environments that recognize and accommodate
learner variability. Educators:

 Use technology to create, adapt and personalize learning experiences that foster independent learning and
accommodate learner differences and needs.
 Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
 Explore and apply instructional design principles to create innovative digital learning environments that
engage and support learning.

6. Facilitator: Educators facilitate learning with technology to support student achievement of the ISTE Standards
for Students. Educators:

 Foster a culture where students take ownership of their learning goals and outcomes in both independent
and group settings.
 Manage the use of technology and student learning strategies in digital platforms, virtual environments,
and hands-on maker spaces or in the field.
 Create learning opportunities that challenge students to use a design process and computational thinking to
innovate and solve problems.
 Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

7. Analyst: Educators understand and use data to drive their instruction and support students in achieving their
learning goals.

 Provide alternative ways for students to demonstrate competency and reflect on their learning using
technology.
 Use technology to design and implement a variety of formative and summative assessments that
accommodate learner needs, provide timely feedback to students and inform instruction.
 Use assessment data to guide progress and communicate with students, parents and education stakeholders
to build student self-direction.

10 Commandments of Computer Ethics - English for Students

The 10 Commandments of Computer Ethics:

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1. Do not use a computer to harm other people.

2. Do not interfere with other people's computer work.
3. Do not snoop around in other people's files.
4. Do not use a computer to steal.
5. Do not use a computer to bear false witness.
6. Do not use or copy software for which you have not paid.
7. Do not use other people's computer resources without authorization.
8. Do not appropriate other people's intellectual output.
9. Think about the social consequences of the program you write.
10. Use a computer in ways that show consideration and respect.

Importance of computer ethics:

Why do we really need to concern about computer ethics?

 To protect personal & commercial information such as login & password info, Credit card and account
information and government and commercial databases. It also controls unwanted internet mail and ads
(Spam).
 To control plagiarism, student identity fraud, and the use of copyrighted material, etc.
 To make ICT available and accessible to all peoples, including the disabled and the deprived.
Accessibility needs to be kept in mind during curriculum design (in educational contexts), in order to
maximize the capabilities of the technology
 To suppress dishonest business practices and to protect and encourage fair competition
 To promote moral and social values in society.

Examples of problems that do not follow computer ethics:

There are several types of activities that against the computer ethics:

1. Stealing funds via computers: The one who did this must be very dishonest and criminal person (Evil
genius) to manipulate the computer system and to access into the system.
2. Unauthorized computer entry: The perpetrator will steal a company's trade secrets and data and then sell it
to the competitors. This activity involves both property and privacy.
3. Hacking: Any computer-related activity which is not sanctioned or approved by owner of a system or
networks.
4. Plagiarism: Duplicating copyrighted content without the author's approval and take any source without
credit to the original author.
5. Phishing scam: Phishing scams are attempts by scammers to trick people into giving out personal
information such as bank account number, passwords and credit card numbers.

Ways to improve ethics among computer users

Here we want to share with you several methods on how to improve the entire unethical act when using computer.
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1. Avoid or not to show on the internet any form of pornography and nudism.
2. Avoid or not to show any information which has the tendency to distract societies especially information
related to insult races and religions.
3. Avoid or not to show any form of exploitation for under-age children.
4. Not to publish any information which correlated to unethical activities like pirating, hacking and cracking.

ISLAMISATION

As human beings, one should respect other people privacy and do not take their personal information for own
benefits. As the Prophet SW said (which means): "Have fear of prayer of the people who mistreated though he/she is
kufr because there is no barrier between the prayer with Allah."(Narrated by Ahmad).

What is Interactive Radio Instruction?

Interactive radio instruction (IRI) is an instructional approach that uses one -way radio to reach two

audiences (students and the in-class teacher) and prompts four-way communication:

 Radio teacher—in-class teacher

 Radio teacher— students
 In-class teacher—students
 Students—students

The radio “teacher” delivers content and orally directs teachers to apply more interactive instructional approaches
within the classroom. Both the content and activities of the radio program are based on the national curriculum and
use a series of structured learning episodes in which students are prompted to sing songs, do individual and group
work, answer questions, and perform certain learning tasks. The approach is “interactive” because the radio “teacher”
speaks to students and students respond to radio prompts.

Case Study on IRI for Classroom based teaching and learning:

As in the programme funded by the World Bank to support the Govt. of Guinea, Sous le Fromager is an excellent
example of radio as an effective delivery system for enhancing teachers’ basic content skills and for helping teachers
with little or no instructional skills acquire those skills. The radio program is highly structured— the radio “teacher”
leads the in-class teacher and students through a series of activities that direct the in-class teacher’s instructional
development. The in-class teacher assumes a hybrid role—co teaching with the radio teacher and co learning
(content, for example) along with students. Instructional strategies are embedded in the activity and are reinforced
over the course of the academic year through the directives of the radio teacher. In addition to actual programming,
teachers receive instructional materials and de tailed teacher guides to assist them in preparing for and carrying out
activities. Teacher guides use text and drawings to help teachers know what to do before, during and after a radio
broadcast.

Sous le Fromager employs three approaches:

 Developmental learning
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 Multichannel learning
 Positive and equitable relations between teachers and students:

And, Nine instructional strategies:

 Games
 Group work
 Information processing
 Individual work
 Application of information
 Problem solving
 Self-assessment
 Project-based work
 Critical thinking

How does this system work?

As class begins, the school leader, or more commonly, a student, delivers the radio or audiotape player (many schools
have their own “libraries” of Sous le Fromager broadcasts), placing it on a table in the front of the room. As the
introductory music plays, the changes in student posture and facial expressions become evident. Students are alert
and engaged. Sous le Fromager consists of two main characters—a man and a woman. The radio characters serve in
effect as “master teachers.” They immediately engage the in -class teacher and students through greetings them and a
series of short statements followed by pauses in which the in-class teacher restates the activity or follows the radio
character’s instructions. The radio teachers explain the activity, model a typical response to a question, and always
direct authority for the activity to the in -class teacher. (“Madame or Monsieur, please ask a girl to add 12 plus 12.”).
All actions originate with the radio characters, are carried out by the in-class teacher, and are aim to engage students
in the learning process. Activities are fast paced (typical IRI broadcasts have 100 responses per 30-minute broadcast)
which helps to increase student engagement, teacher interest and time on task. During the course of one IRI
broadcast, students were engaged in the following learning activities that clearly focus on addressing students’
multiple learning “styles” (aural, oral, musical, verbal, and written):

 Listening to a song about mosquitoes as part of learning the difference between a hard and soft “s” sound
 Singing and dancing to the same song
 Individual work/game: Subtracting math problems on their slates. The pace and the ton e of the radio
characters gave the exercise a game-like quality
 Responding to a series of math problems
 Writing French vocabulary words onto their slates
 Moving: Clapping once when they heard a number less than 25 and kicking once for a number greater
than 25; placing their hands on desks when they heard the French word for “on” (sur) and under desks for
the French equivalent of “under” (sous).

Activities are punctuated with wait time (instrumental music plays) and songs. Teacher training strategies are explicit
(“Madame or Monsieur, walk to the middle of the room…. ask a female student to respond.”). The teacher does not
need to consider how she will organize learning; the radio does it for her. Sous le Fromager, in addition to providing
teachers with cognitive skills (content and instruction, most noticeably), the program appears to be highly effective in
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modeling many positive affective dimensions of learning, at least as observed during actual classroom episodes of the
program. These include:

 Respect toward the teacher: All Sous le Fromager programs invoke teacher participation and action in
every step of the learning process. The in-class teacher is very much a co-instructor with the radio
instructor.
 Respect toward girls: The radio instructor reminds in-class teachers to call on girls, with the result that
there is a distinct pattern of boy-girl responses in IRI classes. Additionally, the male and female radio
characters speak for equal amounts of time and address one another as equals. The content and tone of
language do not place women in stereotypical gender roles. This is quite important in regions where girls
suffer from extreme gender stereotyping and where boys’ education if favored over that of girls.
 Respect toward students: The tone of radio broadcasts is one of respect. Students are commended for
correct answers, for their hard work, and the in -class teacher is instructed to praise students for their
effort. EDC staff has reported that, prior to Sous le Fromager, teachers frequently hit students when they
gave incorrect answers. EDC staff claims that this behavior has abated since the introduction of the FQEL
project.
 Enjoyment of Learning: In addition to respect, good manners, and equitable interaction, the program
makes learning fun for both teachers and students.

