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USES OF ICTs IN
SCIENCE EDUCATION

Code 6439 Unit: 1-9

 Final: 22-06-2021

USES OF ICTs IN
SCIENCE EDUCATION
(B.Ed 4 Year)
(Science Education)

Course Code: 6439 Units: 1–9

Department of Science Education

FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY
ISLAMABAD
 All rights reserved with the publisher

First Edition ............................................ 2021

Quantity .................................................. 1000

Price ........................................................ Rs.

Typeset by: ............................................. M. Hameed Zahid

Printing Incharge..................................... Abdul Rehman Cheema

Printer ..................................................... AIOU-Printing Press, Sector H-8, Islamabad

Publisher ................................................. Allama Iqbal Open University, H-8, Islamabad

ii
 PREFACE

Uses of ICTs in science Education is a course designed for B.Ed (Science Education)
students to develop ICT skills to meet the requirement of National Professional Standards
for Pakistani Teachers. It is also obvious that technology is becoming part and parcel of
our lives and no one can deny its use in our lives. This book is written as per approved
contents from different statuary bodies.

Content covers all the required information and skills in accordance of approved contents.
It includes introduction to ICTs in Science Education, Internet and its related things,
teaching and learning with drill and practice, Computer graphics, word processing, desk
top Publishers and web-based editors, Teaching and learning with telecommunication,
Simulations, multimedia and hypermedia and teaching mathematics with mathematical
devices.

Writing process of this book contains general process first selection of writers and
reviewers, then approval from VC is sought. Coordinator follow the writing and review
process. For this book lot of writing work has been done by faculty members. Compilation
of written work is also a tedious job. This book took at least one year to take this form.

The whole University remained involved in the completion of this book under the
supervision of Vice Chancellor and Dean Faculty of Education. Department of Science
Education, Academic Planning and Course Production, Editing Cell and Print Production
Unit of AIOU contributed their services for completion of this book.

Prof. Dr. Nasir Mahmood

Chairman/Dean

iii
 INTRODUCTION OF THE COURSE

The dawn of 21st century revolutionized the world by mechanizing each and every aspect
of life. The rapid technological advancements brought harmony in the people of entirely
diverse colour, creed and race, so transformed the whole scenario in the form of global
village. Information and Communication technology is the focal point all over the world.
Every developed, developing, and underdeveloped nation is striving hard to get most out
of the ICT expertise. Everyone is being faced with the challenges of ICTs with other
discipline of knowledge, assembling ICTs in all institutions and professional development
of ICTs personnel.

Focusing on the evolving trends and the dire need to integrate ICTs in Pakistani Institutions
the AIOU proposed to execute the subject” Uses of ICTs in Science Education” at B.Ed
level. This course is very important for 21st century science teachers. This importance lies
in the facts that ICT in education improves engagement and knowledge retention:
When ICT is integrated into lessons, students become more engaged in their work. This is
because technology provides different opportunities to make it more fun and enjoyable in
terms of teaching the same things in different ways.

ICT helps improve the quality of Education by enhancing learner’s engagement and
motivation.

Arshad Mehmood Qamar

Course Coordinator

iv
 OBJECTIVES OF THE COURSE

After completing the course, learner will be able to:

• Appraise the need for and importance of TCTs in Science Education

• Use ICTs for teaching of science subjects

• Apply modernize, creative and innovative teaching methods by utilizing ICTs tools
of teaching

• Apply modernize, creative and innovative teaching methods by utilizing ICTs tools
of assessment

• Provide trainee teachers with string foundation in the utilization of hardware and
software resources of ICTs in Science Education

• Employ internet for retrieving useful information and techniques for Science
Education

• Identify the importance of different software used for facilitating teaching and
learning science

• Assemble certain ICT tools for science teaching

• Conduct research on issues and problems of ICT for science education.

v
 CONTENTS

Page #
Preface ........................................................................................................................ 3

Introduction of the Course .......................................................................................... 4

Objectives of the Course ............................................................................................. 5

Unit–1: Introduction to ICTs in Science Education ................................................. 1

Unit–2: Internet, World Wide Web and E-learning ................................................. 31

Unit–3: Teaching and Learning with Drilling and Practice ..................................... 57

Unit–4: Teaching and Learning with Computer Graphics ....................................... 73

Unit–5: Teaching and Learning with Word Processors, Desk top Publishers,
and Web Based Editors............................................................................... 111

Unit–6: Teaching and Learning with Telecommunications..................................... 175

Unit–7: Teaching and Learning with Simulations ................................................... 199

Unit–8: Teaching and Learning with Multimedia/Hypermedia............................... 215

Unit–9: Teaching and Learning with Mathematics Devices.................................... 235

vi
Unit–1

INTRODUCTION TO ICTS
IN SCIENCE EDUCATION

Written by: Arshad Mehmood Qamar

Reviewed by: Dr. Muhammad Tanveer Afzal
 CONTENTS
Page #
Introduction ................................................................................................................. 3

Objectives ................................................................................................................... 3

1.1 Fundamental of ICTs ........................................................................................ 4

1.2 Definitions and concepts related to ICTs .......................................................... 4
1.2.1 Information and Communication Technology ..................................... 4
1.2.2 Computers ............................................................................................ 4
1.2.3 Input Devices and Output Devices ....................................................... 4
1.2.4 Central Processing Unit ...................................................................... 10
1.2.5 Control Unit ......................................................................................... 11
1.2.6 Arithmetic Logic Unit ......................................................................... 11
1.2.7 Ports, Bus ............................................................................................. 11
1.2.8 Mother Board ....................................................................................... 11
1.2.9 RAM & ROM ...................................................................................... 12
1.2.10 Hardware & Software .......................................................................... 13
1.2.11 ICT Literacy ......................................................................................... 14
1.2.12 E-learning ............................................................................................. 14
1.2.13 Blended Learning ................................................................................. 14

1.3 Communication Technology ............................................................................. 15

1.3.1 Internet ................................................................................................. 15
1.3.2 Intranet (LAN) ..................................................................................... 16
1.3.3 Extranet (WAN) ................................................................................... 16

1.4 History of ICTs ................................................................................................. 16

1.5 ICTS Today ....................................................................................................... 21
1.6 Science Education and ICTs ............................................................................. 21
1.7 Advantages/Benefits of ICTs ............................................................................ 27
1.8 Disadvantages of ICTs ...................................................................................... 28

Key Points ................................................................................................................... 28

Self-Assessment Questions ......................................................................................... 29
Bibliography ............................................................................................................... 30

2
 INTRODUCTION

Information Communication Technologies (ICT) at present are influencing every aspect of

human life. They are playing salient roles in workplaces, business, education, and
entertainment. Moreover, many people recognize ICTs as catalysts for change; change in
working conditions, handling and exchanging information, teaching methods, learning
approaches, scientific research and in accessing information communication technologies.
In this digital era, ICT use in the classroom is important for giving students opportunities
to learn and apply the required 21st century skills. ICT improves teaching and learning and
its importance for teachers in performing their role of creators of pedagogical
environments. ICT helps of a teacher to present his teaching attractively and able to learn
for the learners at any level of educational programmes. Today in India teaching training
programmes making useful and attractive by the term of ICT. Information and
Communication Technologies (ICTs) exemplified by the internet and interactive
multimedia are obviously an important focus for future education and need to be effectively
integrated into formal teaching and learning – especially in a teacher education institution.

OBJECTIVES

After completion of this unit, you will be able to:

• understand the concept of ICTs
• define different terms related to fundamentals of computers and ICT.
• identify input and output devices
• handle the connections and ports.
• describe the concept of ICT literacy and E-learning.
• differentiate between E-learning and blended learning
• tell history of ICT.
• use internet and know the concepts and use of LAN & WAN
• determine science education and technology.

3
1.1 FUNDAMENTAL OF ICTs

All parts and functions of computers and ICT related software and hardware are called
fundamentals of ICT. It includes all those necessary things without which communication
cannot take place.

1.2 DEFINITIONS THE CONCEPTS RELATED TO ICTS

1.2.1 Information and Communication Technology

ICT (Information and Communications Technology – or Technologies) is an umbrella
term that includes any communication device, medium, application, or technologies that
provide access to information through telecommunications. ... It provides a basic
understanding of ICT, networks and services and their technologies.

