Computer Education in Schools It is seen in Tamil Nadu computer education starts from standard VI in ?samacheer kalvi?. 35 period of 40 minutes is each allotted from early stages. I am sure similar computer education must be there in schools in other South Indian/North Indian States. While a lot of efforts is taken by the government for introducing computers to school students in many rural areas proper internet facilities are not available. (For that matter when I was in a deemed university ? there was no internet connection for considerable time during working hours.) Under the above circumstances what are the useful resources that need to be cached(stored/loaded) into the computers at the schools. The students must be able to make use of computers and derive knowledge even without regular internet connections. We can think of Wikipedia in local language and also in English. Can you think of any other resources that need to be stored into school computers so that the teachers and the students can make full use of the computers and derive considerable knowledge regarding computers. 1) Please be elaborate and format your answer for easy readability. (The resources need to help with education of high school level students) English is okay but local languages would be preferable and kindly give such answers as attachments.(Tamil/Telugu/Kannada/Malayalam/Hindi)Please give translation of the same in English or otherwise a brief write-up of the same in English to make ammas members to understand the answers clearly. 2) Please give links also to make the answers fully understandable. Advance thanks for your very useful and considered views/answers in this regard.
Shreya G, Council Member on
This information comes from my own knowledge.
I have worked in education sector in the past. I have also realized that most of the schools need to improve the level of computer education among students. I have some ideas which can generate more interest among teachers and students and make education better. This will also make the students learn how much the world has progressed by use of computer and internet:
1. High school level students can be shown interactive learning videos from various academicians, many of which are available for free download from internet. This is very much helpful particularly in maths where these videos can make them learn and remember the techniques well. For e.g., they can be shown an online "expert lecture" on solving differential equations. A video from a far-off academician will create more interest among the students. This way they will also see how intelligence can be shared worldwide with the use of internet.
2. Create online class tests for all subjects. It is my personal experience that a computer based exam, more so a multiple choice exam gives much less nervousness than a regular paper exam. The students need to carry nothing to the exam hall. This way exams not just become interesting and easy for the students, but become a great convenience for the teachers too, who do not need to check long answer-sheets on their own. The computer can generate instant results. This way tests can be made shorter and more frequent, thus ensuring regular and continuous assessment of students.
3. Introduce high-class softwares like "Autocad" at basic levels in school. This will prepare them well for their college studies and give them more ideas of their interests. This software will also show them how computers can change their life if they adapt to these.
4. Commerce students can be taught the basic use of accounts softwares like simple MS excel use or even Tally at higher classes. Such early stage use of these softwares will make them very experienced professionals at a later age.
These are a whole lot of ideas and covers a very wide range. Still, I am in the process of generating more ideas for you in future. Best of luck for this good attempt!
I was in a meeting of IT experts discussing this very problem in context of Indian Rural Infrastructure and African Infrastructure Development.
A few IT experts came out with Solutions which overcome the problems of access to the Internet in Rural Areas.
In the Indian Rural Set up, the lack of good Internet access is due to the bad government funding as well as lack of proper Phone Lines to schools. Even if a far flung school had a phone connection, the physical line does not have the capacity to carry the latest high speed internet across. An IT expert recommended that such schools use the Internet facilities provided by Mobile Telecom Service providers. In today's world Mobile INternet is the biggest step ahead. If there is a Mobile Network, Internet can be accessed there. So, his proposal was to invest a fraction of cost that might be incurred on a traditional telephone line, on obtaining a Mobile Internet connection with a large bandwidth from BSNL or other Mobile Service Providers like Airtel, Idea, Vodaphone etc etc and use the Internet Live, rather than building up a Cache of relevant information. So, this technically is the solution for the problem you have described.
If the above solution is not feasible and if we have to look into storing information relevant, then.