Impact of Sous le Fromager within the Classroom

The Sous le Fromager has had a positive impact in a number of specific EFA-related as well as general educational
areas:

 Improved Teacher Content Knowledge: In interviews conducted for this case study, when asked how
Sous le Fromager helped their classroom practice, teachers almost always first cited the improvement in
their own content skills.
 Increased Student Attendance Rates: Principals, teachers and FQEL staff interviewed for this case
study report that school attendance increases on “radio days.”
 Increased math and French language ability in grades two, four and six, as indicated via data derived
from pre- and post-test comparisons
 Improved Teacher Quality: DSEE, FQEL staff, administrators and teachers themselves interviewed for
this case study report an increase in more active learning strategies as a result of Sous le Fromager
 Changing Teacher Attitudes and Roles: EDC staff and one of the project’s evaluators report that
though at first quite resistant to using IRI, teachers are now generally receptive toward and enthusiastic
about Sous le Fromager and the instructional changes that accompany its use.
 Standardization of instruction and teaching materials and, where students can receive a radio signal,
equal access to content and instruction.
 Benefits to Rural Students

Radio and EFA Goals: Access, Quality and Instruction

IRI helps to address the three large issues facing Guinean education —access, teacher quality and instructional
quality, supporting Guinea’s efforts to attain Education for All goals.
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1. Access and Quality. Sous le Fromager helps to address Guinea’s teacher education “gap.” As its gross primary
school enrolment rates have increased from 56 percent to 80 percent, the country faces an annual teacher shortage of
1600 to 2000 teachers. While in the past, teachers needed 13 years of schooling (Grade 10 plus three years of teacher
training at an Ecole Normale), that qualification has been reduced to a simple baccalaureate (12 years of school)
followed by a 12-month campus-based pre-service program, and in many areas, even less. Therefore, in-service
teacher professional development is a main thrust of government educational efforts and Sous le Fromager and face-
to-face professional development help with this.

2. Teacher Quality. Sous le Fromager is an example of in-class direct instruction for teachers but the formal
professional development component that accompanies it complements the in -class TPD experience. While Sous le
Fromager scaffolds more active instructional practices and focuses on teacher content skills and affect (understanding
what it is like to be a learner), circles de reinforcement can help teachers with planning and assessment and provide
opportunities for formal and informal learning. Both in-class radio and circles de reinforcement can help to address
teachers’ content and instructional skills and provide them with basic teaching skills.

3. Engaging. Sous le Fromager is also an engaging and entertaining program in a country with little television and
few computers. Adults can be heard whistling musical tunes from Sous le Fromager and students return home with
information about the importance of washing one’s hands and other public health information. Communities have
picked up a lot of the recurrent costs of IRI (batteries, radios, maintenance costs, tapes) and small radio repair shops
have sprung up around primary schools.

4. Addresses Contextual Needs. Most of all, IRI is a form of ICT that best makes sense for a country like Guinea—
a nation with a shortage of teachers with even basic qualifications, a nation with low tele density, poor electricity
infrastructure outside of Conakry, and school structures that could never house a computer or television. Radio is
portable, wireless (in the original sense of the term), easy to learn and already part of the technology landscape—
indeed, radio is ubiquitous within Guinea. By building upon a medium with which teachers are familiar, FQEL has
truly achieved technology integration—a classroom based use of technology in which the focus is, not on figuring out
the tool, but on the knowledge it conveys, and a technology that truly helps students and teachers learn better and in
ways that would be otherwise impossible.

Radio as a TPD Tool

Radio is by no means a silver bullet for building teacher quality—no technology is—and radio certainly suffers from
factors (cost, transmission capabilities) that impact its reach and effectiveness. Yet radio, and audiotapes, within the
context of Guinea, are excellent examples of when ICT should be used in teacher professional development in
environments as taxed as that of guinea. In the case of Guinea, radio (and audio) make TPD possible—it would be
otherwise impossible to reach so many teachers without radio—and because they make it better. Teachers are
provided with in-class instruction and assistance that is curriculum based, grounded to some degree in learner
centered approaches and active pedagogy, and supplemented by ongoing instruction. For those considering the use of
radio and audio as TPD tools, how and when should the eye be used? They should be used in very low resource
environments when the goal is to provide the most basic skills training to unqualified teachers and when these ICT
tools can:

 Provide Access to Continuous Learning: Radio and audiotape instruction have provided Guinean
teachers with ongoing, sustained, and low cost “anytime-anyplace” access to learning and have been
 15

effective TPD tools and effective follow-up tools helping teachers implement innovations in their
classrooms.
 Broaden Exposure to Instructional Practices: Radio and audiotapes have allowed teachers to
experience and create different new instructional practices in their classrooms.
 Address Teachers’ Content Knowledge: Through radio, teachers and their students have been provided
content which teachers, which they and FQEL staff claim, have helped improve their content knowledge.
 Promote Reflection about Teaching: Through Pas à Pas, when used as part of professional development
in circles de reinforcement, teachers are exposed to other types of classroom instruction, listen to
discussions around classroom practice, and engage in reflection and discussion around specific teaching
practices. This continuous discussion can (though there is no evidence that it has) foster learning
communities in which teachers share ideas, reflections, and resources.
 Provide Curriculum and Content Supports: Radio provides teachers with access to teaching and
learning resources and ideas in French, math and science, which would otherwise be unavailable.
 Lend them to Easy Integration within the Classroom: The ultimate goal of any instructional use of ICT
should be integration and IRI achieves this. It is present in the teacher’s classroom (she need not travel to
a computer lab or resource center). It is simple to use—teachers need little training in learning how to use
or maintain radio, instead focusing their energies on content and instruction). It serves the curriculum, in
fact making curriculum delivery possible. It provides an observable advantage to teachers and to students,
engaging teachers and students in learning, and providing continuous on-site, and in-class teacher support.

Expanding IRI as a Teacher Professional Development Tool

IRI has been has been primarily directed toward students and yet appears to possess positive teacher benefits. It is fair
to say that benefits could be even more positive if used explicitly as a teacher professional development approach.
Along with print-based materials and a personal intermediary, radio could be used to teach basic literacy skills to
teachers. By altering broadcast lengths, developing more open-ended questions and building in teacher work time,
radio could be used to develop higher order skills among teachers. It remains to be seen if this will occur once Guinea
unveils its new curriculum, which is supposed to focus on higher order cognitive skills. The use of radio with more
multimodal and visual technologies—Internet-based video, CD-ROM-based information, computer aided instruction
or even computer based Office tools—promises even greater professional learning opportunities for teachers as the
direct instruction of IRI can be supplemented with actually viewing other teachers’ classrooms, accessing information
and lesson plans, practicing basic literacy and numeracy skills in a computer-based tutorial program, and developing
their own lesson plans. The dual audience direct instruction approach of IRI can also be used with other professional
development approaches listed in the Implementation Briefs. This blending of professional development approaches
can help teachers migrate from basic skills to attaining more advanced skills in the core areas of teaching—content,
instruction, curriculum and assessment.

Challenges Associated with IRI

There are a number of challenges associated with any ICT tool used for TPD— in particular with broadcast tools.
Indeed, the strengths of the broadcast medium are also often its weaknesses. The weaknesses of IRI are outlined
below.

