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Course: Elementary Teacher Education (627)

Semester: Autumn, 2019
Level: M.Ed
Assignment No.1

Q. 1: a) Elaborate basic units of a computer with the help of a labeled diagram?

Answer:

A computer can be defined as a fast electronic calculating machine that accepts the (data)
digitized input information process it as per the list of internally stored instructions and
produces the resulting information. List of instructions are called programs & internal storage
is called computer memory. The different types of computers are

1.Personal computers: This is the most common type found in homes,

schools, Business offices etc., It is the most common type of desk top computers with
processing and storage units along with various input and output devices.

Note book computers: These are compact and portable versions of PC

Work stations: - These have high resolution input/output (I/O) graphics capability, but with
same dimensions as that of desktop computer. These are used in engineering applications of
interactive design work.

Enterprise systems: -

These are used for business data processing in medium to large corporations that require
much more computing power and storage capacity than work stations. Internet associated
with servers has become a dominant worldwide source of all types of information.
Super computers: - These are used for large scale numerical calculations required in the
applications like weather forecasting etc.,

Functional unit

A computer consists of five functionally independent main parts input, memory, arithmetic
logic unit (ALU), output and control unit.

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Fig a : Functional units of computer

Input device accepts the coded information as source program i.e. high level language.

This is either stored in the memory or immediately used by the processor to perform the
desired operations. The program stored in the memory determines the processing steps.
Basically the computer converts one source program to an object program. i.e. into machine
language. Finally the results are sent to the outside world through output device. All of these
actions are coordinated by the control unit. Input un it:
The source program/high level language program/coded information/simply data is fed
to a computer through input devices keyboard is a mos t common type. Whenever a key is
pressed, one corresponding word or number is translated into its equivalent binary code over
a cable & fed either to memory or processor. Joysticks, trackballs, mouse, scanners etc are
other input devices. Memory unit: Its function into store programs and data. It is basically to
two types

Primary memory

Secondary memory

Primary memory: - Is the one exclusively associated with the processor and operates
at the electronics speeds programs must be stored in this memory while they are being
executed. The memory contains a large number of semiconductors storage cells. Each ALU
Processor Control Unit capable of storing one bit of information. These are processed in a
group of fixed site called word. To provide easy access to a word in memory, a distinct
address is associated with each word location. Addresses are numbers that
i dentify memory location. Number of bits in each word is called word length of the computer.
Programs must reside in the memory during execution. Instructions and data can

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be written into the memory or read out under the control of processor. Memory
in which any location can be reached in a short and fixed amount of time after
specifying its address is called random-access memory (RAM). The
time required to access one word in called memory access time.
Memory which is only readable by the user and contents of which can’t be

altered is called read only memory (ROM) it contains operating

sys tem. Caches are the small fast RAM units, which are coupled
with the processor and are often contained on the same IC chip to achieve high p
performance. Although primary storage is essential it tends to be expensive.

Secondary memory: -Is used where

large amounts of data & programs have to be stored, particularly information that is
accessed infrequently.

Examples: Magnetic disks & tapes, optical disks (ie CD-ROM’s), floppies etc., Arithmetic logic
unit (ALU): Most of the computer operators are executed in ALU of the
processor like addition, subtraction, division, multiplication, etc. the operands are brought
into the ALU from memory and stored in high speed storage elements called register.
Then according to the instructions the operation is performed in the required sequence. The
control and the ALU are may times faster than other devices connected to a computer system.
This enables a single processor to control a number of external devices such as keyboards,
displays, magnetic and optical disks, sensors and other mechanical controllers. Output unit: -

These actually are the counterparts of input

unit. Its basic function is to send the processed results to the outside world.

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Q. a: b) What is software? Explain its types?

Answer:

Computer software, or only software, is a kind of program that enable a user to perform some
specific task or used to operate a computer. It directs all the peripheral devices on the
computer system - what to do and how to perform a task. PC Software plays the role of

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mediator between the user and computer hardware. Without software, a user can’t perform
any task on a digital computer.

A computer system can be divided into three components: the hardware, the software, and
the users. Software can be further divide into mainly two parts: Application software and

System Software. Bare use of hardware is not easy, so to make it easy, software created.

Type of Software

The software has mainly divided into two categories: Application software and System
software.