1.2.2 Computers
The term “computer” comes from the Latin “computus” and “computare”. Both Latin
words mean to determine by mathematical means or by numerical methods. The English
verb “compute” has the same meaning.

Basically, a computer is a programmable electronic device that performs mathematical

calculations and logical operations, especially one that can process, store and retrieve large
amounts of information very quickly. Personal computers are also employed for
manipulating text or graphics, accessing the Internet, or playing games or media.
The main components of a computer are:
1. Central Processing Unit (CPU),
2. Monitor,
3. Keyboard, and
4. Mouse.

1.2.3 Input Devices and Output Devices

A computer is the combination of many parts/devices, which are performing different
functions. A computer user knows very well that computer perform the functions as
directed. So the devices with the help of which a user incorporate the information to the
computer from external world are called input devices. Examples of input devices related
to Computers are: Key board, Mouse, Touchpad, Track point, Scanner, digital camera,
joystick, barcode reader, Microphone, webcams etc.

4
A. Input Devices
Pictures of input and output devices are shown in the following:

Activity 1.1: Write complete description of Key Board: Draw a key board and write
functions of function keys.

Activity 1.2: Draw the structure of Mouse. Tell functions of mouse as input device

Activity 1.3: In what ways mouse has replaced touchpad as a input device?

5
Activity 1.4: Tell when Track Point or pointing stick is used as an input device.

Activity 1.5: Write uses of Scanner?

Activity 1.6: Identify how a microphone is used as an input device.

6
Activity 1.7: Use the digital Camera as an input device and for your computer

Bar Code Reader

Activity 1.8: Write the use of pointing stick and joy stick. In which situations both are
used.

7
Activity 1.9: Use this device for providing information in pictorial form

B. Output Devices
The information received by computes is processed as per directions. The results of
processed information are provided by the computer to the user. The devices through which
processed information are shown to the user are called as output devices. For example,
screen of the monitor shows all output of the processed data, printers, plotters, speakers,
headphones are some examples of output devices.

Examples of output devices are as following:

Activity 1.10: Operate the computer and show to your friend how your letter is seen in
word document form.

8
Activity 1.11: Use this output device to print a letter of reference.

Activity 1.12: Use Projector to teach your students in classroom

Activity 1.13: Write the output form of this device; text or voice?

9
Activity 1.13: Question. Write the difference between headphone and speakers as output
device

1.2.4 Central Processing Unit

The central processing unit (CPU) of a computer is a piece of hardware that carries out the
instructions of a computer program. It performs the basic arithmetical, logical, and
input/output operations of a computer system. The CPU is like the brains of the computer
- every instruction, no matter how simple, has to go through the CPU. So let's say you press
the letter 'k' on your keyboard and it appears on the screen - the CPU of your computer is
what makes this possible. The CPU is sometimes also referred to as the central processor
unit, or processor for short. So when you are looking at the specifications of a computer at
your local electronics store, it typically refers to the CPU as the processor.

When we start to look at the various components of a CPU and how they function,
remember that this is all about speed. When we use a computer, we want the instructions
to be carried out very fast. As the instructions become more complicated (for example,
creating a 3D animation or editing a video file), we demand more from the CPU. Thus, the
technological advances we have seen in processor technology have largely been driven by
the need for speed.

CPUs are located on the motherboard. Motherboards have a socket for this, which is
specific for a certain type of processor. A CPU gets very hot and therefore needs its own
cooling system in the form of a heat sink and/or fan.

10
1.2.5 Control Unit
We all know that processor is the nucleus of a computer system, the control unit is the
nucleus of the processor. Control unit perform following important functions.
1. To read and interpret program instructions
2. To direct the operation of internal processor component
3. To control the flow of programs and data in and out of Ram.

1.2.6 Arithmetic Logic Unit

The arithmetic logic unit (ALU), is very part of the CPU, which performs all Computations
(Addition, subtraction, multiplication and division) and all logic operations(comparisons).
The results are stored in a register called accumulator.

1.2.7 Ports, Bus

Ports are often sockets used for cables that connect the system unit with devices such as
the keyboard, mouse, printer or monitor. Usually ports are on the back of the system unit
and often are labeled and colour coded making it easier to users to plug in different cables.

Bus is a common pathway through which the processor sends or receives data and
commands to or from primary and secondary storage and all I/O peripheral devices. Ss bys
Bits traveling between RAM, catche memory, and the processor hop on the address bus
and data bus.

1.2.8 Motherboard
A number of electronic components in the system unit reside on a circuit board called
motherboard. Different components are seen in the figure of mother board. A chip is a

11
small piece of semiconducting material usually no bigger than one half inch square and is
made up of many layers of circuits and microscopic components that carry electronic
signals. The motherboard in the system unit contains many different types of chips, of
these, one of the most important is the central processing unit (CPU)

1.2.9 RAM & ROM

The memory chips in the system unit are called random access memory (RAM). When the
computer is powered on, certain operating system files are loaded from a storage device
such as hard disk into RAM. As long as the power remains on, these files remain in RAM.
Because RAM is volatile, the program and data stored in RAM are erased when the power
to the computer is turned off. Any programs and data needed for future use must be copied
from Ram to a storage device such as a hard disk before the power to the computer in
turned off.

The most common forms of Ram used in personal computers in synchronous dynamics
RAM, or SDRAM. Today, most RAM is installed by using a dual inline memory module
(DIMM). A DIMM is a small circuit board that contains multiple RAM chips. RAM
capacity depends upon the types of applications used in your PC. If your computer RAM
is less in capacity, then you are not able to run more applications at a time.

ROM (Read Only Memory)

ROM devices are chips that store information or instructions that do not change. For
example, ROM chips contain the sequence of instructions the computer follows to load the
operating system and other files when you first turn it on. Unlike RAM, ROM memory is
nonvolatile because it retains its content even when the power is turned off.

12
1.2.10 Hardware & Software
Hardware refers to the physical elements of a computer. This is also sometime called the
machinery or the equipment of the computer. Examples of hardware in a computer are the
keyboard, the monitor, the mouse and the central processing unit. However, most of a
computer's hardware cannot be seen; in other words, it is not an external element of the
computer, but rather an internal one, surrounded by the computer's casing (tower). A
computer's hardware is comprised of many different parts, but perhaps the most important
of these is the motherboard. The motherboard is made up of even more parts that power
and control the computer.

In contrast to software, hardware is a physical entity. Hardware and software are

interconnected, without software, the hardware of a computer would have no function.
However, without the creation of hardware to perform tasks directed by software via the
central processing unit, software would be useless.

Hardware is limited to specifically designed tasks that are, taken independently, very
simple. Software implements algorithms (problem solutions) that allow the computer to
complete much more complex tasks.

Software, commonly known as programs or apps, consists of all the instructions that tell
the hardware how to perform a task. These instructions come from a software developer in
the form that will be accepted by the platform (operating system + CPU) that they are based
on. For example, a program that is designed for the Windows operating system will only
work for that specific operating system. Compatibility of software will vary as the design
of the software and the operating system differ. Software that is designed for Windows XP
may experience a compatibility issue when running under Windows 2000 or NT.

Software is capable of performing many tasks, as opposed to hardware which can only
perform mechanical tasks that they are designed for. Software provides the means for

13
accomplishing many different tasks with the same basic hardware. Practical computer
systems divide software systems into two major classes:

System software: Helps run the computer hardware and computer system itself. System
software includes operating systems, device drivers, diagnostic tools and more. System
software is almost always pre-installed on your computer.

Application software: Allows users to accomplish one or more tasks. It includes word
processing, web browsing and almost any other task for which you might install software.
(Some application software is pre-installed on most computer systems.)

Software is generally created (written) in a high-level programming language, one that is

(more or less) readable by people. These high-level instructions are converted into
"machine language" instructions, represented in binary code, before the hardware can "run
the code". When you install software, it is generally already in this machine language,
binary, form.

1.2.11 ICT Literacy

ICT Literacy is the ability to use tools of information and communication technology to:
Define ones information problem clearly. Access information efficiently. Evaluate the
reliability, authority, and bias of sources.

The International ICT Literacy Panel was comprised of educators, technology experts,
scholars and industry and labor representatives from Australia, Brazil, Canada, France, and
the United States. Our deliberations resulted in the following definition: “Digital
Transformation ICT literacy is using digital technology, communications tools, and/or
networks to access, manage, integrate, evaluate and create information in order to function
in a knowledge society”.