1. IRI is dependent upon on national infrastructure. IRI depends upon government or private radio
transmission for its dissemination to schools and when that is lacking, as during the 20042005 school year
in Guinea, IRI (and a substantial portion of TPD) is halted. As noted earlier, Sous le Fromager was not
 16

broadcast on FM radio during the 2004-2005 school year. When broadcasts resumed in spring 2005 on
Radio Rurales (a short wave alternative to the national FM radio) broadcasts occurred at 1:30 PM, thus
bypassing students in the morning shift of school. Additionally, Radio Rurales’ coverage is limited as a
result of its weak transmitters and solar interference. There are ways around this problem. Many schools
circumvented the transmission difficulties of the 2004-2005 school year by previously recording the
program and copying, selling or sharing their Sous le Fromager library with neighboring schools, but
audiotapes have proved a costlier and fragile alternative to radio (Audiocassettes must be purchased and
are easily lost or damaged). INRAP has begun to produce audio kits of Sous le Fromager but thus far only
126 such kits are available—for 7,000 primary schools. A possible alternative to the unreliability of
broadcasting on a national radio station is the creation of a dedicated educational radio station which
would allow the program to be broadcast several times a day.
2. Broadcast does not mean access or actual listenership in schools. Even if radio reception is good,
broadcasting IRI does not mean schools and teachers will hear it. Eighty-five percent of Conakry’s
schools are private, employ a very traditional curriculum, and do not utilize Sous le Fromager, thus
limiting listenership in Guinea’s largest population center. In spite of the stated popularity of the program
there is some degree of non-compliance on the part of teachers, particularly older male teachers. And
equipment issues also impede access. The first generation of radios was windup radios, 40 percent of
which broke after 3 years of continuous use. Now on its third generation of radio distribution, newer
windup radios promise to be more durable (the winder cannot be reversed and thus broken as in first and
second-generation windup radios), but if radios are lost and damaged, schools must purchase their own
batteries, radios, and increasingly, cassette recorders and audiotapes.
3. IRI is vulnerable to the political climate. As Guinea’s difficulties broadcasting Sous le Fromager
illustrate, IRI can be positively or negatively impacted by the political climate in which i t operates. In
essence, radio depends upon political good will for its continued operation. This makes teacher
professional development far more vulnerable to external political and macro-economic factors than is the
case with other types of ICT-embedded TPD. Additionally, like many well-received programs, Sous le
Fromager suffers from sustainability concerns. The program ended in July 2005 and though the
Government of Guinea and INRAP have promised to keep it alive, there is concern about the
Government’s capacity to do so, especially since the program will need to be revised in light of Guinea’s
new curriculum, which is set to be implemented in 2008.
4. IRI is only as good as the curriculum it delivers. At its core, IRI is a delivery mechanism vehicle
through which the national curriculum is conveyed. Guinea’s national curriculum is still quite teacher-
centered and focused on rote learning, and Sous le Fromager reflects much of this approach, in spite of
efforts to the contrary. Every questioned posed by the radio teacher or in-class teacher involved a right and
wrong answer and questions probed “lower order “skills (recall, recognition, identification).
5. IRI can still promote watered down instruction. IRI is often termed “learner centered” but such an
interpretation is open to debate. Though FQEL documents report the use of nine instructional strategies,
most activities observed—albeit in a handful of classroom observations—tended to focus on instructional
activities that still could be considered traditional (individual work, whole class recitation, some pair
sharing, students working at the chalk board, some problem solving). In the continuum of learner-centered
and teacher-centered instruction, Sous le Fromager occupies a middle ground, a transition between a
teacher-centered and learner-centered methods. Though students are more physically active and
instruction is differentiated as much, and as feasibly as possible, in some instances, the program merely
replaces the in-class teacher with a radio teacher, continuing the same dynamic of the teacher as ultimate
authority and student as a more passive participant in his/her learning.
 17

6. IRI does not address teacher literacy issues, which are Guinea’s most pressing teacher need. Most
critically, interactive radio instruction, as implemented right now, does little to address the greatest need
facing Guinea’s teachers—helping them to learn to read—and this was never the intention of the FQEL
project. However, teacher illiteracy and low levels of literacy were cited time and again in interviews as
the most pressing issue facing Guinea’s teachers. Policymakers may wish to consider whether and how
IRI, alone and with other types of ICT and non-ICT-based instruction, to help teachers build basic literacy
skills.

Conclusion:

What are the implications of these critiques for policymakers? First, that radio—like any broadcast medium—is
vulnerable to external forces (politics, federal budgets, transmission capabilities) that extend beyond the capabilities
of ICT for TPD projects. Next, radio—while an effective TPD tool to help teachers gain the basics in curriculum,
content and instructional skills—soon exhausts its capabilities because of the limitations of largely passive broadcast
media. If teachers are to move beyond basic skills in instruction toward more intermediate or advanced skills, other
types of professional development—with or without ICTs will need to be employed. If this TPD is to involve ICTs,
those technology tools (video, for example) must be used in concert with TPD approaches that promote more
advanced instructional skills.

Intervention: 2 - Radio Broadcasts for Teachers

Pas à Pas is a weekly, radio broadcast designed to improve teachers’ instructional skills. The program, 30 minutes in
length, offers a simulated teaching episode, followed by instructional strategies, formative assessment, and teachers
talking together and evaluating the lesson that just occurred in an effort to model reflective practice. Like Sous le
Fromager, Pas à Pas has a number of characters who reappear throughout the program, including two radio
personalities who communicate with each other.

Pas à Pas listenership is low— on average 30 percent of teachers listen to any one program. Several factors
contribute to this low rate of listenership. First, teachers are not mandated to listen to Pas à Pas and, unlike Sous le
Fromager, there is no formal structure within schools for them to do so. Indeed, the program is broadcast on Thursday
afternoons when teachers are not in school and during a time (3:30 PM) when the quality of reception is weakest due
to solar interference. Another factor for the low listenership rate may be the heavy narrative nature of the program. It
is not as engaging, multimodal, entertaining or as interactive as Sous le Fromager —nor was it designed to be. Yet,
every teacher interviewed for this case study expressed a preference for Sous le Fromager over Pas à Pas, citing the
former as more beneficial to their professional development than the latter. Nonetheless, the content of Pas à Pas
finds its way into the third form of ICT-based teacher professional development—face-to-face TPD that uses print
and audio-based instructional aides for teachers.

Intervention: 3 Site-based Face-to-Face TPD

In addition to Sous le Fromager and Pas à Pas, primary school teachers participate in 60 hours of ongoing
professional development over the course of the school year. Teachers from local schools come together in bi-
monthly professional development days and circles de reinforcement to focus on areas of pre-determined teacher
need and to receive “re-enforcement” in lesson planning, assessment and instruction.

Circles de reinforcement are conducted by one of Guinea’s 425 Délégués Scolaire d’Education Elémentaire (DSEE)
or by assistant DSEEs, charged with teacher training by the Ministry of Education. Before the FQEL project, the
 18

DSEE had neither the materials nor the capacity to carry out TPD. To better equip them to conduct teacher
professional development, FQEL staff were provided 3 days per year of face-to-face professional development as
well as a teacher training “kit” that used print -based professional development guides and audiotapes of “the best of”
Pas à Pas segments that focused on particular targeted areas of instruction. DSEE and were trained in the use of these
print and audio -based materials as well as TPD strategies, employing these kits in the circles de reinforcement.

Ms Word Window

Word processing: Word processing is one of the most widely used applications installed on the computer for textual
work like writing, editing, formatting and printing documents or certain reports. Word processing is used to create
various documents such as memos, letters, notes, books, newspapers, magazines and advertisements etc. Examples of
word processors are Ms Word, Word Perfect, and Open Office Word. Microsoft Word is the most widely used word
 19

processing software. Microsoft Word has many components such as Microsoft Office Button, Title bar, Tabs, Graphs,
Ribbon, Ruler, Zoom slider, Quick Access Toolbar, Control buttons, Scroll bars, Status bar etc.