Application Software
Applications software also called end-user programs or merely an application. It resides
above system software. The end-user uses applications software for a specific purpose. It
programmed for simple as well as complex tasks. It either be installed or access online. It can
be a single program or a group of small programs that referred to as an application suite.
Application software can be used by the user to complete specific tasks, such as creating
word processors documents, spreadsheets, presentations, graphics, CAD/CAM, sending the
email, etc.

System Software
System Software (the type of computer program) provides a platform to run a computer’s
hardware and computer application to utilize system resources and solve their computation
problem. It is written in a low-level language, like assembly language, so it can easily interact
with hardware with the primary level. It controls the working of peripheral devices. System
software act as a scheduler for the execution of the processes and arrange the sequence
according to their priority and I/O devices requirement and creation of the process. The best-
known example of system software is the operating system (OS). It responsible for manages
all the other programs on a computer. The operating system creates an interface between
user and hardware and also in application software and hardware. Examples of software are
Windows 7, Windows XP, and Windows 10. Generally, the user does not interact with the
System Software directly. The user interacts with the GUI created by System Software.
Through this, GUI user interacts with applications installed in the system.
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Q. 2: a) Describe the meaning of ICT in detail?

Answer:

Information and communications technology (ICT) is an extensional term for information

technology (IT) that stresses the role of unified communications and the integration of
telecommunications (telephone lines and wireless signals) and computers, as well as
necessary enterprise software, middleware, storage, and audiovisual systems, that enable
users to access, store, transmit, and manipulate information.

The term ICT is also used to refer to the convergence of audiovisual and telephone networks
with computer networks through a single cabling or link system. There are large economic
incentives to merge the telephone network with the computer network system using a single
unified system of cabling, signal distribution, and management. ICT is an umbrella term that
includes any communication device, encompassing radio, television, cell phones, computer
and network hardware, satellite systems and so on, as well as the various services and
appliance with them such as video conferencing and distance learning.

ICT is a broad subject and the concepts are evolving. It covers any product that will store,
retrieve, manipulate, transmit, or receive information electronically in a digital form (e.g.,
personal computers, digital television, email, or robots). Theoretical differences between
interpersonal-communication technologies and mass-communication technologies have been
identified by the philosopher Piyush Mathur. Skills Framework for the Information Age is one
of many models for describing and managing competencies for ICT professionals for the 21st
century.

Components of an ICT system

ICT encompasses both the internet-enabled sphere as well as the mobile one powered by
wireless networks. It also includes antiquated technologies, such as landline telephones, radio
and television broadcast -- all of which are still widely used today alongside cutting-edge ICT
pieces such as artificial intelligence and robotics. ICT is sometimes used synonymously with IT
(for information technology); however, ICT is generally used to represent a broader, more
comprehensive list of all components related to computer and digital technologies than IT.
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The list of ICT components is exhaustive, and it continues to grow. Some components, such as
computers and telephones, have existed for decades. Others, such as smartphones, digital TVs
and robots, are more recent entries. ICT commonly means more than its list of components,
though. It also encompasses the application of all those various components. It's here that
the real potential, power and danger of ICT can be found.

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Q. 2: b) What is the function of document camera?

Answer:

A document camera is similar to an overhead transparency projector, but offers much more
flexibility and eliminates the need for the creation of overhead slides. A document camera
allows users to project documents and other objects on a screen or television.

Please note this guide references the Epson DC-10s document camera. Though many
functions discussed in this guide are similar to other Epson models, locations of buttons and
functions may differ.

Camera Head

Where the camera is housed. Can be rotated to adjust viewing angle of image.

Camera Arm

Houses the camera head. Can be moved to adjust the height and angle of camera. Please do
not push or pull the arm with too much force, as it can break.

Image Rotation

Dial Adjusts the orientation the image is viewed at. Can be twisted 180 degrees.

Lamp Button

Turns the built-in lamp on and off, providing more light.

Control Panel

Adjusts various settings on the document camera.

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Q. 2: c) Explain the concept of blended learning?

Answer:

Defining hybrid or blended education is a trickier task than one might think–opinions vary
wildly on the matter. In a report on the merits and potential of blended education, the Sloan
Consortium defined hybrid courses as those that “integrate online with traditional face-to-
face class activities in a planned, pedagogically valuable manner.” Educators probably
disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid
education uses online technology to not just supplement, but transform and improve the
learning process.