1.2.12 E-learning
The tremendous development in digital technology has revolutionized the society. Innovative
teaching strategies and new learning trends have been introduced in the vista of education.
Digital era has given birth to Information and communication Technology (ICT) and its
applications in all fields of life. E – Learning is one of the most accepted and needed trend of
learning which means electronic learning. It has various contextual definitions, there is no
agreed definition of this term. Valentina Arkorful & Nelly Abaidoo (2014) refer that the
concept of e – learning covers a wide range of applications, learning methods and processes.

1.2.13 Blended Learning

There are a lot of different strategies for learning. The education sector has benefited from
a great many pioneers and the way our students are taught today is very different to how
they were taught fifty or even twenty-five years ago.
Much of this innovation has been related to the growth of technology. Computers have become
extremely valuable teaching tools and have opened a whole new world of online learning.

14
Some of the most effective educational establishments are using dynamic digital tools such
as e-learning software alongside more traditional classroom practices to create blended
learning models.

Blended learning is defined as a formal education programme that’s made up of in-

person classroom time as well as individual study online using eLearning software. It is a
type of multichannel method that incorporates tutor-led activities, images, video, digital
tasks, and face-to-face discussion.

Courses that follow the blended learning model often take place in a real ‘brick and mortar’
classroom with a dedicated tutor but offer additional learning opportunities by way of
a digital platform. Digital learning elements are often open to self-pacing by each
individual student and can usually be logged in to at any time and in any place.

1.3 COMMUNICATION TECHNOLOGY

Communication technology is the transfer of messages (information) among people
and/or machines using technology. This processing of information can help people make
decisions, solve problems, and control machines.

The earliest examples of communication technology are devices that amplified a person's
ability to send messages over long distances. Beating drums and sending smoke signals to
communicate beyond the range of the human voice are perhaps the earliest examples of
communication technology. Electric devices like the telegraph, telephone and wireless
radio made it possible for people to communicate over a global scale, and for a single
person to reach a very large audience.

Activity 1.14: Explore more modern definitions of Communication Technology. Write

how Communication technology has changed.

1.3.1 Internet
The Internet is a global wide area network that connects computer systems across the
world. It includes several high-bandwidth data lines that comprise the Internet "backbone."
These lines are connected to major Internet hubs that distribute data to other locations, such
as web servers and ISPs.

In order to connect to the Internet, you must have access to an Internet service provider
(ISP), which acts the middleman between you and the Internet. Most ISPs
offer broadband Internet access via a cable, DSL, or fiber connection. When you connect
to the Internet using a public Wi-Fi signal, the Wi-Fi router is still connected to an ISP that
provides Internet access. Even cellular data towers must connect to an Internet service
provider to provide connected devices with access to the Internet.

15
The Internet provides different online services. Some examples include:
• Web – a collection of billions of webpages that you can view with a web browser
• Email – the most common method of sending and receiving messages online
• Social media – websites and apps that allow people to share comments, photos and
videos
• Online gaming – games that allow people to play with and against each other over
the Internet
• Software updates–operating system and application updates can typically
downloaded from the Internet

In the early days of the Internet, most people connected to the Internet using a home
computer and a dial-up modem. DSL and cable modems eventually provided users with
"always-on" connections. Now mobile devices, such as tablets and smartphones, make it
possible for people to be connected to the Internet at all times. The Internet of Things has
turned common appliances and home systems into "smart" devices that can be monitored
and controlled over the Internet. As the Internet continues to grow and evolve, you can
expect it to become an even more integral part of daily life.

1.3.2 Intranet (LAN)

A local area network (LAN) is a communication network that covers a limited geographical
area such as a building, an office, a school or a University. A LAN consists of a number of
computers connected to a central computer, or server. A server manages the resources on
a network and provides a centralized storage area for software programs and data. A
wireless LAN (WLAN) is a LAN that uses no wires. Instead of wires, a WLAN uses
wireless media, such as radio waves.

1.3.3 Extranet (WAN)

A wide area network (WAN) covers a large geographical region such as city or district.
And uses regular telephone cables, digital lines, microwaves, wireless systems, satellites
or other combinations of communication channels. A WAN can consist of numerous local
area networks organized into one large network.

1.4 HISTORY OF ICTs

a. Period (…. S / d 3000 BC): At first humans developed information technology at this
time serves as a system for the introduction of the forms that they know. They describe
the information they get on the walls of the cave, about hunting and prey animals. At
this time, they began to identify objects that exist in the environment they live and
represent it with the forms which they then painted on cave walls tempa.t they live,
because of their ability to speak only about the form of voice grunts and hand gestures
as a form of their initial communication at this time. Further development is created
and use the tools that generate sounds and cues, such as drums, trumpets made of
animal horn, or smoke signals as a means of giving warning of danger.

16
b. Period of 3000 BC: For the first time used by the Sumerians writing with symbols
formed from pictograph as letters. Symbols or letters also have a different sound
form (mention), so it can be words, sentences and language.
c. Historical Period (3000 BC s / d in 1400-an M)

1) 2900 BC
The use of letters hierogliph on the ancient Egyptians. Hierogliph a language of symbols
where each phrase is represented by different symbols. When combined into one will
have a way of pronunciation and different meanings. Heirogliph form of writing and
language is more advanced than Sumerian writing.

2) 500 BC
Papyrus fibers are used as paper. Paper made from papyrus tree fiber that grows around
the Nile is a medium for writing or media information that is more powerful and flexible
than the clay tablets that were previously used as a medium of information.

3) 105 M
The Chinese discovered kertas. Kertas discovered by the Chinese at this time is the paper
that you know today. Paper is made from bamboo fibers are crushed, filtered, washed, then
flattened and dried. The invention also allows the printing system is performed using a
carving on a block of wood and covered by the ink or what we know today with a cap.

2. MODERN PERIOD (1400-S AN M / D NOW)

a. Year 1455
The printing press that uses the letters are made of iron plate that can be changed in a frame
made of wood was developed for the first time by Johann Guntenberg.

b. Of 1830
Augusta Lady Byron wrote the first computer program in the world to work with Charles
Babbage’s Analytical engine it uses. The tool is designed to be able to enter data, process
data, and generate output in the form of a card. This machine is known as a form of the
first digital computer, although the way it works is more mechanical than is digital, 94
years before the first digital computer ENIAC 1 is formed.

c. In 1837
Samuel Morse developed the telegraph and Morse code language with Sir Wiliam Cook
and Sir Charles Wheatstone who sent electronically between two distant parties through
the cable connecting the two places. Sending and receiving of this information can be sent
and received at almost the same time this invention allows the information can be accepted
and used widely by the people unhampered by distance and time.

d. In 1861
Moving images are projected onto a screen was first used as the precursor film is now in
ancient times as the projector is growing step on the screen. e. During the year 1876 was
marked by figures who developed the Melvyl Dewey decimal system of writing.

17
f. In 1877
1. Alexander Graham Bell invented and developed the first time used the phone in
general.
2. high-speed photography was invented by Edward Maybridge.

g. In 1899
Used in tape storage system (tape) the first magnetic storage but at this time is still analog
not digital like the present. h. During the year 1923 was marked by Zvorkyn creating the
first television tubes.

i. In 1940
Commencement of the development of science in the field of information during World
War 2, which is used for the benefit of sending and receiving of military documents that
are stored in the form of magnetic tape.

j. In 1945
Vannevar Bush developed a coding system using hypertext. Pada this period the use of
hypertext has been developed along with the development of website design is currently
evolving.

k. During the 1946 period of this technology in the world’s first digital computer
ENIAC was developed although I have not so many users, but computer technology has
been used certain agencies.

l. Year 1948
Researchers at Bell Telephone developed the transistor.

m. Year 1957
1) Jean Hoerni developed the planar transistor. This technology allows the development
of millions and even billions of transistors incorporated into a small piece of silicon
crystal.
2) USSR (Russia at the time) as the launching of Sputnik the first artificial earth satellite
who served as a spy. In return the U.S. to form the Advanced Research Projects
Agency (ARPA) under the authority of the Department of Defense to develop
science and information technology in the military field.

n. Year 1972
At this time Ray Tomlinson created the first e-mail program that is used to communicate
over long distances using teks. E-mail can be said as electronic mail.

o. Year 1973-1990
The term Internet was introduced in a paper on TCP / IP and then made the development
of a network protocol known as TCP / IP was developed by a group of DARPA. Pada the
1981 National Science Foundation to develop a backbone called CSNET 56 Kbps capacity

18
for each institution in pemerintahan. Kemudian in 1986, the IETF developed a server that
serves as a coordination tool including: DARPA, ARPANET, DDN, and Internet Gateway.

p. Year 1991 –
Now the business systems in the IT field first occurs when the CERN in overcoming
operational costs a fee from its members. In 1992 the establishment of the Internet
community, and then introduced the term World Wide Web (WWW) by CERN.
Pada 1993, NSF established the InterNIC to provide Internet related services and data
storage directories and databases (by AT & T), registration services (by Network Solutions
Inc.), and information services (by General Atomics / CERFNET). In 1994 the growth of
the Internet drove very fast and began reaching into all aspects of human life and a part
that cannot be separated from manusia. Tahun 1995, public enterprises began to be allowed
into the provider by purchasing network in this Backbone. Langkah began development of
information technology especially the internet and research to develop systems and more
sophisticated tools.