Title Bar: It is the top most bar. It displays the quick access toolbar at its left, the name of the current document at
the centre and control buttons at its right side.

The Ribbon: It is located below the title bar. At the top of the ribbon are seven tabs; clicking a tab displays several
related command groups. Each group contain related command buttons. The seven tabs are Home, Insert, Page
Layout, References, Mailings, Review and View.

Quick Access Toolbar: It is located next to the Microsoft Office button contain different commands for quick access
like Save, Undo and Redo etc more commands can also be added in this by customizing it.

Document view buttons: These are the buttons to view a document in four different layouts. They are print layout,
full screen reading, web layout and outline and draft.

The Ruler: It is used to vertically /horizontally align the text in a document. It can be hide or unhide by presenting
view Ruler button found on the right most side of the top Ruler

Zoom slider: It is used to Zoom in or Zoom out the view of the document. The Zoom range varies from 1 0% to
500%.

The status Bar: It is located at the bottom of the Word Window. It gives information about the present status of the
document such as the current pages and the number of words in the document.

1. Inserting text in the document

Text (letters, numbers etc) can be inserted into document at insertion point with the help of keyboard.

The following steps are required to insert text in a word document.

 Move the cursor to an appropriate position in the document.

 Write the text with keyboard.

2. Selecting text in a document

Mouse or keyboard can be used to select text in a document for editing.

 Selecting text with mouse: Click the left mouse button to the left of the text that is to be selected hold
down the left mouse button and drag the cursor to the end of text, release the mouse button. The selected
text will be highlighted in the document.
 Selecting text with keyboard: Keyboard is also used to select the text words, sentences and paragraphs.
o Move the cursor to the beginning of the word, sentences and paragraphs that is to be selected.
o Hold the shift key and press the required arrow key to move to the end to word, sentence or
paragraph.
o The selected text is highlighted in the document.

3. Deleting text in the document

 20

Deleting text means to remove text from the document.

Steps for deleting text

 User may use backspace button on the keyboard, which will erase the text left side of the cursor.
 User may use delete button, which will delete the text at the right side of the cursor.
 User may first select the required text and then press delete button on keyboard.

4. Moving or coping text to a new location in document

Copy-Paste option is used to take the duplicate of the text by copy it and paste it where required. This option does not
remove the text from the source location. The Cut-Paste or Move option is used to move the text from one place to
another place. When users Cut or Copy text, it gets placed on the clipboard. Clipboard is a temporary storage place
in computer memory. It is used temporarily for data that is being copied or moved.

To Copy or Cut a paragraph

 Select the paragraph

 Choose Copy or Cut on the home tab in the Clipboard group. This paragraph is copied or Cut. It gets
placed onto the clipboard. Or use Ctrl + C to Copy text and Ctrl + X to Cut text.
 Move the mouse cursor to the place where the paragraph is to be placed and click.
 Choose Paste command on the Home tab, in the Clipboard group. Or Use Ctrl + V to Paste text.
 The paragraph appears at the new place.

To Format Text Font Size

 Select the text to modify.

 Click the drop-down arrow next to the font size box on the Home tab. The font size drop-down menu
appears.
 Move the cursor over the various font sizes. A live preview of the font size will appear in the document.
 Click the font size you wish to use. The font size will change in the document.

To Format Text Font Style

 Select the text to modify.

 Click the drop-down arrow next to the font style box on the Home tab. The font style drop-down menu
appears.
 Move the cursor over the various font styles. A live preview of the font styles will appear in the document.
 Click the font styles you wish to use. The font styles will change in the document.

To Format Text Font color

 Select the text to modify.

 Click the drop-down arrow next to the font color box on the Home tab. The font color drop-down menu
appears.
 Move the cursor over the various font colors. A live preview of the font color will appear in the document.
 21

 Click the font color you wish to use. The font color will change in the document.

To use the Bold, Italic, Underline command

 Select the text to modify.

 Click the Bold, Italic, Underline command in the Font group on the Home tab.

To change the text case

 Select the text to modify.

 Click the change case commands in the Font group on the Home tab.
 Select one of the case options from the list

Working with Tables

A table is a grid of cells arranged in rows and columns. Table is useful for various tasks such as presenting text
information and numeric data.

1. To insert a blank table

 Place the insertion point in the document where user wants the table to appear.
 Select the insert tab
 Click the table command. A dialog box appears.
 Drag the mouse over the diagram squares to select the number of columns and rows in the table.
 Click Mouse and the table appear in the document.
 Enter text into the table.

2. To add a Row

 Place the insertion point in a row below the location one wish to add a row.
 Right Click the Mouse. A menu appears,
 Select Insert --- Insert Rows above/below.

3. To add a column

 Place the insertion point in a column adjacent to the location one wish to add a new column.
 Right Click the Mouse. A menu appears,
 Select Insert --- Insert Columns to the Left or Insert Columns to the Left.
 A new column appears

4. To delete a row or column

 Select the row or column to be deleted.

 Right Click your Mouse and a menu appears.
 Select Delete Columns or Delete Rows.

5. Adding borders
 22

 Select the cell(s) user want to apply borders to

 To select the entire table, click the Table move handle
 From the Ribbon, select the Design command tab.
 In the table styles group click on the Borders ------------ Select the Borders and Shading
 The Borders and Shading dialog box appears,
 Note: The setting section of the Borders and Shading dialog box displays different options
 depending on what selected in the apply to: pull down menu.
 Select the Border tab
 In the setting style, color and width section, select the desired border options.

Apply additional boarder settings

 In the preview section, select or deselect the desired borders by clicking the diagram or the surrounding
buttons
 From the apply to pull-down menu, select where you want the border styles applied:
 Text
 Applies border style only to text (i.e. a text border is created inside the cell border)
 Paragraph
 Applies border style based on selected paragraph break with in selected cells and or throughout the table
 Cell
 Applies border style to selected cell(s)
 Table
 Applies border style to the entire table
 Click Ok, the changes are applied.

6. Adding Shading

Select the cell(s) user want to apply Shading to from the Ribbon, select the Design command tabbing the Table Styles
group click on the BORDERS ------------ Select the Borders and Shading the Borders and Shading dialog box
appears,

 Select the Shading tab

 To select a shading color, under Fill, select the desired shading option
 Under Patterns, from the style pull down list, select the desired shading pattern
 Apply to pull-down list, select where you want the color applied
 Click Ok, the changes are applied.

7. Merge cells

 Select the cells user wants to merge.

 From the Ribbon, select the layout command tab.
 In the Merge Group, select Merge Cells Option.
 The selected cells are merged to single cell.

8. Splitting Cells
 23

 Select the cells user wants to Split.

 From the Ribbon, select the layout command tab.
 In the Merge Group, select Split Cells Option.
 The Split cells dialog box appears
 Specify the number of columns and rows to splits cell(s)
 Click OK
 The selected cells are split into the required columns and rows.

Adding the Page Numbers to the Document

Follow the steps below:

 Click Insert Tab,

 Click Drop down list of Page Numbers in Header Footer Group (specify where to insert the page Number,
at the top/Bottom of the page).
 Click in the Alignment box (specify whether to align page numbers left/ center/ right).

Adding Header and Footer in a Document

A Header appears at the top of every page. Footer appears at the bottom of every page. The header and footers
contain page numbers, chapter titles, dates and author name etc.

Follow the steps below:

 Click on the insert tab;

 Click Header and Footer to open the Header or footer area on the page.
 To create a Header, Click Header, enter text or graphics in the Header area.
 To create Footer, click Switch between Header and Footer icon on the Header and Footer toolbar to move
to the footer area and then enter the text or graphics in the Footer area.
 When user finish, click close on the Header and Footer toolbar.