That does not mean a professor can simply start a chat room or upload lecture videos and say
he is leading a hybrid classroom. According to Education Elements, which develops hybrid
learning technologies, successful blended learning occurs when technology and teaching
inform each other: material becomes dynamic when it reaches students of varying learning
styles. In other words, hybrid classrooms on the Internet can reach and engage students in a
truly customizable way. In this scenario, online education is a game changer, not just a
supplement for status quo. But what does this theoretical model actually look like in practice?

The Definition Of Blended Learning: Blended learning is an approach to learning that

combines face-to-face and online learning experiences. Ideally, these two

Context: While generally seen as a ‘trend’ in ‘progressive learning,’ Blended Learning can also
be viewed as a kind of relic symbolic of the gap between ‘traditional education’ (for the last
century or so in brick-and-mortar schools and classrooms) and connected and digital learning.
This, of course, implies that digital-only is the future and the ultimate incarnation of learning,
which is a short-sighted view. The point, though, is that blended learning is a mix of old and
new as much as it is a mix of physical and digital learning.

Blended Learning In Action

In the course of higher education, blended or hybrid learning is a snazzy, yet relatively new
tool, and not all professors use it the same way. Trends have emerged, however.

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For instance, most professors in blended classrooms use some version of a course
management system application to connect with students online. Blackboard and Moodle are
perhaps two of the best known CMS applications used today. Through platforms like these,
students can access video of lectures, track assignments and progress, interact with
professors and peers, and review other supporting materials, like PowerPoint presentations or

scholarly articles.

Even if all professors used the same platform, however, they could each integrate them into
their classrooms differently. According to a report on the subject by the Innosight Institute,
professors could supplement traditional coursework with online media in the classroom, or
simply alternate between online and classroom instruction. Perhaps one of the most recent–
or at least most widely covered–hybrid teaching models is what Innosight calls the ‘online
driver’ method, or, as it has come to be known, ‘flipping.’

How Hybrid Classrooms Are Redefining Education

This year, NPR and other media outlets caught wind of a relatively new education model
called “flipping,” which is really just an adaptation of blended learning. In a traditional
classroom, instructors use class time to lecture and disseminate support materials. Students
then review these materials and complete any assignments at home, on their own time. With
some luck, teachers will review those assignments in class the following day, or at least host
office hours so that they can field questions and offer support.

“Flipping” defies these conventions. In this method, teachers and professors use online media
to deliver notes, lectures and related course materials. Students review these materials at
home and at their own pace. Classroom periods are then transformed into hands-on work
periods where the teacher–who will have already delivered his or her lecture digitally–is free
to field questions, engage class-wide discussions or offer other means of support. According
to Mary Beth Hertz of the George Lucas Educational Foundation, ‘flipping’ reinforces student-
centered learning, allowing students to master content in an individual way. But is it effective?

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Q. 2: d) What is LCD?

Answer:

LCD (Liquid Crystal Display) is a type of flat panel display which uses liquid crystals in its
primary form of operation. LEDs have a large and varying set of use cases for consumers and
businesses, as they can be commonly found in smartphones, televisions, computer monitors
and instrument panels.

LCDs were a big leap in terms of the technology they replaced, which include light-emitting
diode (LED) and gas-plasma displays. LCDs allowed displays to be much thinner than cathode
ray tube (CRT) technology. LCDs consume much less power than LED and gas-display displays
because they work on the principle of blocking light rather than emitting it. Where an LED
emits light, the liquid crystals in an LCD produces an image using a backlight.

As LCDs have replaced older display technologies, LCDs have begun being replaced by new
display technologies such as OLEDs.

How LCDs work

A display is made up of millions of pixels. The quality of a display commonly refers to the
number of pixels; for example, a 4K display is made up of 3840 x2160 or 4096x2160 pixels. A
pixel is made up of three subpixels; a red, blue and green—commonly called RGB. When the
subpixels in a pixel change color combinations, a different color can be produced. With all the
pixels on a display working together, the display can make millions of different colors. When
the pixels are rapidly switched on and off, a picture is created.