THE INTERNET
The Internet was invented as a result of researches conducted in the early 1960s by
visionary people like J.C.R. Licklider of MIT. The latter saw the added value of allowing
computers to share information on research and development in scientific and military
fields. That’s why, he proposed a global network of computers in 1962, and moved over to
the Defense Advanced Research Projects Agency (DARPA) in late 1962 to head the work
to develop it.

THE WEB
While many people use the terms Internet and the Web interchangeably, they are in fact
not synonymous. The Internet is a huge network that connects millions of computers
together worldwide. Computers in this network can communicate with any other computer
as long as they are connected to the Internet. The Web or the World Wide Web (WWW),
however, is a way of accessing information over the medium of the Internet. It is an
information space or a model that is built on top of the Internet where documents and other
web resources are identified by URLs (Uniform Resource Locator), informally termed a
web address. This space is interlinked by hypertext links, and can be accessed via the
Internet.

The World Wide Web was invented by English scientist Tim Berners-Lee in 1989. He
wrote the first web browser in 1990 while employed at CERN in Switzerland.

WEB 1.0, WEB 2.0, AND WEB 3.0

What’s the difference between Web 1.0, Web 2.0, and Web 3.0?

They represent the evolution of the Web in the last two decades. Here is a summary of their
features.

19
WEB 1.0
Web 1.0 was the first stage of the World Wide Web’s evolution. Basically, content creators
provided content for the vast majority of users who were only consumers or readers of that
content.

The most important features of Web 1.0 were as follows:

• It was a read only web
• It was based on HTML which is a basic computer language.
• It was characterized by static pages (there is no interactivity between users and
websites).
• It was also characterized by slow connection speed.
• The software was very expensive, generally on CDs or DVDs to be installed.

WEB 2.0
Web 2.0 was the next evolution of the Web. It is more sophisticated and is characterized
by its social aspect. Unlike Web 1.0, Web 2.0 is a many-to-many relationship.

Here are the features of Web 2.0:

• It is a read-and-write web.
• It is based on more sophisticated computer languages (PHP, Mysql, Java Script…)
• The pages are dynamic pages, which means that there is the possibility of
interactivity between users and the web.
• It is characterized by speed.
• The software is more accessible. It is on line or downloadable.

WEB 3.0
Web 3.0 is an evolution of the Web as an extension of Web 2.0. It is also called the
Semantic Web. It is characterized by connective intelligence, connecting data, concepts,
applications and ultimately people.
Here are its features:
• Read, write and execute web.
• Users are served more intelligently.
• Personalized information.
• Machine comprehension.
• Cloud Technology.
• Everything is connected.
• Immersion.

ICT for Education

Many educators saw in ICT the potential of raising the quality of teaching and learning.
Here is what it can offer to education:
• Universal access to high quality education.
• Teachers’ professional development.
• Efficient education management in terms of governance and administration.
• Promotion of equity in education.

20
For teachers, ICT offers a mine of content, material, and ideas.
Examples of ICT Tools
ICT can offer different Web tools:
• websites
• wikis
• blogs
• forums
• applications

1.5 ICTs TODAY

WHAT’S NEXT?
The future of ICT is promising. The web will develop even more possibilities.

WEB 4.0
Web 4. or the symbiotic web will lead to an interaction between humans and machines in
symbiosis. Machines would be clever on reading the contents of the web and react fast by
providing superior quality content.

WEB 5.0
Web 5.0 or the emotional web is a version that is still developed underground. The web
will interact with users and will be able to recognize their emotions. So far the web is
neutral as far as emotions are concerned. This will probably change in the future.

1.6 SCIENCE EDUCATION AND ICTs

1. An evolving provision compatible with constructivist pedagogical approaches
Let us mention briefly that the technological provision is rich. As part of constructivist and
social constructivist traditions, a number of pedagogical applications of ICT provide pupils
with material and symbolic tools to work with concepts and processes in a discovery,
exploration, experimentation and problem-solving perspective. Therefore, such
applications could contribute to science and technology education according to
contemporary didactical perspectives. There are four main application categories
(Bruillard, 1997; Depover, Karsenti & Komis, 2007):

Those that enable learners to present the knowledge they developed (electronic portfolio, blogs,
etc.), to represent their developing knowledge (conceptual maps or other written or graphic
expression systems) or organise and present new knowledge (web page design, etc.).

Those that provide learners access to environments based on scientific or social models
they must appropriate by using exploration or discovery processes: simulation, virtual
reality and serious games environments.

21
Those that provide pedagogical guidance and support in which learners create models and
develop scientific knowledge based on observations and experimentations. These
environments are related to micro worlds and modelling.

Those that rest on the use of technical interfaces enabling learners to manipulate objects
and make experimentations based on real life situations, most often outside the classroom
and with mobile devices. These are pedagogical robotics environments or almost real
computer-assisted experimentation laboratories allowing learners to develop knowledge in
the manner of a scientist.

This is obviously a very attractive provision. The question it raises is that of the effective
uses of these technologies in class or out of it for educational purposes as well as the
research conducted to develop, understand or account for them.

2. What research to conduct in didactics and technologies in education or for

education?
First, it should be underlined that the relation between didactics and the uses of
technologies in education and training cannot be taken for granted. ICT often appear of
secondary importance. It may be assumed that these technologies are considered part of
the “field” in the didactical sense of the term, one component of the engineering procedure
implemented and, in this sense, they should not be paid particular attention. A focus on
knowledge and the idea that instruments are not part of it might also prevail. As a result,
ICT- related didactical research will focus either on innovation without the distance
necessary for research, or on syntheses for training purposes. While instruments are
considered of secondary importance in “conceptual” works, major field surveys are not
conducted either.

The situation across the Atlantic is different as regards the relation to instruments, the
launch of large-scale surveys and maybe also in a shared belief in the capacity of
technologies to contribute to educational innovation. That has made the technologies used
in class somewhat visible.

 1 <http://wise.berkeley.edu/webapp/index.html>.
Research works, among which those funded by the National Science Foundation in the
USA, first gave an impetus to ICT innovation in the classroom. For example, the CoVis
project (Learning Through Collaborative Visualisation) led by Gomez, Fishman and Pea
(1992) and their colleagues was conducted in school rather than in academic laboratories.
They sought to innovate by engaging pupils in inquiry approaches in science through
videoconferencing and a notebook written by several pupils. Blumenfeld et al. (2000)
conducted a large-scale research innovation in the schools of Detroit where pupils were
completing scientific projects based on carefully selected authentic questions (driving
questions). The WILD1(Wireless Internet Learning Devices) project led by Roschelle and
Pea (2002) was focused on the geo spatial affordances of these tools. They showed the
basics of what augmented physical spaces towards collaborative learning could look like.

22
Among major initiatives, the WISE (Web-based Inquiry Science Environment) project
launched by Linn in Berkeley and also financially supported by the National Science
Foundation has provided a platform since 1997 (see Slotta, 2010) for a history and an
analysis of this project.

In Quebec, Barma, Power and Daniel (2010) made experimentations on augmented reality
thanks to mobile technologies. In addition, the recent book directed by Riopel, Potvin and
Vásquez Abad (2009) emphasised research experiments carried out by members of the
mobile laboratory for the study of learning routes in science (LabMECAS) and MATI
Montreal. This book, like other books (Aubé, David & de La Chevrotière, 2004);
Bracewell et al., 2007; Turcotte, 2012) is the sign of both collective efforts for the study of
technology use in science education research and of a dynamic research trend in Quebec.
14More generally, the works in Canada around Knowledge Building/Knowledge Forum
(Scardamalia& Bereiter, 2006, 2010) show the interplay between theory, pedagogy,
technology and the learning community (Slotta, 2010; Zhang et al, 2011; Van Aalst &
Cummings, 2006).