Changing Margins of a document

 Click the Page layout tab, click page Setup, and then click the Margins tab.
 Under Margins, Select the Top, bottom, left and Right margin values.
 Click OK

To center the text vertically on the page

To Top/Center/Bottom the text vertically on the page

Follow the steps below:

 Click the page layout tab,

 Click page Setup group, and then click Layout tab.
 In the vertical alignment box, select the Top/ centre/Bottom option.
 24

 Click OK

To change the orientation of a page

Orientation means direction of the page that either it will be in portrait direction or in landscape direction.

Follow the steps below:

 Click the Page layout tab,

 Click page Setup, and then click the Margins tab.
 Under Orientation, click Portrait or Landscape.
 Click Ok

Printing a Document

The document on the computer screen is called soft copy while the document which we get from the printer on the
paper is called hard copy. The process of producing hard copy on paper is called printing a document.

To Preview a Document before Printing

We can preview a page or pages before printing. The preview shows how it appears on printing. To preview a
document before printing. Following steps are required to preview a page:

 Open the file menu (Click office Button),

 Click Print ----- Print Preview.

To Print a Document

Follow the steps below;

 Open the file menu (Click office Button),

 Click Print option.
 The print dialog box will appear.
 Under “page range” section, specify the range option of pages for printing a document.
 Under “Copies” section, specify the Number of copies for printing a document.
 Click OK to print.

For changing Paper Size, the following steps are required:

 Click the print in the file menu (Click office Button),

 In the print tab Click on the properties
 In the properties dialog box Click Printing shortcuts
 In the Printing Shortcuts Option box select the paper size from the list in “Paper size” A4/letter/Legal etc.
 Click Ok
 25

Spreadsheet

Introduction

A spreadsheet is a document that stores data in a grid rows and columns. Different application software has been
written for spreadsheet applications. By using such software, information can be stored in a more structured way than
using in plain text. Let us 123 and Ms Excel are the examples of spreadsheet software.

Spreadsheet

Spreadsheet software is used to create and manipulate spreadsheet electronically in rows and columns grid. It allows
the user to organize large data easily. Spreadsheet is used for financial information, to create budgets, balance sheets
and data base documents. In Spreadsheet data is organized in tabular form (rows & columns). Rows are labeled using
1, 2, 3… etc. while columns are labeled with A, B, C……. etc. Data is displayed in cells and cell is intersection of
row and column. Each cell contains alphanumeric text, numeric values or formulas. Each cell has address like A1,
C5, E 20, etc.

Purpose of spreadsheet

Spreadsheet is an important and powerful business tool which stores and provides valuable information. It is used for
variety of purposes like:

 For accounting, budgeting, customer information etc.

 For calculation using formulas and built in functions.
 To sort and rearrange data.
 To display data as charts or graphs.

Spreadsheet Software-Excel

Excel is spreadsheet software that is used for storing, organizing and manipulating data. It is a part of Microsoft
Office, developed by Microsoft that is why known as Ms Excel. It has many features given as:

 User friendly
 Have capacity to organize information into columns and rows.
 Have built in functions.
 Can sort data in ascending and descending order.
 Has a variety of charts like bar, pie and line etc?
 Has Auto Fill, Auto Correct and Auto Format features.
 & much more.

Workbook and Worksheet

In Microsoft Excel, a workbook is the file in which you work and store data. It contains one or more worksheets. By
default, a new Excel workbook contains three worksheets, namely Sheet1, Sheet2 and Sheet3. You can switch
between worksheets by clicking on the worksheet. An Excel work sheet is a single spreadsheet that is made up of
rows and columns. A worksheet begins with row `1` and column `A`. Worksheet cell contains a number, text or
formula.
 26

Excel Window

Through Ribbon menu system user navigates through Excel and accesses to the various Excel commands. Worksheet
Tabs are at left bottom of spreadsheet. Three worksheets are appeared by default when workbook is created. Page
View commands and the horizontal Scroll Bar are at the right bottom of the spreadsheet

Excel Application windows

Title Bar

It is the top most bar of Excel window. It displays the quick access toolbar at its left, the name of the current
worksheet at the centre and control buttons at its right side. By default, Excel opens with Book1.

The Ribbon

It is located below the title bar. At the top of the ribbon are seven tabs; clicking a tab displays several related
command groups. Each group contain related command buttons. The seven tabs are Home, Insert, Page Layout,
Formulas, Data, Review and View. Each tab contains several groups for example Home tab contains seven groups;
Clipboard, Font, Alignment, Numbers, Styles, Cells and Editing. Clicking the dialog box launchers gives the user
access to additional commands.

Quick Access Toolbar

It is located next to the Microsoft Office button contain different commands for quick access like Save, Undo and
Redo etc. more commands can also be added in this by customizing it.

Standard Toolbar

The standard Toolbar contains the icons that you use most frequently, like cut, copy, paste, save, print etc.

Formula Bar.

The formula bar is used to enter or edit a formula, a function or data in the active cell.

Zoom slider.

It is used to Zoom in or Zoom out the view of the document. The Zoom range varies from 10% to 400%.

Students’ Result

1. Type Heading and sub heading in rows: 1 &2.

2. Enter the data in first eight (8) columns.
3. To calculate the total obtained marks, type = SUM (C4:H4) in I4 cell. The result 408 will appear.
4. Copy the formula of H3 and Paste it for the range I5:I13. You will get the total marks of all the ten
students.
5. To find out Percentage, Type = (I4/600) *100 in cell J4 which will display the result in percentage i.e.
68%.
 27

6. Copy the formula of J4 and Paste it for the range J5:J13. You will get the Percentage of all the ten
students.

Spreadsheet (Formatting Worksheet elements)

1. Selection of a Cell/Range of Cells

 To select a cell just to click in that cell, it will be selected.

 For the range of cells click one cell and drag the cursor until all the cells are selected and release the
mouse button.

2. Cut, Copy & Paste

a. Copy Paste

This command is mostly used to copy text from one place to another i.e. it is used to paste the values from copied
cells at another place.

b. Cut Paste

Working in a worksheet, you can move data from one location to another. You can either remove (Cut) it from its
original location and move it to another location or you can make a copy of original data and paste it at another
location. The difference between Cutting and Copying is that in Copying the data, actually we are making a
duplicate of data and placing it somewhere else, while in Cutting, we are actually moving/transferring it from its
current location to a new location.

Cut/Copy in Excel

 Select the Cell or range of Cells

 Click Copy/Cut command in the Clipboard group on the Home tab. (The border of the selected cells will
change appearance)
 Select the Cell or Cells where to paste the information.
 Click the Paste command in the Clipboard group on the Home tab. (The copied information will now
appear in the new cells)

Format text

Formatting features of Excel are used to improve the look of spreadsheet and make them easier to read. It can be very
helpful and time saving. You can format cell in your desired style. The Cell formatting includes Font type, Font Size,
Font color, under line, Borders, increase/decrease font size etc.

3. To Format Cell or range of Cells

 Select the Cell or range of Cells (you want to format)

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 Click the required command in the Font group on the Home tab. (The desire format will appear in the
selected Cell/cells) Or
 Select the Cell or range of Cells (you want to format)
 Click the Top down arrow of format command in the Cell group on the Home tab.
 Click the desired command. (The desire format will appear in the selected Cell/cells)

4. Alignment

In Excel the text is automatically aligned to the left side of the column and numbers are on the right side of the
column. This alignment can be changed by using the left align, center and right align buttons of the formatting
toolbar.

 Select the Cell or range of Cells (you want to Align)

 Click the required command in the Alignment group on the Home tab. (The desire Alignment will appear
in the selected Cell/Cells)

5. Boarder and shading to a cell /Range of cells

Formatting option also has the feature of borders and shading which can be added to a cell or a range of cells. It is
used to draw the attention to important data. Boarders add an outline to a cell or range of cells whereas shading
allows you to change the background color of selected cells. To apply boarder and shade to cell /range of cells

Apply boarder / boarders

 Select the Cell or range of Cells (you want to Boarder)

 Click the Top down arrow of boarder command in font group of Home Tab.
 Click on the desired border. (The desire boarder will appear on the selected Cell/ cells)

To apply shade

 Select the Cell or range of Cells (you want to shade)

 Click the Top down arrow of Fill color command in font group of Home Tab.
 Click on the desired color. (The desire color shade will appear on the selected Cell/ cells)

6. Insert new Rows/Columns

New rows and columns can be inserted in spreadsheet. By default, new row(s) will always be inserted above the
active cell and new column(s) will always be inserted to the left of the active cell on the worksheet.