The way a pixel is controlled is different in each type of display; CRT, LED, LCD and newer
types of displays all control pixels differently. In short, LCDs are lit by a backlight, and pixels
are switched on and off electronically while using liquid crystals to rotate polarized light. A
polarizing glass filter is placed in front and behind all the pixels, the front filter is placed at 90
degrees. In between both filters are the liquid crystals, which can be electronically switched
on and off.

LCDs are made with either a passive matrix or an active matrix display grid. The active matrix
LCD is also known as a thin film transistor (TFT) display. The passive matrix LCD has a grid of

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conductors with pixels located at each intersection in the grid. A current is sent across two
conductors on the grid to control the light for any pixel. An active matrix has a transistor
located at each pixel intersection, requiring less current to control the luminance of a pixel.
For this reason, the current in an active matrix display can be switched on and off more
frequently, improving the screen refresh time. Some passive matrix LCD's have dual scanning,

meaning that they scan the grid twice with current in the same time that it took for one scan
in the original technology. However, active matrix is still a superior technology out of the two..

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Q. 3: How ICT resources can he used in lesson planning'? Explain in detail with the help
of examples?

Answer:

Information and Communications Technology (ICT) can impact student learning when
teachers are digitally literate and understand how to integrate it into curriculum.

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage
information. In some contexts, ICT has also become integral to the teaching-learning
interaction, through such approaches as replacing chalkboards with interactive digital
whiteboards, using students’ own smartphones or other devices for learning during class time,
and the “flipped classroom” model where students watch lectures at home on the computer
and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to
higher order thinking skills, provide creative and individualized options for students to
express their understandings, and leave students better prepared to deal with ongoing
technological change in society and the workplace.

ICT issues planners must consider include: considering the total cost-benefit equation,
supplying and maintaining the requisite infrastructure, and ensuring investments are matched
with teacher support and other policies aimed at effective ICT use.

Issues and Discussion

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Digital culture and digital literacy: Computer technologies and other aspects of digital culture
have changed the ways people live, work, play, and learn, impacting the construction and
distribution of knowledge and power around the world. Graduates who are less familiar with
digital culture are increasingly at a disadvantage in the national and global economy. Digital
literacy—the skills of searching for, discerning, and producing information, as well as the

critical use of new media for full participation in society—has thus become an important
consideration for curriculum frameworks.

Introducing technology alone will not change the teaching and learning process
The existence of ICTs does not transform teacher practices in and of itself. However, ICTs can
enable teachers to transform their teacher practices, given a set of enabling conditions.
Teachers’ pedagogical practices and reasoning influence their uses of ICT, and the nature of
teacher ICT use impacts student achievement.

ICTs seen as tools to help teachers create more 'learner-centric' learning environments
In OECD countries, research consensus holds that the most effective uses of ICT are those in
which the teacher, aided by ICTs, can challenge pupils’ understanding and thinking, either
through whole-class discussions and individual/small group work using ICTs. ICTs are seen as
important tools to enable and support the move from traditional 'teacher-centric' teaching
styles to more 'learner-centric' methods.

ICTs can be used to support change and to support/extend existing teaching practices
Pedagogical practices of teachers using ICT can range from only small enhancements of

teaching practices using what are essentially traditional methods, to more fundamental
changes in their approach to teaching. ICTs can be used to reinforce existing pedagogical
practices as well as to change the way teachers and students interact.

Using ICTs as tools for information presentation is of mixed effectiveness

The use of ICTs as presentation tools (through overhead and LCD projectors, television,
electronic whiteboards, guided "web-tours", where students simultaneously view the same
resources on computer screens) is seen to be of mixed effectiveness. While it may promote
class understanding of and discussion about difficult concepts (especially through the display
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of simulations), such uses of ICTs can re-enforce traditional pedagogical practices and divert
focus from the content of what is being discussed or displayed to the tool being utilized.

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Q. 4: a) What is multimedia? How can an effective and good multimedia presentation

he made? Explain?

Answer:

Multimedia can have a many definitions these include:

Multimedia means that computer information can be represented through audio, video, and
animation in addition to traditional media (i.e., text, graphics drawings, images).

A good general definition is:

Multimedia is the field concerned with the computer-controlled integration of text, graphics,
drawings, still and moving images (Video), animation, audio, and any other media where
every type of information can be represented, stored, transmitted and processed digitally.