There are quite similar programmes in Europe and several research projects funded by the
European Commission have been conducted since the 2000s. They mainly contributed to
the development of pilot environments and to the establishment of academic networks
gathering specialists in science didactics and educational psychologists on one side and
computer scientists focusing on IT environments for human learning on the other side).
Among these projects, let us mention Modelling Space, Comode, Co-Lab and Sim Quest.

The Modelling Space project, which was based on a series of pedagogical and
epistemological principles, aimed to enable learners to develop and use qualitative, semi-
qualitative and quantitative models in a context of distance collaborative learning
(Dimitracopoulou & Komis, 2005). Classroom experimentation of the environment by
researchers showed interesting findings (Ergazaki, Komis & Zogza, 2005; Komis,
Ergazaki & Zozga, 2007) but the ensuing Comode project designed to
introduce Modelling Space and its didactical approach in European schools did not have
the same success. However, the promising findings do not seem to influence the daily
practice in science classrooms.

In a word, ICT for education are becoming popular in classrooms and the subject of
research but the contribution of research to classroom practice is challenged. One prior
question is raised: what do we know of the advent of ICT in education?

3. Historical elements : a succession of phases

 2 <http://www.bbc.co.uk/news/health-13867881>. (read on January 7 2013).
There is often a lack of historical background to understand the place taken by IT in
education. Daniel Beaufils (2006) developed a twenty-year, computer-based review as a
laboratory tool in physics. Margaret Cox provides a panorama of almost 50 years of
development and use of ICT in scientific education. Her research team has recently

23
participated in the development of the award-winning HapTEL (haptics in technology-
enhanced learning) for the training of dentists2.

According to Margaret Cox, it is necessary to consider a triple focus to understand this

history: technological developments, educational (national) initiatives and the applications
to teaching and learning. There was a shift from teaching software on specific subjects
(corresponding to what is called computer-assisted instruction) to simulation and
modelling and then to mobile learning, online lessons, the development of digital tools or
knowledge by users, and to social networks. While technologies have changed, so have
their social uses and aims as well as educational methods.

Margaret Cox distinguishes five types of application:

 tutors, mere practice software, exercise devices to more complex forms;
 simulations for the exploration of data games;
 modelling, programming software to build environments;
 computer-assisted experimentation to monitor experiments, collect, process,
visualize data derived from experiments;
 integrated and connected technologies.

According to Cox, teachers over the past few years have limited their uses to focus simply
on commercial software like spreadsheets and data bases. She raises the question of
the impact of ICT on knowledge, the fact that this knowledge is now hardly dissociable
from these technologies that have changed the representations and actions over these
representations. But there is a form of resistance of school basic modes of knowledge
transmission or processes that demands to rethink training itself.

As we mentioned above, the promises of scientific publications do not materialise in

tangible classroom uses or in the science laboratories of schools. On one side, the much-
supervised conditions of scientific research are not easily reproducible in everyday school
reality (lack of “ecological viability”). On the other side, many observers underline a lack
of pedagogical training among teachers, which makes the adoption of technological and
pedagogical innovations more difficult. While the IT environments dedicated to scientific
education can provide a cognitive framework favourable to learning and the active
construction of knowledge, the actualization of their cognitive potential depends on the
personal investment and commitment of learners on the one hand and on the didactic
strategies adopted by teachers on the other hand. In these technology-mediated relations
between teachers, pupils and knowledge, there might be a partial explanation for the lack
of ICT integration in schools. Anyhow, the key role played by teachers is once again
emphasised, which brings the question of their professional development all the more
acute.

4. Insufficient institutional courses and selective self-study courses

Do initial courses adequately prepare teachers to a professional use of ICT? Harinosy
Ratompomalala and his colleagues conducted a survey in three teacher training colleges
(IUFM) which showed that future teachers did not feel ready to use ICT with pupils and

24
that the school system does not really promote this initiative. That’s why young teachers
use them so little.

But this is a classical result in the end. Khaneboubi (2009) emphasises that there are two
intertwined conditions behind the use of ICT in class: capacity for technical use of ICT and
for classroom management. Bassy (2012) shows that what is ultimately at stake is not so
much the technological tools as the development of new strategies to access knowledge
and its development.

There are indeed teachers who use ICT but these are not beginning teachers. The second
part of the contribution seeks to understand what these teachers do with ICT and how they
were led to use them. It shows that practising teachers appropriated these technologies to
cope with problems with their pupils.

The work performed by Harinosy Ratompomalada confirms the trends observed by

Margaret Cox in current classroom uses. This is no longer specific but generic software
that is used. As Cox wrote it in details, it is as if physics teachers were given an
encyclopedia instead of a specific physics textbook written by an expert in the field.

Successive works showed the difficulties faced by teachers in ICT use with and by pupils.
As pointed by Vialle (2001), technology in computer-assisted experimentation can either
turn into an “aid to manipulation” or an “obstacle to investigation”. This difficulty was
confirmed by a study led by Hénocq (2009) into the uses of digital work environments in
earth and life sciences. These environments are an additional resource between pupils and
knowledge. While there is a wide range of innovative practices, their implementation
requires different conditions that are not so easy to meet. The development of a
computarised tool to follow the conceptions of pupils in mechanics (Coppens, 2007) must
still understand the difficulties faced by teachers to adopt new technologies.

Stanislas Dorey (2012) pointed to saturation phenomena in her PhD dissertation: the
software provision is large enough and its use can take only a minimal part of pupils’ work
time. Developing truly constructive uses of some software requires a long enough learning
time to have an adequate technical and conceptual command. But this command cannot be
reached because of the current constraints of courses in secondary education.

5. Towards new field practices

But the development of critical approaches is not an obstacle to the creation of new
educational situations that make the most of the opportunities offered by technology.
Although Hénocq (2009) realised how little new technologies were used in official digital
work environments, innovative teachers compensated a lack of equipment and suggested
innovative situations. For example, as part of the Exacam project, Dargent, Dargent & Quirin
(2007) generated images of an experiment shot by a camera of the school and posted on the
Internet. Through this experiment in class and out of class, playing on the time factor, they
led to another approach to experimental activities, leaving the laboratory behind.

25
New opportunities are offered, especially through geolocation (Sanchez, Genevois &
Joliveau, 2011) but also through serious games (Sanchez, 2011), probably an avatar of the
simulations to which specific scenarios are associated.

All these new practices are not always monitored by research but they are a sign of what
might become school practice in the near future. Jean-François Rodes invites us to explore
new practices. Evoking the didactical and scientific difficulties of the examination of an
ecosystem during a field trip in the forest, he showed that various tools, especially those of
geolocation, can help a female teacher orient students’ inquiry practices. Rodes particularly
focused on how this teacher changed her activity thanks to Google Maps. In his conclusion,
he confirmed the opportunity to continue the inquiry-oriented activities but it must be
improved by more technical support than that initially provided by this teacher. How can a
compromise be reached between technical and conceptual mastery of instruments and their
use for pedagogical purposes? The question remains unanswered. While the trial approaches
give promising results, the mid-term viability of the activities tested is far from being
guaranteed.

6. Prospects
 3 <http://www.exobiologie.info/Sitmanuel/Bienvenue.html>.
The call for contributions of the thematic part of this issue focused on the design and
exchange practices of educational resources within associations or teacher collectives. This
aspect was not covered by the proposals we received. While such practices are effective in
other disciplines, they are hardly visible in experimental sciences. Raynal (2009) for
example offered a free downloadable version of his own digital textbook for the teaching
of life and earth sciences3 but this was only an individual initiative. Kalogiannakis (2004)
conducted a research on the online communities of physics teachers but there has been no
recent study on this issue.

 4 ACCES: Actualisation continue des connaissances des enseignantsen sciences.

<http://acces.ens-lyo (...)
Are there enough resources available? Are institutional resources, especially the
Access4 site, sufficient ? Is the development of additional resources a question
of secondary importance? Despite the available resources, their use by teachers and pupils
remains inadequate.