Insert new row(s)

 Select the row(s) or Cell in the row (above which you want to insert row)
 Click the Top down arrow of insert command in the Cell group on the Home tab.
 Click the insert sheet row(s) (The row(s) will inserted above the selected cell/row)

Insert new column(s)

 29

 Select the column(s) or Cell in the column (to the left of which you want to insert column)
 Click the Top down arrow of insert command in the Cell group on the Home tab.
 Click the insert sheet column(s)

(The column(s) will inserted left to the selected cell/column)

7. Delete cells

 Select the Cell or range of Cells (you want to Delete)

 Click the Top down arrow of Delete command in the Cell group on the Home tab.
 Click on Delete cells
 Dialog box will open with
o Shift cells left
o Shift cells up
o Entire Row
o Entire Column
 Select the desired option
 Click Ok.

Spreadsheet (Representing Data Graphically)

A Chart is a tool used in Excel to represent data graphically. It makes the data easy to understand in worksheet.
Charts allow the user to more easily see the meaning behind the numbers in the spreadsheet and make showing
comparisons and trends easier. There are many types of charts in Ms Excel for example Column Chart, Line Chart,
pie Chart, Bar Chart, Area Chart, and Scatter Chart etc.

Chart Source Data - Select the data range (if different from the area highlighted in step 1) and click Next.

Chart Options - Enter the name of the chart and titles for the X- and Y-axes. Other options for the axes, grid lines,
legend, data labels, and data table can be changed by clicking on the tabs. Press Next to move to the next set of
options.

Chart Location - Click as new sheet if the chart should be placed on a new, blank worksheet or select as object in if
the chart should be embedded in an existing sheet and select the worksheet from the drop-down menu.

Click Finish to create the chart.

Chart Formatting Toolbar

Chart Objects List - To select an object on the chart to format, click the object on the chart or select the object from
the Chart Objects List and click the Format button. A window containing the properties of that object will then appear
to make formatting changes.

Chart Type - Click the arrowhead on the chart type button to select a different type of chart. Legend Toggle - Show
or hide the chart legend by clicking this toggle button.
 30

Data Table view - Display the data table instead of the chart by clicking the Data Table toggle button.

Display Data by Column or Row - Charts the data by columns or rows according to the data sheet.

Angle Text - Select the category or value axis and click the Angle Downward or Angle Upward button to angle the
the selected by +/- 45 degrees.

Inserting charts

Charts can be a useful way to communicate data. When user inserts a chart in Excel it appears in the

selected worksheet with the source data by default.

To create a chart

 Select the worksheet to work with.

 Select the cells that user want to represent graphically, including the column titles and the row labels.
 Click the insert Tab.
 Click the Top down arrow of desired chart option in the Chart group.
 Click the chart type of your choice.

(The desired chart of the given data will appear on spreadsheet in window)

MICROSOFT POWR POINT

Introduction

Microsoft Power Point is a powerful tool to create professional looking presentations and slide shows. Power Point
allows you to construct presentations from scratch or by using the easy to use wizard. When you open Power Point
and you will be prompted by a dialog box with four choices. If Power Point is already open or this box does not
appear, select File|New from the menu bar.
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Options for Creating Presentations

AutoContent Wizard: The Auto Content Wizard provides templates and ideas for a variety of presentation types.
Page through the wizard by clicking the Next button on the bottom of each page after making necessary choices.

Design Template: Power Point provides many templates with different backgrounds and text formatting to begin
your presentation. Preview each design by highlighting the template name on the list. Press OK after you have chosen
the design.

Open an Existing Presentation: Select this option to open a Power Point presentation that already exists. Select the
folder the file is located in from the Look in: drop-down menu and highlight the file on the list. Click Open to open
the presentation.

Blank Presentation

Select Blank Presentation to build the presentation from scratch with no preset graphics or formatting.

Auto Layout: After selecting the presentation type, you will be prompted to choose the layout of the new slide.
These layouts include bulleted lists, graphs, and/or images. Click on each thumbnail image and a description will be
printed in the message box. Highlight the layout you want and click OK.

Screen Layout: The Power Point screen layout in Normal View:

Views: Power Point gives you four screen layouts for constructing your presentation in addition to the Slide Show.
You can select the page view by clicking the buttons just above the formatting toolbar and the bottom of the page.

Normal View: This screen is split into three sections showing the presentation outline on the left, the slide in the
main window, and notes at the bottom.

Slide View: The slide view displays each slide on the screen and is helpful for adding images, formatting text, and
adding background styles.

Outline View: The presentation outline is displayed on the majority of the screen with small windows for the slide
and notes.

Slide Sorter View: A small image of each slide is displayed in Slide Sorter view. Slides can easily be ordered

and sorted from this screen. Click the Slide Show button to view the full-screen slide show.

Creating a Presentation

Inserting a New Slide

Follow these steps to insert a new slide into the presentation:

 In the Outline window, select the slide you want the new slide to appear after by clicking the slide's
number.
 Select Insert | New Slide from the menu bar or click the new slide button on the standard toolbar.
 32

 Choose the page layout from the window and press OK.

Applying a Design Template

To add a design template or changing the existing one, selection Format |Design Template from the menu bar. Select
the template and click Apply.

Changing Slide Layouts: To change the layout template of the slide select Format | Slide Layout from the menu bar.
Select one of the layout thumbnail images and click Apply.

Reordering Slides

To reorder a slide in Slide Sorter View, simply click on the slide you wish to move and drag it to the new location. In
Normal or Outline View, click the slide icon beside the number of the slide you want to move and drag the icon to a
new location.

Formatting Slides

Resizing a Text Box

Select a text box by clicking on it with the mouse. A border with nine handles will appear around the text box. The
four handles on the corners will resize the length and the width of the box at once while the handles on the sides will
resize only in one direction. Click one of the handles and drag it with the mouse. Release the mouse button when it is
the size you want it to be. Move the text box by clicking and dragging the thick, dotted border with the mouse.

Text Box Properties

Change the colors, borders, and backgrounds of a text box from the Format AutoShape dialog box.

 Activate the textbox by clicking on it and select Format Colors and Lines from the menu bar.
 Under the Colors and Lines tab, select a Fill color that will fill the background of the text box. Check the
Semitransparent box if you want the slide background to show through the color.
 Select a Line color that will surround the box as well as a Style or Weight for the thickness of the line and
a Dashed property if the line should not be solid. Click the Text Box tab.
 Change the Text anchor point to reposition the text within the text box.
 Set Internal margins to the distance the text should be to the text box edges.
 Click OK to add the changes to the text box.
 Delete a Text Box
 To delete a text box from a template, simply click the border of the text box and press the DELETE key
on the keyboard.
 Adding Text

Formatting Text

Select the text that will be formatted by highlighting the text either on the outline or on the slide. Choose Format |
Font from the menu bar or right-click on the highlighted selection and select Font from the popup shortcut menu or.
 33

Select a font face, size, style, effect, and color from the Font dialog box. Click the Preview button to see how the
changes will appear on the slide before making a decision.

Backgrounds

Follow these steps to add background colors and patterns to a slide:

Select Format | Background from the menu bar. Select a color from the drop-down menu below the Background fill
preview or choose More Colors...for a larger selection.

Select Fill Effects from the drop-down menu to add gradients, texture, patterns, or a picture to the background. Click
one of the four Variants of the styles chosen.

Adding Clip Art

To add a clip art image to a slide, follow these steps: Select Insert | Picture | Clip Art from the menu bar or click the
Picture button on the Drawing toolbar.