1 - Today's children, whether in Rural or Urban set-up have a good understanding of Televisions and they watch a fair amount of TV programmes. TV programmes are quite absorbing and kids remember them a lot. Infact, I myself remember TV programmes I watched as a kid more than what programmes I watch now as an adult. The reason is simple, the audio-visual impact was deep during formative years. Similiarly, rather than going for traditional text and pictures in text books, the first step must be made to create a Multimedia presentation of all subjects and lessons. A story from the English book is absorbed more when seen as a Cartoon episode, a science concept will remain in visual memory. Students must be shown their lessons in multimedia apart from teaching them traditionally. So creating multimedia versions of lessons will be a big step ahead into the future. Since multimedia can be in any language, it can easily be developed. Such programs can be stored on CDs or local harddisks in schools for kids to access. The lessons can be accessed at anytime and any student missing out any lesson can revisit these multimedia presentations and revise the missed class. This modern approach will indeed be quite interesting to the students.
Instructing the students using PowerPoint slides, Word documents or Web pages and using hyperlinks for better concept clarity. Helps in improving pronunciation of students by using microphones, headphones, speakers, specially prepared software and special dedicated websites. Video conferencing, chat and email helps in better communication, hence better concept clarity. Also concept of E-tutor has given access to teachers instantly and given teachers a better chance to earn.
Read the following article to know in the various ways computer technology can be used in a classroom: Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies (Marshall, 2002) have been used in classrooms, and new uses of technology such as podcasting are constantly emerging.
Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education (Becker, 1994).
Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
Each technology is likely to play a different role in students' learning. Rather than trying to describe the impact of all technologies as if they were the same, researchers need to think about what kind of technologies are being used in the classroom and for what purposes. Two general distinctions can be made. Students can learn "from" computers—where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn "with" computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills (Reeves, 1998; Ringstaff & Kelley, 2002).
The primary form of student learning "from" computers is what Murphy, Penuel, Means, Korbak and Whaley (2001) describe as discrete educational software (DES) programs, such as integrated learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction (CBI). These software applications are also among the most widely available applications of educational technology in schools today, along with word-processing software, and have existed in classrooms for more than 20 years (Becker, Ravitz, & Wong, 1999).
According to Murphy et al, teachers use DES not only to supplement instruction, as in the past, but also to introduce topics, provide means for self-study, and offer opportunities to learn concepts otherwise inaccessible to students. The software also manifests two key assumptions about how computers can assist learning. First, the user's ability to interact with the software is narrowly defined in ways designed specifically to promote learning with the tools. Second, computers are viewed as a medium for learning, rather than as tools that could support further learning (Murphy et al, 2001).
While DES remains the most commonly used approach to computer use in student learning, in more recent years, use of computers in schools has grown more diversified as educators recognize the potential of learning "with" technology as a means for enhancing students' reasoning and problem-solving abilities. In part, this shift has been driven by the plethora of new information and communication devices now increasingly available to students in school and at home, each of which offers new affordances to teachers and students alike for improving student achievement and for meeting the demand for 21st century skills describe earlier. No longer limited to school labs, school hours and specific devices, technology access is increasingly centered on the learner experience.
Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition).
