Critical Understanding of ICT
Das, B C
Critical Understanding of ICT - New Delhi Neelkamal Pub 2021 - 208p
Contents: -
Unit-1 ICT: Connecting with the World
1.0 Introduction
1.1 National Policy on ICT in School Education
1.2 Accessing the Web-Introduction to the Browser, Browsing and Web
1.2.1 Introduction to the Internet and Web
1.2.2 Browsing and Web
1.3 Search and Retrieval: Strategies and Techniques
1.3.1 Information Retrieval
1.3.2 Retrieval Techniques
1.3.2.1 Basic Retrieval Techniques
1.3.2.2 Advanced Retrieval Techniques
1.4 Internet as Learning Resource: Using Websites, Web-based Learning Objects, Simulations, Tutorials
1.4.1 Internet as Learning Resource
1.4.2 Web-based Learning Objects, Simulations and Tutorials
1.4.2.1 Web-based Learning Objects
1.4.2.2 Simulation
1.4.2.3 Tutorials
1.5 Computing in Indian Languages-Fonts and Keyboard
1.5.1 Computing in Indian Languages
1.5.2 Fonts and Keyboard
1.6 Using ICT to Create - Text, Data, Media
1.6.1 Text
1.6.2 Data
1.6.3 Media
1.7 Combining Text, Graphics and Audio-visuals to Create Communication
1.7.1 Combining Text, Graphics
1.7.2 Audio-visuals to Create Communication
1.8 Web as a Space for Continuous Learning
Unit-2 ICT for Teaching-Learning: Possibilities and Concerns
2.0 Introduction
a) ICT for Supporting Teaching-Learning and Inclusive Education
2.1 Exploration of ICT Resources for Teaching-Learning, Appropriate ICT Infusion in Developing Lesson Plan on a given Topic Using ICT Resources
2.1.1 Exploration of ICT Resources for Teaching-Learning
2.1.2 Appropriate ICT Infusion in Developing Lesson Plan on a given Topic Using ICT Resources
2.2 Critiquing and Curation of ICT Resources: Need, Relevance, Validity, Appropriateness and Use
2.2.1 Critiquing
2.2.2 Curation
2.2.3 ICT Resources
2.2.4 Need
2.2.5 Relevance
2.2.6 Validity
2.2.7 Appropriateness
2.2.8 Use
2.3 Educational Applications of ICT Using Appropriate Hardware and Software: Hardware (CD/DVD, Projectors Interactive Boards etc.) Software (Single and Multiple Media, Animations and Simulations)
2.3.1 Hardware
23.1.1 Compact Disk (CD)
2.3.1.2 Digital Versatile Disk (DVD)
2.3.1.3 Projector
2.3.1.4 Interactive Whiteboard
2.3.2 Software
2.3.2.1 Single and Multimedia
23.2.2 Animations
2.3.2.3 Simulations
2.4 Gaming Environments for Education: Range and Scope
2.4.1 Range
2.4.2 Scope
2.5 Infusing Games into Teaching-Learning and Creating Appropriate Classroom Environments, Evaluating Games and Gaming Environments
2.5.1 Infusing Games into Teaching-Learning and Creating Appropriate Classroom Environments
2.5.2 Evaluating Games and Gaming Environments
2.5.2.1 Evaluating Games
2.5.2.2 Gaming Environments
2.6 Role of ICT in Fostering Creation of Inclusive School and Classroom Environment
2.6.1 ICT for Persons with Disabilities
2.6.2 ICT for Inclusion/Inclusive Education
2.6.3 ICT for Education/Inclusive Education
2.7 Assistive Technologies and Devices to Foster Inclusion
2.8 Computing in Indian Languages to Foster Inclusion
b) Social, Ethical and Legal Aspects
2.9 Impact of ICT on Work, Socialising and Other Areas
2.9.1 The Good Points of the Social Impacts of ICT
2.9.2 The Bad Points of the Social Impacts of ICT
2.10 Cyber Crimes: Concerns and Implications, Software Piracy and Legal Remedies, Plagiarism and Fair Use
2.10.1 Cyber Crimes: Concerns and Implications
2.10.1.1 Types of Cyber Crime
2.10.2 Software Piracy and Legal Remedies
2.10.2.1 Legal Remedies
2.10.3 Plagiarism and Fair Use
2.10.3.1 Fair Use
2.11 Proprietary and Open Source Software
2.12 Licencing of Software and Content, OER
2.12.1 Licencing of Software and Content
2.12.2 Licencing OER
2.13 Intellectual Property and Copyright and Related Issues of Plagiarism and Fair Use
2.13.1 Intellectual Property and Copyright
2.13.2 Fair Use
2.13.3 Plagiarism
2.14 Indian Initiatives in Open Source Software and Sharing of Digital Content
2.14.1 Indian Initiatives in Open Source Software
2.14.2 Sharing of Digital Content
Unit-3 ICT for Evaluation, Documentation and Communication
a) ICT for Evaluation
3.0 Introduction
3.1 ICT: Scope and Techniques for Evaluation
3.1.1 Scope
3.1.2 Techniques of Evaluation
3.2 Exploring and Using Appropriate Software tools for Evaluation
3.3 Constructing and Implementing ICT based Tests/Quizzes Using ICT Resources