To find an image, click in the white box following Search for clips and enter keywords describing the image you
want to find. OR

 Click one of the category icons.

 Click once on the image to want to add to the slide and a selection bar will appear.
 Click once on the image you want to add to the slide and the following popup menu will appear:
 Insert Clip to add the image to the slide.
 Preview Clip to view the image full-size before adding it to the slide. Drag the bottom, right corner of the
preview window to resize the image and click the "x” close button to end the preview.

Add an Image from a File

 To add a photo or graphic from a file:

 Select Insert | Picture | From File from the menu bar.
 Click the down arrow button on the right side of the Look in: window to find the image on your computer.
 Highlight the file name from the list and click the Insert button.

Slide Numbers

To add the slide numbers in a fixed position on the slide, use the Header and Footer window detailed above. The slide
number can otherwise be added anywhere on the slide by placing the cursor where the slide number should appear
and selecting Insert | Slide Number from the menu bar. The text of the slide number can the formatting just as regular
text style is changed

Slide Animation

Several animations for slide objects are available through the drop-down menus on the menu bar. First, select the text
box or graphic that will be animated. Select Slide Show Preset Animation and choose from one of the options. To
 34

select a different animation or turn the animation off, select the appropriate choice from the same menu. For more
options, follow the procedure below:

Select Slide Show | Custom Animation from the menu bar. Click the Preview button at any time to preview the
animation on the slide and click OK when finished.

Animation Preview

Select Slide Show | Animation Preview from the menu bar to view the Animation Preview window. Click anywhere
within this window with the mouse to preview the animations that have been set. To hide the window, click the x
close button in the top, right corner.

Slide Transitions

Add transition effects when changing slides by following these steps: Saving

Selecting File | Save from the menu bar can save presentations. Select File | Save from the menu bar. Write the name
of the file in the File name: box. Click Save to save the presentation in web format.

2. In the File name box, type a name for your presentation.

3. Click Save.

Definition - What does Microsoft PowerPoint mean?

Microsoft Power Point is powerful presentation software developed by Microsoft. It is a standard component of the
company's Microsoft Office suite software, and is bundled together with Word, Excel and other Office productivity
tools. The program uses slides to convey information rich in multimedia. The term "slide" refers to the slide
projector, which this software effectively replaces.

Guidelines for an effective presentation:

Provide the following guidelines to the Trainee Teachers for these assignments:

 Remember that Power Point helps to ‘visualize ideas’, communicate key points, and make information
‘memorable’. Do not use presentations to dump data.
 The presentation should be to the point, focusing on actual purpose.
 The presentation should have a professional look, representing the purpose and institution’s identity.
 The presentation should not be text-heavy. Include only required text, and maximize graphics in the
presentation. Support your presentation with graphs and charts. Do not describe these charts with detailed
text; rather, talk about the information presented in the charts while presenting Colors and fonts should
appear to be uniform throughout the presentation to avoid inconvenience.
 Use legible and common fonts; make sure the font size is large enough to be readable by all attendees of
the presentation. Do not sacrifice readability for style.
 Avoid too much bulleting and indentation.
 Animation, sound, and other effects in the presentation should not be distracting.
 35

 Remember that you want the viewers to focus on what you’re presenting, not how it is presented (overuse
of fonts, styles, etc.).
 Trainee Teachers need to practice properly before delivering a presentation.
 Be mindful of the time, listeners’ positive responses, and their ease; don’t make people bored with longer-
duration presentations.
 Remember these four points for an effective presentation: significance, simplicity, structure, and rehearsal.

Shortcuts Keys

 CTRL+N. Create a new presentation

 CTRL+M. Insert a new slide
 CTRL+D. Make a copy of the selected slide
 CTRL+O. Open a presentation
 CTRL+W. Close a presentation
 CTRL+P. Print a presentation
 CTRL+S. Save a presentation
 F5. Run a presentation
 ALT+F4. Quit PowerPoint
 CTRL+F. Find text
 CTRL+H. Replace text
 CTRL+K. Insert a hyperlink
 F7. Check spelling
 ESC. Cancel a menu or dialog box action
 CTRL+Z. Undo an action
 CTRL+Y. Redo or repeat an action
 SHIFT+F4. To repeat the last Find action

Note If pressing F6 doesn't display the task pane you want, try pressing ALT to place focus on the

menu bar, and then pressing CTRL+TAB to move to the task pane.

 SHIFT+F6 Move to a pane from another pane in the program window (counter clockwise direction)
 CTRL+F6 When more than one window is open, switch to the next window
 CTRL+SHIFT+F6 Switch to the previous window
 CTRL+F9 Minimize a window to an icon (works only for some Microsoft Office programs)
 CTRL+F10 Maximize or restore a selected window

Adding Animations

To create a slide that contains animation effects, complete the following steps:

1. Create your slide content first, using text and graphic objects as you normally would. (For example create
a title, a bulleted list, and a piece of clip art on your slide.)
 36

2. Select a first object on your slide that you would like to animate.
3. If the task pane is not currently open. Click Animation schemes on the slide show menu or Task Pane
from the view menu.
4. Click the animation scheme you want to create. PowerPoint immediately adds the animation you have
selected to the slide and runs a preview of the animation (unless the auto preview checkbox is not selected
at the bottom of the task pane window).
5. Continue selecting objects one at a time on your slide and adding animation effects to them.
6. Close the task pane if you like, or keep it open as a handy way to use templates, change colour schemes,
or modify animation.

Selecting Transitions:

To select a transition, follow these steps to see how it works:

1. Click Normal on the View menu to switch to Normal view, if it is not already selected.
2. On the Slides tab, click one or more slides that you want to change the animation transitions for. (To select
multiple slides, hold Down the Shift key while you click.) Remember that each slide you select will be
given the same transition, so you may want to approach customizing your presentation by selecting groups
of similar slides and assigning them transition type. (The transition effect appears when the slide is first
opened).
3. Click Slide Transition on the Slide Show menu to open the Slide Transition task pane.
4. Select a transition from the task pane and use the other available options to control the speed and
movement characteristics of the transition.

Customizing Your Animation

To maintain greater control over how to the text and objects on a slide behave during an animation sequence; choose
the custom Animation category in the task pane, presenting a number of buttons and animation options.

The large text box in the task pane contains the Animation Order list box, which you can use to set the order in which
the objects on your slide are animated. (For example, you might want to display the title first to let the viewer’s know
what the subject is, a piece of clip art second to plant a visual image in viewers’ minds, and a bulleted list third to
flesh out the image with text.) The task pane also contains buttons and options that control advanced aspects of the
animation sequence you’re customizing:

• The Add effects button lets you set the special effect you see when you run the animation and
the sound you hear while it happens. You can also use the Effects tab to control both how the
textual elements in an animation are grouped together and the order in which they appear.
• The Start drop-down list lets you pick which event will start the animation.
• The Property drop-down list lets you change the characteristics of the selected animation
effect.
• The Speed drop-down list lets you set the speed in which the animation will run.
• The Record buttons (at the bottom of the task pane) let you rearrange the order of the
animation elements you have selected.

Inserting Videos
 37

To insert a video object into a slide, follow these steps:

1. Move to the slide where you want to place the new video clip or add a new slide by choosing New Slide
from the Insert menu or clicking the New Slide button on the Standard tool bar. Don’t worry about the
slide layout or the place holders on the slide. Video clips are always inserted directly on to the slide, not
into a placeholder.
2. If you want to brows the Clip Organizer for a movie clip, point to Movies and Sounds on Insert menu, and
then choose Movie from Clip Organizer. The Insert Clip Art in the task pane opens; click Clip organizer to
search your computer system for video clips (many of these animated art work files in the .gif format).
Click the movie you want to add to your slides. Alternatively, if you want to insert a movie from an
existing movie file on your hard disk point to Movies and Sound on the Insert menu, and then choose
Movie from File from sub menu. (Movie clips typically have. avid filename extension.) Select the movie
file in the dialogue box that appears, and then click OK.