In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
The "Anywhere Learning Systems" program for schools and students provides tools for students to learn nearly any subject per your state's standards and national standards. The programs have two components, the software application and the browser-based application, but both have the same interface, making it simple to go between them. However, you can only copy and paste in the browser interface. Copying and pasting in the interface allows you to move information from one place to another. some of the web sites are useful for School Childern are shown below: 1)The web site ehow.com is there. In this website you can find how to work with computer and internet also able to download whatever you want for school student like, Copy & Paste, Use Software, Install Software, Windows Live, Open Source Software, VMware, Other Computer Software, Ventrilo Monitoring Software, Types of Software, Communication Technology, Software Development Companies details, learning Software, Rosetta Stone,Security Software, Voice Recognition Software, Microsoft Programs, Microsoft Software, PC Software, Photo Slideshows, Web Clip Art Tracking Software, Set Up Software, Kodak EasyShare etc. 2) Another web site http://www.indianchild.com/… computers_blessing_or_curse.htm . In this site you can find the advantages of computers for young children. 3)http://www.rosenet.org/kidslibrary/… . This website useful for kids learing computer. Stories, songs and finger plays for active listeners and their care givers. Following the stories, children will create a simple craft to take home as a reminder of the stories. This program is geared toward children ages 2 through 5; however, younger siblings are welcome to join the fun. 4) www.childdevelopmentmedia.com… .This web site Supporting the Early Childhood Curriculum with Technology. 5)www.studyvillage.com/… . This site is an excellent source for lot educational material for pre schoolers to high school students. The best part is, all services are absolutely free. 6)http://www.goodsitesforkids.org/… . In this site lots of lesson plans for Teachers & Parents and student are there on their A to Z Index of Kid Sites is the largest on the Web. 7)http://www.boutell.com/newfaq/brows…. This site advice the parent how to protect the children from browsing unwanted internet website.
It is against this backdrop that we need to view the role of information and communication technologies (ICT) in education in India. For the purposes of this discussion, ICT in education can be : • Alternative instructional delivery systems such as radio, educational TV, and audio-visual communication • Computers and computer-based systems for instructional delivery and management, such as CAI (Computer Assisted Instruction), use of multi-media and Internet/web based education (Rai & Bhattacharya)
Since the 1950s, policy has consistently favoured the use of ICT in education (Reddi & Sinha (2004) : “From the use of radio to spearhead the green revolution, to satellite-based, one-way and interactive television for rural development in some of the most backward districts, to today’s thrust for the use of open and distance learning models to serve the larger populations, India has tried it all, with varying degrees of success… Radio has a penetration of 100 per cent in the country while satellite and terrestrial television cover nearly 80 per cent of the country” Gyan Darshan was launched in January, 2000, with three completely digital and round-the-clock TV channels dedicated to education. In November 2001, an FM radio channel, Gyan Vani was launched through different FM stations in the country. (GOI Ministry of HRD Press Release, October 21, 2003). Major Policy Statements and Initiatives In the late 1990s, deregulation of the telecommunication industry began a dramatic improvement in access to basic telephony and Internet services for the general population. Key government initiatives are discussed below: 2004: Edusat Launched in September 2004 at a cost of USD 20 million, Edusat is India’s first dedicated education satellite. “India will require 10,000 new schools each year and meeting the teaching needs on such a scale [by conventional methods] will be impossible…” Madhavan Nair, chairman of ISRO, quoted in New Scientist, (Tata, September 20, 2004) With footprints covering the entire country, Edusat makes it possible for receive Direct to Home quality broadcasts of educational programs using any television set and a low-cost receiver. The result of a collaboration between the Indian Space Research Organization (ISRO)and, the Union Ministry of Human Resource Development, state departments of education and the Indira Gandhi National Open University. This infrastructure is available to all sectors of education, but primarily to publicly funded and implementing agencies that will be responsible for transmission and programming for their defined audiences (Iype, July 28, 2005). 