Similarly, all non-curricular learning – that outside national curricula – such as

associations, museums, etc. was not addressed.

However, the contributions of this issue provide landmarks on the uses of new technologies
in scientific and technical education. While the design research approaches are popular
across the Atlantic and in Europe, they might soon develop in France. As Margaret Cox
evoked the importance of national initiatives, the call for projects “innovative digital
services for e-education”, which advocated the design of “demonstrators” and their
dissemination to a larger scale after field tests, orients towards this type of approach.

26
While experimentation practices within classrooms dedicated to practicals will probably
decrease in secondary education to the benefit of simulations or mere ICT-assisted
visualisations, other extra-curricular exploration and experimentation practices making the
most of mobile technologies could emerge. In this sense, this issue is a landmark. It raises a
number of burning questions and throws light on recent phenomena of the joint development

1.7 ADVANTAGES/BENEFITS OF ICTs

• Increasing access through distant learning.
• Enabling a knowledge network for students.
• Training teachers.
• Broadening the availability of quality education materials.
• Enhancing the efficiency and effectiveness of educational administration and policy.
• Social skills.
• Research and development.
• Professional development.
• Policy and strategic planning.

Information and Communication Technology (ICT) can contribute to universal access to

education, equity in education, the delivery of quality learning and teaching, teachers’
professional development and more efficient education management, governance and
administration. ICTs stand for information and communication technologies and are
defined, for the purposes 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 telephony.

In recent years there has been a groundswell of interest in how computers and the Internet
can best be harnessed to improve the efficiency and effectiveness of education at all levels
and in both formal and non-formal settings. But ICTs are more than just these technologies;
older technologies such as the telephone, radio and television, although now given less
attention, have a longer and richer history as instructional tools. For instance, radio and
television have for over forty years been used for open and distance learning, although print
remains the cheapest, most accessible and therefore most dominant delivery mechanism in
both developed and developing countries. The use of computers and the Internet is still in
its infancy in developing countries, if these are used at all, due to limited infrastructure and
the attendant high costs of access.

Moreover, different technologies are typically used in combination rather than as the sole
delivery mechanism. For instance, the Kothmale Community Radio Internet uses both radio
broadcasts and computer and Internet technologies to facilitate the sharing of information and
provide educational opportunities in a rural community in Sri Lanka. Similarly, the Indira
Gandhi National Open University in India combines the use of print, recorded audio and video,
broadcast radio and television, and audio conferencing technologies.

27
1.8 DISADVANTAGES OF ICTs
Just like any other technology, ICT too comes with certain limitations. While most of the
educational specialist empathize on putting aside the few disadvantages, few still argue
otherwise and essay the drawbacks of using the technology in education.
1. Misleading and misguiding information
2. Risk of cyber-attacks and hacks
3. A risk to the traditional book and handwriting methods
4. Implementing computers and the internet for ICT replace the convention education
curriculums
5. Managing courses online is difficult
6. Misuse of technology
7. Not accessible everywhere
8. Teachers require experience to handle ICT
9. implementing computers and the internet is expensive
Few believe that computers can limit imagination

KEY POINTS

• All parts and functions of computers are called fundamentals of ICTs.

• ICT includes any communication device, medium, application, or technologies that
provide access to information through telecommunications.
• Central Processing Unit (CPU), monitor, Keyboard and a mouse are important parts
of a computer
• Devices used to give information to the CPU are called input devices.
• Keyboard, mouse, and joystick are some input devices.
• Monitor, speakers, printers are some output devices.
• E-Learning, or electronic learning, is the delivery of learning and training through
digital resources.
• RAM is used to store computer programs and data that CPU needs in real
time. RAM data is volatile and is erased once computer is switched off.
• ROM has prerecorded data and it is used to boot computer.
• Software comprises the entire set of programs procedures, and routines associated
with the operation of a computer system.
• Computer hardware consists of physical components of an analog or digital
computer. All tangible parts of a computer.
• Blended learning is an approach to education that combines online educational
materials and opportunities for interaction online with traditional place-
based classroom methods. It requires the physical presence of both teacher and
student, with some elements of student control over time, place, path, or pace.
• Access, knowledge, efficiency, accuracy, training and speed are some advantages of
ICTs.
• Thefts, information insecurity, reaching exact information are some disadvantages
of ICT.

28
 SELF-ASSESSMENT QUESTIONS
Q. 1 Define the following Questions.
i. Information and Communication Technology
ii. Computers
iii. Input devices and Output devices
iv. Central Processing Unit
v. Control Unit
vi. Arithmetic logic Unit
vii. Ports, Bus
viii. Mother Board
ix. RAM & ROM
x. Hardware & Software
xi. ICT Literacy
xii. e-learning
xiii. Blended Learning

Q. 2 Give Examples of each of the following:

a. Input devices and Output devices
b. Ports, Bus
c. Hardware & Software
d. e-learning

Q. 3 Differentiate between the following:

i. input and output devices
ii. RAM and ROM
iii. E-learning and Blended learning
iv. Hardware and software
v. CU and ALU

Q. 4 Give a brief account on history of ICTs.

Q. 5 Write a report on how you will use ICT in your teaching and learning process.

Q. 6 Explore key advantages of ICTs in Science Education.

Q. 7 Write disadvantages of using ICTs in Science Education.

29
 BIBLIOGRAPHY

Ahituv, N., Neumann, S., & Riley, H. N. (1994). Principles of Information Systems for
Management (4th ed.). Dubuque, IA: Wm. C. Brown Communications.

Awad, E. M., & Gotterer, M. H. (1992). Database Management. Danvers, MA: Boyd &
Fraser.

Ayannuga et al. (2007), Computer Application Packages. Hasfem Publication.

Banerjee, U. K., & Sachdeva, R. K. (1995). Management Information System: A New

Framework. New Delhi: Vikas Publishing House.

Broadbent, M, Weill, P, and St. Clair, D (1999) ‗The Implications of Information

Technology Infrastructure for Business Process Redesign, ‘MIS Quarterly, June
159–82.

Deise, M. V., Nowikow, C., King, P. and Wright, A. (2001) Executive's Guide to
E-Business from Tactics to Strategy. Price Waterhouse Coopers.

Dickson, G, DeSanctis, G. (2000) Information Technology and the Future Enterprise: New
Models for Managers, Prentice Hall New Jersey

Kaplan, S. and Sawhney, M. (2000). E-Hubs: The New B2B Marketplaces, Harvard
Business Review, May-June, 97–103.

O. C, Akinyokun (1999), Principle and Practice of Computing Technology

Yekini, Nureni Asafe, Principles of Information System (2010), Hasfem publication.

30
Unit–2

INTERNET,
WORLD WIDE WEB AND E-LEARNING

Written by: Arshad Mehmood Qamar

Reviewed by: Dr. Muhammad Tanveer Afzal

31
 CONTENTS
Page #
Introduction ................................................................................................................. 33

Objectives ................................................................................................................... 33

2.1 Internet Access .................................................................................................. 34

2.2 Internet Protocols .............................................................................................. 34

2.2.1 Transmission Control Protocol (TCP/IP) ................................................ 34
2.2.2 File Transfer Protocol (FTP) ................................................................... 36
2.2.3 Hypertext Transfer Protocol (HTTP) ...................................................... 37
2.2.4 Telnet, Ghofer ......................................................................................... 38
2.2.5 Wide Area Information Services (WAIS) ............................................... 40
2.3 Internet Addressing ........................................................................................... 41
2.3.1 IP Address ............................................................................................... 41
2.3.2 Uniform Resource Locator ...................................................................... 41
2.4 World Wide Web .............................................................................................. 42
2.4.1 Web Pages and HTML ............................................................................ 42
2.4.2 Various Search Engines........................................................................... 43
2.4.3 Exemplary Websites ................................................................................ 43
2.5 E-Learning ........................................................................................................ 48
2.5.1 Modes of E-learning ............................................................................... 48
2.5.2 Tools of E-learning.................................................................................. 49
2.5.3 Advantages and Disadvantages of E-learning ......................................... 50
2.6 E-Assessment .................................................................................................... 51
2.6.1 Tools of Assessment................................................................................ 51
2.6.2 Advantages and Disadvantages of E-assessment .................................... 53

Summary ..................................................................................................................... 54

Self-Assessment Questions ......................................................................................... 54

Bibliography ............................................................................................................... 56

32
 INTRODUCTION

Internet, World Wide Web, and e-learning are the second unit of this course. Internet is the
universal source for information seeking throughout. The Internet is a global network of
billions of computers and other electronic devices. With the Internet, it's possible to access
almost any information, communicate with anyone else in the world, and do much more.
We can do all of this by connecting a computer to the Internet, which is also
called going online. When someone says a computer is online, it's just another way of
saying it's connected to the Internet.