Recording Narrations:

To record a voice narration, you’ll need a sound card, a micro phone, and a set of speakers. Then follow these steps:

1. Display the slide to which you want to add voice narration.

2. From the Slide Show Menu, Record Narration. You’ll see the Record Narration dialogue box, showing the
amount of free disk space and the number of minutes you can record.
3. To verify that your mike is turned on and set at a pleasing volume level, click the Set Microphone Level
button.
1. 4. If you want to customize the recording or the playback, click the Change Quality button, and use the
options in the Sound Selection dialogue box.
4. To begin recording, click OK in the Record Narration dialogue box. Because you can’t record and play at
the same time, while you’re recording you won’t hear other sounds you inserted in your slide show.
5. Record voice content for each slide in your presentation, clicking to move from one slide to the next. If
you want to stop the narrations for any reason, right - click anywhere in the slide, and then click Pause
Narration on the shortcut menu. When you’re ready to resume, right -click and then click Resume
Narration.
6. When you’re finished with the recording, click yes to save it along with the timings you specified. To save
only the narration, click no.

A sound icon appears in the middle of each slide that has narration. When you run the slide show, the narration will
automatically play. To run the slide, show without narration, choose Set up Show from the Slide Show menu, and
then select the Show without Narration check box.

Instructional Lesson Presentation through PowerPoint

1. Start the multimedia software, and open new, blank presentation.

2. Insert a Title slide. If necessary, switch to Normal View.
 38

3. Click the title text box at the top of the slide. Type the name of the specific classroom content that you
plan to teach.
4. Click the subtitle text box at the bottom of the slide. Type any other information that you would like to
include on the title slide, such as the name of the actual course or the general content area, your name as
the teacher, and the date of the presentation.
5. To help all of the slides in your presentation look the same, open and view the Slide Master.
6. Change the look of the words in both the top title text box and the large middle text box.
7. Return to Normal View. Notice that the changes you made on the Slide Master can now be seen on the
title slide.
8. Insert a new slide. Be certain to pick the best slide layout for the information that you want to include.
9. Type the information that you want to include in the slide. Feel free to delete or add text boxes as needed.
10. Insert any other information that might help students better understand the content. For example, you
might insert a clip art picture or a picture that you download and save from the Internet. You might also
add a table of data or a chart. You can even add a sound or video file.
11. Repeat Steps 8–10 to create the remaining slides of your instructional presentation. Be certain to end the
presentation with a slide that summarizes and concludes the lesson.
12. Return to Slide 1, and apply a standard color scheme to change the color of the text and background of all
your slides.
13. To help the presentation flow smoothly from one slide to the next, add transitions between all of the
slides. To create a consistent visual look, consider applying the same transition to all slides.
14. Play your presentation to make sure everything works correctly. Make any necessary changes.
15. Save your work as directed.

Steps to create a presentation on PowerPoint: “Student of the Week.”

1. Start the multimedia software, and open new, blank presentation.

2. Insert a Title slide. If necessary, switch to Normal View.
3. Click the title text box at the top of the slide. Type the name of the student you have chosen as this week’s
student of the week.
4. Click the subtitle text box at the bottom of the slide. Type “Student of the Week”. Then on the line below,
type the date information for the student’s term as student of the week.
5. Insert a new slide with space for a title, text, and clip art.
6. Click the title text box at the top of the slide. Type a title that explains that the slide will contain
interesting personal information about the student. Then, change the font, size, style, and color of the text.
To create visual consistency, the text should look similar to the presentation title on the first slide.
7. Click the text box in the bottom corner of the slide. Replace the text with a bulleted list of interesting
information about the student of the week. Change the look of the text.
8. Click, or double-click if necessary, the picture box in the opposite bottom corner of the slide. Insert a clip
art picture that is related to the information about that student. Resize the picture if needed.
9. Insert a duplicate slide. Then, repeat Steps 6–8 to complete a slide about the student’s classroom
accomplishments.
10. Insert a Title Only slide. In the title text box, type one or two sentences the at summarize and conclude the
presentation.
11. Return to Slide 1 and fill the slide background with a fill effect, such as a gradient or pattern/ hatching. Be
sure to apply that same color to the background of all slides in your presentation.
 39

12. To help the presentation flow smoothly from one slide to the next, add transitions between all of the
slides. To create a consistent visual look, consider applying the same transition to all slides.

Advantages of e-mail

There are many advantages of e-mail and the usage of e-mail versus postal mail. Some of the main advantages are
listed below.

 Free delivery - Sending an e-mail is virtually free, outside the cost of Internet service. There is no need to
buy a postage stamp to send a letter.
 Global delivery - E-mail can be sent to nearly anywhere around the world, to any country.
 Instant delivery - An e-mail can be instantly sent and received by the recipient over the Internet.
 File attachment - An e-mail can include one or more file attachments, allowing a person to send
documents, pictures, or other files with an e-mail.
 Long-term storage - E-mails are stored electronically, which allows for storage and archival over long
periods of time.
 Environmentally friendly - Sending an e-mail does not require paper (paperless), cardboard, or packing
tape, conserving paper resources.

GOOGLE DOCS

Google Docs is a data storage online-based service that is offered by Google for free. It allows you to collaborate
with your colleagues while storing and editing data in real time. It has a word processing application that will let you
share memos, articles or any Documents with your team. It includes a spreadsheet application that enables you to
share relevant data such as company reports, budget proposals and financial statements with your associates. Sharing
files is made easier because these Documents can be accessed by different people simultaneously.

Background: World Wide Web (www)

The World Wide Web was 'born' in March 1989 and is celebrating its 30th birthday. The World Wide Web is merely
a tool, as is a chalkboard, overhead projector, or VCR. Tools don't teach. When effectively implemented they assist in
the learning process. If learning on the part of the students has been helped by the use of a tool, then the tool has been
used successfully.

Hyperlinks

A hyperlink (also called a link) is a section of text, an image, graphic or icon that is linked to a specific webpage,
image, file or object. This is commonly seen in a browser as text, often a blue color. Once the link is selected, the
webpage automatically navigates to the linked webpage, icon, image, graphic or file. This is one of the main tools
used when conducting a search on the web.

What is a search Engine?

 40

A search engine is a web-based tool that enables users to locate information on the World Wide Web. Popular
examples of search engines are Google, Yahoo!, and MSN Search.

Why use Web-Based Instruction?

There are a number of reasons why a teacher might choose to use Web-Based Instruction, including:

 Enhancing student learning;

 Spending more time with students working in small groups or one-on-one;
 Reducing repetitive teaching tasks;
 Reducing paper flow and management, and;
 Providing improved instructional materials.

What is a blog?

Weblogs are personal web pages written in chronological order and maintained through a specific software that helps
their administrators. Weblogs, commonly referred to as blogs, are similar to an electronic journal or diary. The writer,
known as a blogger, makes periodic entries, sometimes as frequently as a few times a day.

Steps in creating a blog

1. Sign in to Gmail account

2. Click on the right caption “Google apps”
3. Then click on the Blogger
4. Click on “create new blog”
5. Pick a blog name. Choose something descriptive.
6. Get your blog online. Register your blog and get hosting.
7. Customize your blog. Choose a free template and tweak it.
8. Write & publish your first post. The fun part!
9. Promote your blog. Get more people to read your blog.
10. Make money blogging.

What is worksheet?

A worksheet, in the word's original meaning, is a sheet of paper on which one performs work. They come in many
forms, most commonly associated with children's school work assignments, tax forms, and accounting or other
business environments. Software is increasingly taking over the paper-based worksheet.

Usually worksheet consists of:

 Multiple choice questions Matching exercises

 Handwriting practice Coloring pages
 Math problems Fill-in-the-blank book reports
 Word searches and crossword puzzles Copy work