2002 – 2007: The Tenth Plan The Tenth Plan outlined goals of improving access and reducing disparities with the Common School System, as well as: • renewal of curricula with emphasis on vocationalisation and employment-oriented courses; • expansion and diversification of the Open Learning System; • reorganization of teacher training and greater use of ICT (GOI, Ministry of Human Resource Development, Department of School Education and Literacy Website 2002: Vidya Vahini In 2002, the Indian government launched a project called Vidya Vahini to provide for IT and IT-enabled education in 60,000 schools in India over three years (India has about 1.1 million schools), as part of a Rs 6,000 crore (USD 1.2 billion) project. Beginning with a pilot covering 150 schoolsthe government proposes to equip each school with a computer lab equipped with Internet, Intranet and television to facilitate video- conferencing, Web-broadcasting and e-learning. (Kumar, A., October 9, 2002) 2006: Broadband connectivity in all secondary schools On May 20, 2006, The Government of India, Ministry of HRD, Department of Secondary and Higher Education issued an order for the Constitution of an Integration Action Plan to implement Broadband connectivity in all secondary schools. (Order dated May 20, 2006, GOI, HRD, Dept. of Secondary and Higher Education Website (e)) 2007: Digital Library and Information Network Based on recommendations made by different state open universities and distance education institutions (DEIs), the Indira Gandhi National Open University's (IGNOU) board of management has approved the National Open and Distance Learners Library and Information Network (NODLINET) initiative. The expert committee set up by the ministry for human resource development (MHRD) has endorsed the initiative, which will now be implemented in a phased manner within a period of five years. (Times News Network, April 22, 2007) UNESCO: Gesci At the international level, the United Nations has generated the “Global school and Communities Initiative” (Gesci), a special campaign to promote the use of technology in education (UNESCO Website (d)). From their Bangalore base, Gesci will work with the Indian ministries of Information Technology and Education facilitating policy support, technical assistance and global resources for the initiative. Internet and continuing education programme Very soon open and Distance Learning System (ODLS) is going to use Internet for the launch of continuing education programmes. Efforts have already begun in this direction in private sector. Macmillan India Ltd has recently launched a website “elt.Macmillan.Com” for teachers of English. The site is focused on the teachers and provides them with downloadable worksheets, assignments and guides them in methods of English language teaching. (The Hindustan Times, December 5, 2000). The availability of computers in the society in future will certainly create a demand for continuing education programmes through Internet. According to Adrain Soar, Chairman, Pan Macmillan Ltd., by 2002, 85 per cent schools globally will have Internet access. Having understood the importance of Internet education programme, it is appropriate to discuss the nature of continuing education through Internet. The components of Internet based continuing education programme would comprise: i) Online learning material Like the print based material, online learning material comprises text, structures, diagrams, self- check exercises etc. Unlike print based material it contains animation, audio and video integrated with material and provide the learner with a lot of scope for interactivity. The design of learning material on the net is based on using new pedagogical models based on ‘conversational’ rather than instructional interaction between faculty and students. This represents a paradigm shift from instruction-centered learning to student-centered learning. Where the emphasis is placed on knowledge building and skill acquisition through the trajectory of active participation (walker and Beats, 2000). Knowledge building process of the learner is based on the constructivist model of learning which view learning as the result of mental construction.
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In recent years, the Development of regional imbalance in Information Technology education, new student enrollment, level of Computer knowledge can be divided into three levels: a few students have mastered basic computer skills, this course of study they did not pressure; most before students are limited to simple document editing, the initial application of computer networks that send and receive e-mail and online chat, but the basics are still not reached the goal of teaching the computer, but they can easily meet the status quo, think they play a good game, Computer science is good; and a few students from remote mountainous areas, computer knowledge is almost a blank, that computer is very mysterious, fear of trying to learn but there are psychological and inferiority. new one admission showed a great level of computer knowledge differences in the requirements to obtain the knowledge, the degree naturally different. Object for the current status of teaching basic computer course and its own characteristics and patterns of teaching methods and course of experiments conducted in-depth discussion and improvement, achieved a better teaching results. 1. Strengthen the teaching content design. Classroom teaching content design is based on the syllabus, teaching purposes and characteristics of the object, combined with the actual situation of course features and students using the systems perspective and methods of teaching all the elements of the teaching portfolio to an optimized Structure among the teaching content and teaching in order to achieve optimal results. Computer Application content of the teaching, in addition to basic knowledge of computers than it is to keep track of the outstanding features of the latest development of computer technology, new developments and the related knowledge, throughout the the teaching content. Therefore, the need for well-designed teaching content of each lesson. First, to establish the teaching of this objective. teaching objectives should be established on the basis of the purpose of teaching, with specific, actionable language to be expressed , so