The Word Wide Web helps us to access different websites through internet. What is the
use of website? A website is made up of related text, images and other resources. Websites
can resemble other forms of media—like newspaper articles or television programs or they
can be interactive in a way that's unique to computers. The purpose of a website can be
almost anything: a news platform, an advertisement, an online library, a forum for sharing
images etc.

E-Learning is the use of network technology to design, deliver, select, administer and
extend learning. In this unit you will learn about modes of e-learning, types of e-learning
and e-assessment. Advantages and disadvantages of e-learning and e-assessment are also
part of this unit.

OBJECTIVES

After completion of this unit, you will be able to:

• define internet and find websites
• access internet by using different types of internet protocols
• discuss about the best usages of internet protocols
• execute different internet addresses for locating information for science learning
• explain advantages and disadvantages of TCP/IP
• install and use various search engines for searching various websites
• identify e-learning tools and use them for learning of science concepts
• implement the e-learning and e-assessment tools for assessing the performance of
science students.

33
2.1 INTERNET ACCESS
Internet access is the ability of individuals and organizations to connect to the
Internet using computer terminals, computers, and other devices; and to access services
such as email and the World Wide Web. Internet access is often provided at home, schools,
workplaces, public places, internet cafes, libraries and other locations. The internet began
to gain popularity with dial-up internet access. In a relatively short time, internet access
technologies changed, providing faster and more reliable options. Currently, broadband
technologies such as cable internet and ADSL are the most widely used methods for
internet access. The speed, cost, reliability and availability of internet access depends on
the region, internet service provider and type of connection.

Ways to Obtain Internet Access

There are many different ways to obtain internet access, including:
• Wireless connection
• Mobile connection
• Hotspots
• Dial-up
• Broadband
• DSL
• Satellite

2.2 INTERNET PROTOCOLS

The Internet Protocol (IP) is a protocol, or set of rules, for routing and addressing packets
of data so that they can travel across networks and arrive at the correct destination. Data
traversing the Internet is divided into smaller pieces, called packets. IP information is
attached to each packet, and this information helps routers to send packets to the right place.
Every device or domain that connects to the Internet is assigned an IP address, and as
packets are directed to the IP address attached to them, data arrives where it is needed.

Once the packets arrive at their destination, they are handled differently depending on
which transport protocol is used in combination with IP. The most common transport
protocols are TCP and UDP.

2.2.1 Transmission Control Protocol (TCP/IP)

It is suite of communication developed by department of defense of US that is used to connect
network devices through internet or to connect private computer network like intranet or
extranet. This protocol is connection oriented and identifies that how data is exchanged through
internet by using end to end encryption and specifies how data will break in to addresses,
packets, transmitted routes and received at proper place. It required small central management
and make the network reliable. TCP specifies that how channels of communication can be
created through applications within network and manages that how massages can be assembled
in to different packets at first and then will transmit and then reassemble in right track to reach

34
the address of destination. It creates a virtual network to connect the multiple computer network
together and allow to communicate over long distance.

Working of TCP/IP
TCP/IP is more accurate and ensure reliable and correct transmission of data between two
computer networks. It works as if any message sent by system is in one piece and encounter
a problem then TCP/IP helps to deal with this problem as it breaks message in to packets
instead of resending whole message and then reassemble these packets to receive message
successfully. These packets have ability to take different routes to reach the other computer
if first route is encountering a problem or unavailable. TCP/IP distributes different tasks in
to layers and each layer has its specific function. Data moves between these layers before
receiving at other end and TCP/IP moves between these layers in reverse manner before
conveying it to recipient. Different layers of TCP/IP are as:

Layers of TCP/IP
TCP/IP has four layers, and each layer has different specific purpose.
1. Application Layer
This layer provides actual application data with exchange of standardized data and includes
HTTP, FTP, POP3, SMTP (Simple Mail Transfer Protocol) and SNMP (Simple Network
Management Protocol) with payload. Its functions are as:
• It acts as communication partner, synchronize communication and determine
resource availability.
• It gives opportunity to the users to log on the remote host.
• It helps to use different e-mail services.
• It helps to distribute sources of database and give access for various global
information about different services and objects.

2. Transport Layer
This layer is responsible to maintain end to end encryption and communication through
network. It controls communications between different hosts and gives flow control,
transmission of multiple signals and reliability. It involves TCP and UDP (User Datagram
Protocol) that is used for special purpose in place of TCP in some cases. Its functions are
as:
• It makes a sequence of messages received through session layer by dividing it in to
different segments and numbering them.
• It ensures that message is delivered correctly towards the destination point.
• It also helps to ensure that whole message is transmitted without any error.
• It ensures reliability of a link with the help of flow control, segmentation as well as
de segmentation and error control.

3. Network Layer
It is also known as internet layer dealt with packets and connects independent networks
used to transport of these packets across network boundaries. It involves IP and ICMP
(Internet Control Message Protocol) that is used to report errors.

35
• It provides procedural and functional method to transfer variable length data
sequences from one node to other by using different networks.
• Message delivered through this layer does not need any guarantee for reliable
network protocol.

4. Physical Layer
It is also called as data link layer or network interface layer. It involves those protocols
which can operate only through a link and components of network that is used to
interconnect hosts or nodes in network. It involves Ethernet for LAN (Local Area Network)
and ARP (Address Resolution Protocol). Its functions are as:
• It defines details about transmission of data through network.
• It also helps about data transfer physically by using network.
• It ensures transmission of data among two devices on single network.

Advantages of TCP/IP
• It helps to set up any connection among various types of computers.
• It operates without any concern of operating system.
• It helps to routing many protocols.
• It supports internetworking among organizations.
• It has highly established architecture of client server.
• It can work independently.

Disadvantages of TCP/IP
• It is a complex model that is difficult to handle and setup.
• Overhead of TCP/IP is higher than Internetwork packet exchange.
• Transport layer cannot give the guarantee about packets delivery.
• Replacement of protocol in TCP/IP is not easy task.
• It has no clearly separation of interface, services and protocols.

2.2.2 File Transfer Protocol (FTP)

FTP is another high-level protocol to transfer files through computers by using TCP/IP
based network like internet. FTP helps people to exchange and share the data between
offices and around internet. FTP is considered as the most famous protocol after world
wide web and HTTP. They provide opportunity to transfer data in peer to peer and business
to business interaction and allows employees to share and transfer data within different
locations and branches of office with security. IT teams also enable to share data to disaster
recovery sites and webmaster team used this protocol to transfer web application files, web
pages and images. FTP helps to transfer files between two host through establishing
connection as one connection is used to transfer data and other is used as control
connection.

Working of FTP
FTP works on the base of FTP client that is a program to transfer fie between two hosts by
using internet. It gives opportunity to upload or download files through connecting with

36
remote host. This program act as built-in component in web browser and makes file transfer
so easy. FTP client has three parts that are user interface, control process and data transfer
process. It also has server with two parts like server control and server data transfer process.
FTP has two types of connections:
Control connection: It used simplest rules to communicate. We can transfer line of
response and command at a time. This connection forms between control processes and
remains connected during whole FTP session.

Data connection: It used complicated rules according to data types. It is formed between
data transfer process as it opens when files are going to be transferred and it close when
file has been transferred with the help of FTP.

Advantages of FTP
FTP has variety of advantages as:
• Its main advantage is its speed as it is the fastest way that is used to transfer files
from one computer to other.
• It is most efficient way to transfer files as there is no complete operation required to
get complete file.
• FTP is more secure to use because its server required proper username and password
to login.
• It gives opportunity to transfer files in back and forth manner. We can send and
receive information through same server.

Disadvantages of FTP
Its disadvantages are as:
• Standard requirement of any industry is that there should be encryption in all FTP
transmissions but not all FTP providers offer encryption, so we required to search
those FTP providers which offer encryption.
• There is a size limit of 2GB to send and receive large files within FTP so it cannot
allow us to run multiple files at a same time to different receivers.
• FTP is not able to be compatible with each system.
• FTP username and passwords have sent unclear text so there is chance to guess it by
hackers.