3.3.1 Constructing and Implementing ICT based Tests
3.3.2 Quizzes Using ICT Resources Managing Data, Analysis of Results and Tracking
3.4 Student Achievement Using ICT Software Tools
b) Documentation and Communication
3.5 Documenting and Communicating Events and Processes Using ICT: Tools and Techniques
3.5.1 Online Documents
3.5.2 Communication Tools
3.5.3 Communicating Events and Processes
3.5.4 Tools and Techniques
3.6 Digital Story Telling and Storyboarding
3.6.1 Digital Story Telling
3.6.2 Storyboarding
3.7 Publishing on the Web: Possibilities and Scope; Evaluating Choices
3.7.1 Publishing on the Web: Possibilities and Scope
3.7.2 Evaluating Choices
Unit-4 ICT for Building Communities, Collectivising, and Administration & Management of Institution
4.0 Introduction
a) Building Communities and Collectives
4.1 Online Communities and Collectivising: Participating, Analysing Interaction and Evaluating Social Networking Forums
4.1.1 Online Community
4.1.2 Participating
4.1.3 Analyzing Interactions
4.1.4 Evaluating Social Networking Forums
4.2 Sharing thoughts and Ideas: Blogs, Social Networking Websites, Discussion Forums and Mailing Lists
4.2.1 Sharing Thoughts and Ideas
4.2.1.1 Blogs
4.2.1.2 Social Networking Websites
4.2.2 Discussion Forums
4.2.3 Mailing Lists
4.3 Virtual Communities: Educational Applications
4.3.1 Virtual Communities
4.3.2 Educational Applications
b) ICT for Educational Administration and Management
4.4 Role of Information Management, Process and Tools in Educational Administration and Management
4.4.1 ICT in School Administration and Management
4.4.2 Role of Information Management
4.4.3 Process and Tools in Educational Administration
and Management
4.4.3.1 Process
4.4.3.2 ICT Tools
4.5 Tools and Techniques for Automation of Data Sources in Schools: Collection, Analysis and Interpretation
4.5.1 Purpose of Data Collection
4.5.2 Analysis of Data
4.5.3 Interpretation
4.6 UDISE: State and National Level Databases in Education
4.6.1 State Level Databases in Education
4.6.2 National Level Databases in Education
Bibliography
Index
9788195022342
370.028 5 DAS
Critical Understanding of ICT - New Delhi Neelkamal Pub 2021 - 208p
Contents: -
Unit-1 ICT: Connecting with the World
1.0 Introduction
1.1 National Policy on ICT in School Education
1.2 Accessing the Web-Introduction to the Browser, Browsing and Web
1.2.1 Introduction to the Internet and Web
1.2.2 Browsing and Web
1.3 Search and Retrieval: Strategies and Techniques
1.3.1 Information Retrieval
1.3.2 Retrieval Techniques
1.3.2.1 Basic Retrieval Techniques
1.3.2.2 Advanced Retrieval Techniques
1.4 Internet as Learning Resource: Using Websites, Web-based Learning Objects, Simulations, Tutorials
1.4.1 Internet as Learning Resource
1.4.2 Web-based Learning Objects, Simulations and Tutorials
1.4.2.1 Web-based Learning Objects
1.4.2.2 Simulation
1.4.2.3 Tutorials
1.5 Computing in Indian Languages-Fonts and Keyboard
1.5.1 Computing in Indian Languages
1.5.2 Fonts and Keyboard
1.6 Using ICT to Create - Text, Data, Media
1.6.1 Text
1.6.2 Data
1.6.3 Media
1.7 Combining Text, Graphics and Audio-visuals to Create Communication
1.7.1 Combining Text, Graphics
1.7.2 Audio-visuals to Create Communication
1.8 Web as a Space for Continuous Learning
Unit-2 ICT for Teaching-Learning: Possibilities and Concerns
2.0 Introduction
a) ICT for Supporting Teaching-Learning and Inclusive Education
2.1 Exploration of ICT Resources for Teaching-Learning, Appropriate ICT Infusion in Developing Lesson Plan on a given Topic Using ICT Resources
2.1.1 Exploration of ICT Resources for Teaching-Learning
2.1.2 Appropriate ICT Infusion in Developing Lesson Plan on a given Topic Using ICT Resources
2.2 Critiquing and Curation of ICT Resources: Need, Relevance, Validity, Appropriateness and Use
2.2.1 Critiquing
2.2.2 Curation
2.2.3 ICT Resources
2.2.4 Need
2.2.5 Relevance
2.2.6 Validity
2.2.7 Appropriateness
2.2.8 Use
2.3 Educational Applications of ICT Using Appropriate Hardware and Software: Hardware (CD/DVD, Projectors Interactive Boards etc.) Software (Single and Multiple Media, Animations and Simulations)
2.3.1 Hardware
23.1.1 Compact Disk (CD)
2.3.1.2 Digital Versatile Disk (DVD)
2.3.1.3 Projector