that teaching objectives specific, orderly and clear. The composition and development of micro-computer is an indispensable element of this course, in clarifying the basis of the traditional content, is more important for students to learn more about the current microprocessor the latest technology and trends. Therefore, when this lesson in explaining this new content added: first, the characteristics of Centrino microprocessor introduced, which consists of mobile processors (CPU), related chipsets and 802.11 wireless networking module (ie, embedded wireless LAN) consists of three parts, the use of Centrino laptops installed, users can install a wireless connection at the point where wireless Internet access. Second is to introduce the more popular current Core Duo processor, related new technologies. These elements to arouse our interest, after school, there have been consultation with the relevant knowledge, then, suggested they use the Internet access to such information in understanding the latest developments in the current trend of computer technology, played a very good guide to achieve the objectives of this teaching . The second is to determine the content of the teaching of this. teaching the core content is instructional design, grasp the key link services, individualized, closely linked to target and focus. As the level of computer knowledge level of students missing, if you take the teaching of the old, may make some of the trainees to meet the situation, loss of interest in learning. In order to meet the learning needs of students at all levels, need to upgrade the level of teaching content, stimulate their interest in learning. Links to free paper download 2. Strengthen the teaching content design phase objectives. Computer Application is a very practical course. In the class can neither explain the theory of continuous knowledge, can not laissez-faire, freedom of operation. in the teaching process, the first phase of a planned development of teaching objectives. Each session should have a talk with the focus of training the content of each chapter to set the number of hands-on experiments to practice, consolidate, both functional and are not familiar with some of the advanced features and use of skills, but also planned and implemented in phases to explain the exercise, to stimulate enthusiasm for learning, so that each level of the students all have the joy of success. If talking about Word word processing application software, we are more familiar than the commonly used class of computer-based functions, and provides a very useful Word mail merge function was key to explain. Word mail merge in (batch processing) capabilities, are generally not cited people's attention, but in practice, often encounter the need to treat the case of daily reports and letters, these statements and letters the same as the main document, but specific data are subject to change, so the content of the final stage in the light of reality, First, the demonstration teacher demonstration, making copies of a notice of meeting. then let students drill and to use this feature to a number of students making greeting cards, along with some artistic effect, been satisfied with their work. through the operation of each stage the exercise, different students have different levels of harvest and feelings.
It's a welcome move by TN government to implement computer education effectively in all govt and govt aided schools.The process is going on and it will take sometime to equip all the schools with computers,since it may require higher fund allocation.This being the case,providing internet connection to all the schools as of now is not feasible.Moreover, in most of the private schools, which collect high amount under computer head,the students are not allowed to access internet.So the practical way to solve this problem is to provide educational softwares to all the schools which is much easier.These softwares could be language tutors,encyclopedia of science,dictionaries,yoga tutor and other subject related tutors etc.,The only thing is,the teachers must utilise them to the maximum so that the student community is fully benefited.Schools can directly approach NGOs in local areas who can help in providing softwares free of cost.
Understanding computers and knowhow about its operation has become must in modern days. In the earliest days of computers, there were huge computers (Mainframe) not accessible to majority. Now since advent of PCs, Laptop etc computers have become part of our life. Education is no exception. Computers are widely used in every aspect of life viz. Education, business and communication. There are many schools where computers and other technology are being integrated into the curriculum. This is good way to improve our education system to match with the present requirement of the country. Teaching of use of internet can be slowly introduced in computer education but before that students must understand the basics of computer. Use of Word, Speread sheet, ppt., drawing tools, logo etc. Can be a good beginning.
You can download the PDF book, and also save web pages on the computers of the lab. IF the websites are small you can download the whole website by website downloader. Do not use local languaes as english will be used every where and using english will be beneficial for them for their future.
there are many web sites like wikipedia and in our andhra pradesh there many govt. website which can help the school childrens and the teachers to understand and to more knowledge on the subjects the web sites that are in the (andhra pradesh) local language
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