A Multimedia Application is an Application which uses a collection of multiple media sources

e.g. text, graphics, images, sound/audio, animation and/or video.

Hypermedia can be considered as one of the multimedia applications.

Multimedia has now become the norm wherever presentation of content is to be made such
as in lectures, conferences and corporate Continuing Education (CE) sessions. Currently, most
universities and schools are equipped with technologies to teach using multimedia. To
facilitate creation of multimedia presentations, computer application developers have
produced tools with several powerful and user-friendly features. However, encouraging and
training teachers to effectively use these tools is an important challenge facing educators.
Evidence from several research studies indicates that teachers are not sufficiently using
technology devices and computer applications in their teaching. It seems that mere
accessibility of technologies and simplification of tools for user-friendly operation are not
enough to guarantee creation of effective multimedia presentations. Indeed, a cursory review
of existing presentation contents shows that most lecturers and presenters make their
presentation with nothing more than words. Even among those presenters who are well
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experienced, most seem to be using different techniques in their presentations only to make
it interesting and not necessarily effective. Since multimedia presentations have been widely
accepted as a useful learning tool, it is important to investigate the factors that influence
effectiveness of multimedia presentations. Accordingly, this paper attempts to explain some
important characteristics of successful multimedia presentations and also provide a practical

guidance for presenters in general and teachers in particular to design and create simple but
effective presentations to enhance teaching and learning.

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Q. 4: b) How mobile phone can he used in education?

Answer:

In the present world of science and technology it is difficult to imagine schools and colleges
without computers and internet. It is a big reality that students take a lot of help from internet
nowadays. The use of computer and internet has led to a huge change in the lifestyle and
attitude towards studies. Internet is not only a medium of entertainment; it is also used for
learning new ideas and information that a student cannot get only from reading books.
Students not only get knowledge related to their course but also related to other spheres of
life. Different educational websites provide required information to the students helping them
in their exams, assignments, projects, etc. Internet also helps in creating interest in learning a
subject by providing various resources like videos, images and audio files from reliable
sources.

Internet is very useful for those who wants to learn but are unable to attend regular classes
due to some reasons. These students go for online courses and gather information and study
from them to prepare themselves for competitions. Many video tutorials and lectures from
famous faculties can also be downloaded and students watch them and learn from them in a
very easy and cheap way. Many websites also provide facility to students to ask questions and
clear their doubt which leads to effective learning. There are a lot of discussion forums on the
internet where people having similar interests can discuss over the problems and provide
solutions for them.
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Students enhance their general knowledge by referring to different websites that provide
news on the current affairs of the world or any specific region. Information related to history,
geography, science, researches, new innovations etc. can also be collected easily from internet.

Students also share their work with their friends or any professors for their assistance or to
appreciation. Students use internet to apply to colleges or institutes easily by uploading their
work and qualifications on the concerned websites. In many institutions the student’s
performance results are displayed on the websites and they don’t have to stand in queue to
look for the same.

One of the important benefits of internet is that students also earn from internet through
bloggers by sharing their knowledge. It provides a great source for income for a student and
also improves his/her own skills.

The student who are shy and are not able to raise their questions in their class rooms get
their doubts cleared online. They also get chance to see questions asked by other students
and learn effectively.

If a student wants to learn something extra, other than the normal curriculum, he can refer
the online resources and expertise in the desired area and stay ahead in this competent world.

Students also use internet to apply for jobs or internships or trainings. There are various sites
that show the vacancies in the companies. Student can communicate with the companies
according to their interests through these websites.

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Q. 5: a) Discuss use of ICI resources for storing information in an organized manner?

Answer:

Congratulations and thank you so much for asking this most important question in the
context of Second Language Acquisition, How can ICT be used to improve teaching and
learning? In this respect, I believe that the development of both teachers' and students'
motivation in schools settings is a crux issue that we must cope with in our educational
practice. In doing so, we cannot skip to using Information and Communication Technologies
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(ICT’s) in the learning process in the context of Second Language Acquisition as cross-
curricular content. Hence, although the approach, which arouses a keen interest in the
didactic areas regarding second language acquisition, is clearly of communicative nature, it
should be pointed out that these kinds of tasks will be adjusted to the various elements that
affect our educational practice. In that way, this serves the following purposes:

 Integrate ICT’s in the learning process, as a key competence and contributing to the
acquisition of the target foreign language;
 Use ICT’s in the classroom to work on information processing, authentic
communication, and on the learner autonomy, as the builder of his or her own learning
process;
 Give ICT’s a role to help young people be able to arrange, evaluate, and decide on the
information that comes to them;
 Challenge students with different types of supports and formats and, therefore, a great
variety of activities in which they pass from receivers to makers;
 Bring students to the real contact with the target foreign language and users (whether
natives or not), by means of the electronic mail, "chats", "blogs", or spaces wiki;
 Bring students to the cultural elements through authentic and real-time documents;
 Attend the diversity of students, using the copious offer of interactive exercises
available on the web.

For example, let us suppose a classroom situation in which the teacher puts forward this
learning principle, “we must promote functional learning; consequently, we will promote the
use of Information and Communication Technologies (ICTs), thereby Including linguistic
components, skills and communicative and learning strategies in an integrated way”.

Therefore, the methodology, the how, what, and why, is where teachers’ good educational
practice is actually shown. In this way, they should integrate the following methodological
aspects directly related to students’ learning:

 Learning guidelines;
 Methodological guidelines;
 Learning principles;
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 Teaching methods;
 Teaching activities;
 Collaborative work;
 Resources (use of ICT, integrated internet-based materials, etc);

Like this manner, every school center should have their special educational measures, which
focus on awareness to diversity, both organizational and curricular, allowing them, in the
exercise of their autonomy, a flexible teaching organization, as well as a personalized
attention to students according to their needs. Thus, we, as teachers, must take into account
certain indicators that students usually present with certain alterations at cultural and socio-
cultural levels, such as students’ country of origin, the curricular gap between them, their
lingua franca, interests, how they behave. Briefly, the indicators are as follows:

 Students’ country of origin

 Lingua franca
 Previous schooling
 Presence or absence of behavioral alterations
 Mismatch between more and less advanced students
 Degree of motivation towards school

Appropriately, it may be necessary to set apart students at these interesting points and then
to adjust our educational response accordingly. For example, we could adopt certain
methodological guidelines such as their integration into a group where they feel more secure,

thereby providing them with better instruments in the basic areas in which there is evidence
that progress is taking place.

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Q. 5: b) Analyze the various forms of e-learning?

Answer:

E-Learning enables the learners to learn anytime and anywhere. It enables the development
of perfect learning content through the application of sound instructional design principles to
perfectly analyze the basic requirements of learning as well as learning objectives.
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What are the types of E-learning?

 Synchronous eLearning is when the learners and the instructor interact with each other
in real time, from different locations.

 Asynchronous eLearning is when learners complete self-paced online training. In this

case, the learner and the instructor are not online at the same time.

Fundamentally, there are two categories of eLearning:

1. Synchronous

2. Asynchronous

Let us analyze them in detail.

The Types of eLearning

1. Synchronous E-learning

Set time (phone/Internet classroom sessions)

Synchronous eLearning is real-time learning. In synchronous learning, the learners and the
teacher are online and interact at the same time from different locations. They deliver and
receive the learning resources via mobile, video conference, Internet or chat. In this type of
learning the participants can share their ideas during the session and interact with each other
and they get detailed queries and solutions. Synchronous eLearning is gaining popularity
because of improved technology and Internet bandwidth capabilities.

Learning from the sources of:

 Virtual Classroom

 Audio and Video Conferencing

 Chat

 Webinars

 Application Sharing

 Messaging instantly
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2. Asynchronous E-learning

student directed, self-paced learning

Asynchronous eLearning is pause-and-resume kind of learning. In this type of eLearning the

learner and the teacher cannot be online at same time. Asynchronous eLearning may use

technologies such as email, blogs, discussion forums, eBook’s CDs, DVDs, etc. Learners may
learn at any time, download documents, and chat with teachers & also with co-learners. In fact,
many learners prefer asynchronous instead of synchronous learning because learners can take
online courses to learn at their preferable time by not effecting their daily commitments.

Learning from the sources of:

 Self-paced online courses

 Discussion forums & groups

 Message boards

This is all about Asynchronous and Synchronous types of eLearning. Which type of learning
do you prefer, please do share!

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