2.3.1.4 Interactive Whiteboard
2.3.2 Software
2.3.2.1 Single and Multimedia
23.2.2 Animations
2.3.2.3 Simulations
2.4 Gaming Environments for Education: Range and Scope
2.4.1 Range
2.4.2 Scope
2.5 Infusing Games into Teaching-Learning and Creating Appropriate Classroom Environments, Evaluating Games and Gaming Environments
2.5.1 Infusing Games into Teaching-Learning and Creating Appropriate Classroom Environments
2.5.2 Evaluating Games and Gaming Environments
2.5.2.1 Evaluating Games
2.5.2.2 Gaming Environments
2.6 Role of ICT in Fostering Creation of Inclusive School and Classroom Environment
2.6.1 ICT for Persons with Disabilities
2.6.2 ICT for Inclusion/Inclusive Education
2.6.3 ICT for Education/Inclusive Education
2.7 Assistive Technologies and Devices to Foster Inclusion
2.8 Computing in Indian Languages to Foster Inclusion
b) Social, Ethical and Legal Aspects
2.9 Impact of ICT on Work, Socialising and Other Areas
2.9.1 The Good Points of the Social Impacts of ICT
2.9.2 The Bad Points of the Social Impacts of ICT
2.10 Cyber Crimes: Concerns and Implications, Software Piracy and Legal Remedies, Plagiarism and Fair Use
2.10.1 Cyber Crimes: Concerns and Implications
2.10.1.1 Types of Cyber Crime
2.10.2 Software Piracy and Legal Remedies
2.10.2.1 Legal Remedies
2.10.3 Plagiarism and Fair Use
2.10.3.1 Fair Use
2.11 Proprietary and Open Source Software
2.12 Licencing of Software and Content, OER
2.12.1 Licencing of Software and Content
2.12.2 Licencing OER
2.13 Intellectual Property and Copyright and Related Issues of Plagiarism and Fair Use
2.13.1 Intellectual Property and Copyright
2.13.2 Fair Use
2.13.3 Plagiarism
2.14 Indian Initiatives in Open Source Software and Sharing of Digital Content
2.14.1 Indian Initiatives in Open Source Software
2.14.2 Sharing of Digital Content
Unit-3 ICT for Evaluation, Documentation and Communication
a) ICT for Evaluation
3.0 Introduction
3.1 ICT: Scope and Techniques for Evaluation
3.1.1 Scope
3.1.2 Techniques of Evaluation
3.2 Exploring and Using Appropriate Software tools for Evaluation
3.3 Constructing and Implementing ICT based Tests/Quizzes Using ICT Resources
3.3.1 Constructing and Implementing ICT based Tests
3.3.2 Quizzes Using ICT Resources Managing Data, Analysis of Results and Tracking
3.4 Student Achievement Using ICT Software Tools
b) Documentation and Communication
3.5 Documenting and Communicating Events and Processes Using ICT: Tools and Techniques
3.5.1 Online Documents
3.5.2 Communication Tools
3.5.3 Communicating Events and Processes
3.5.4 Tools and Techniques
3.6 Digital Story Telling and Storyboarding
3.6.1 Digital Story Telling
3.6.2 Storyboarding
3.7 Publishing on the Web: Possibilities and Scope; Evaluating Choices
3.7.1 Publishing on the Web: Possibilities and Scope
3.7.2 Evaluating Choices
Unit-4 ICT for Building Communities, Collectivising, and Administration & Management of Institution
4.0 Introduction
a) Building Communities and Collectives
4.1 Online Communities and Collectivising: Participating, Analysing Interaction and Evaluating Social Networking Forums
4.1.1 Online Community
4.1.2 Participating
4.1.3 Analyzing Interactions
4.1.4 Evaluating Social Networking Forums
4.2 Sharing thoughts and Ideas: Blogs, Social Networking Websites, Discussion Forums and Mailing Lists
4.2.1 Sharing Thoughts and Ideas
4.2.1.1 Blogs
4.2.1.2 Social Networking Websites
4.2.2 Discussion Forums
4.2.3 Mailing Lists
4.3 Virtual Communities: Educational Applications
4.3.1 Virtual Communities
4.3.2 Educational Applications
b) ICT for Educational Administration and Management
4.4 Role of Information Management, Process and Tools in Educational Administration and Management
4.4.1 ICT in School Administration and Management
4.4.2 Role of Information Management
4.4.3 Process and Tools in Educational Administration
and Management
4.4.3.1 Process
4.4.3.2 ICT Tools
4.5 Tools and Techniques for Automation of Data Sources in Schools: Collection, Analysis and Interpretation
4.5.1 Purpose of Data Collection
4.5.2 Analysis of Data
4.5.3 Interpretation
4.6 UDISE: State and National Level Databases in Education
4.6.1 State Level Databases in Education
4.6.2 National Level Databases in Education
Bibliography
Index
9788195022342
370.028 5 DAS