2.2.3 Hypertext Transfer Protocol (HTTP)

It is an application layer or set of rules that is used to transfer files in the form of text,
images, audio, video, graphics through world wide web. Its latest version is HTTP/2 in the
replacement of HTTP 1.1. It helps in distribution, collaboration and hypermedia
information. Its working is on client server model in which web browser is a client as client
sends request towards server and processed through server before sending back response
towards client. It is a stateless protocol it means that client and server have no connection
directly but only aware to each other. When web browser has opened then client and server
forget about the presence of each other so cannot retain information among requests. This
protocol defines different commands like GET and POST, these are used for handling of

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form submission through websites. A secure connection is ensured through CONNECT
command and is encrypted through SSL (Secure Socket Layer). HTTPS is an extension of
HTTP that is used for secure transmission of data. Those URLs that starts with http://will
access through standard HTTP by using port 80 by default and https:// will access by using
secure HTTPS connection by using port 443 by default.

Working of HTTP
Web browser is a HTTP client that is used to send requests to server machine. When a user
browses any file and send request with the help of typing URL address or through clicking
hypertext link then there is a HTTP request build by browser has sent towards internet
protocol address with the help of URL. This request is received by daemon of HTTP at the
destination server machine and returned back the requested files with request. Specific
request methods are used by HTTP to perform different tasks as HTTP serve used GET
and HEAD method.

Advantages of HTTP
Advantages of HTTP are as:
• In this protocol, less concurrent connection is needed so usage of CPU and memory
is low.
• Errors can be highlighted without closing of connection.
• Due to less TCP connection, congestion of network is reduced.
• HTTP is flexible as it has additional capabilities to download extension and display
relevant data that involves Acrobat Reader and Flash Player.
• It used advanced addressing scheme that provides IP address with the help of
recognizable names so we are able to identify it easily through world wide Web.

Disadvantages of HTTP
There are some disadvantages of HTTP are as:
• HTTP is less secure because it has no encryption capabilities so it has chance to alter
the content by someone.
• More power is needed to establish a successful communication and to transfer data.
• There is an issue of privacy with HTTP. Hacker can view all contents on webpages
and collect confidential information like username and password.
• Sometimes server is not present as when HTTP has received data according to its
need then client is not able to close the connection.
• HTTP required to create multiple connections to transmit a web page that
cause administrative overhead in connection.

2.2.4 Telnet, Ghofer

It is developed in 1969 and gives a command line interface to communicate with a remote
server and sometimes working for remote management. It is basically client server type
protocol that gives the user a terminal session to remote host by using telnet client
application. It does not require built in security measures and is not able to use in less
trusted environment. I virtually access to computer and gives collaborative, two way and

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text-based communication between two computers. It creates remote session with the help
of TCP/IP.

When telnet client forms a connection to a server of telnet or remote host successfully then
client acts as virtual terminal and allow to communicate computer with remote host. It
requires an account to login the remote host. Major operating systems like Unix, Linux,
Windows and Mac OS has capability of built in Telnet. We can find Telnet in our system
to open command box and by entering command TELNET HOST and name of remote host
computers with which we are going to connect. Configuration file of Telnet is
/etc/xinetd.d.d/telnet.

Working of TELNET
When a user login to local system and starts a TELNET program by tying xxx.xxx.xxx that
is either host name or can be IP address. Client then started through local machine as their
will be a connection established through Telnet with TCP at destination point. After
establishing a connection, User send keystrokes towards the client program and relays one
character at a time. Generally, TELNET server acts as master server with some other slave
servers and as a master server it listens one request and forward it to other slave server and
then moves forward to listen another request.

Advantages of TELNET
Its advantages are as:
• It can fix problems of computer of other people.
• It is a versatile protocol and has infinite access to target resources.
• It is used to save time, establishment of connectivity and easy accomplishment of
tasks on different remote computers in less time.
• It is available for different operating systems.

Disadvantages of TELNET
Disadvantages of TELNET are as:
• In this protocol, only numbers are displayed but not colors and graphics.
• It has no data encryption ability and less secure due to easy access.
• It is inefficient and expensive protocol.
• It is not possible to run GUI tools on a Telnet connection.
• This protocol has security issue.

1. Gopher Protocol
Gopher is a text-based menu driven tool used to browse files and directories through
internet. It gives chance to browse different resources through listing available information.
Its function is the image of its name as Gopher to “gofer” information on other computer
system all over the word. When Gopher menu item selected by user then this this specified
file is retrieved by Gopher and displayed this file appropriately. Gopher automatically
uncompressed the compressed file and if this is a GIF image then GIF viewer will run by
Gopher and this protocol is considered as efficient way to provide access to non-HTML

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document of web browser. Standalone Gophers are rare. Gopher server all over the world
are interconnected with each other just like library with all resources. Gophers are
formulated in hierarchical order you can return from any point you need to type “u” for
“up” and you can easily move to next up level. Some gophers used the icon to move from
menu to menu. Interesting thing about Gopher is that if we find any useful site with
interesting information then we can mark through bookmark function of this Gopher
service and we can directly access this site later.

Working of Gopher
Gopher working is similar to FTP as it automatically accesses files through TCP/IP
internetwork. It is a single collection of all gopher servers all over the world. If we want to
access a file, then will use a Gopher client type URL of a gopher server. Gopher file system
contains a series of folders and each folder contains individual documents, more folders
and links to other gopher servers.

Advantages of Gopher
Advantages of Gopher are as:
• Most Important advantage is that Gopher is simplest protocol that is very easy to use
and its most servers are offline.
• Its setup is so easy and needs low maintenance.
• It is not necessary to prepare documentation for this.
• We don’t need to know the address of server of gopher before started.
• It males publishing and browsing information on internet is easy.

Disadvantages of Gopher
There are different disadvantages of Gopher are as:
• It has no flexibility in presentation as has no capability to present multimedia and
graphics effectively.
• It has no ability to mix graphics and text on a single screen.
• Gopher client are not able to view HTML.
• Sometimes menu item description becomes too brief.

2.2.5 Wide Area Information Services (WAIS)

It is a database system that contains text-based document also includes pictures, sounds
and videos. These are also known as sources. They are arranged in different database
systems by using various ways but user has no need-to-know different languages for
various databases. User just need to used natural language abut queries to search relevant
documents and there are different documents that have the words of query appear as a result
of query. These are easily available on all topic from agriculture to social sciences. WAIS
is based on search model related to information as compared to browse one. It has basically
four parts that are client, the database, the server and the protocol. Client constructs
different queries and send them towards appropriate server by using protocol. Server
responds and take relevant measures to generate results to search query. Working of this
protocol is complex as it allows exchanges to broken down in to different parts. It allows

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to retrieve bibliographic, contents, pictures and data etc. Search request of user includes
seed words, keys of different words or with list of documents. Response is complex and
includes following fields as: Headline that is a title, Rank that is relative relevance of
document, Formats that is list of available formats, document ID and length.

Working of WAIS
Different operating system like Unix, MS-DOS, MVS, VMS contains free WAIS client
programs and used in specific environment. Different platforms have slightly differed
client interface but they performed queries in same pattern.

Its working is as the user search and choose a set of databases. User develop a query about
keywords to search. After running of query, WAIS find information from each chosen
database. Headlines that satisfy query has shown as selected document consists of words
and phrases that has been requested and ranked document. Retrieval of document has been
carried with the help of resulting list and displayed by WAIS on the screen. If specific
document not found, then we can state question in different way. Further search will find
for documents with large number of specific words.

2.3 INTERNET ADDRESSING

2.3.1 IP Address
IP address stands for internet protocol address. The "IP" stands for "internet protocol,"
which is part of Transmission Control Protocol/internet Protocol (TPC/IP). It is called IP
for short, and TCP/IP is the language used for communication by most networks. It is an
identifying number that is associated with a specific computer or computer network. When
connected to the internet, the IP address allows the computers to send and receive
information. It is basically the code of the hardware of the computer so it can use the facility
of the internet. Network administrators assign an IP address to each device connected to a
network. Generally, there are four types of IP address: public, private, static, and dynamic.
zpublic and private are indicative of the location of the network, and the private is used
inside the network and the public is used outside of the network. Static and dynamic
indicate permanency (Investopedia, n.d). A static IP address is created manually, and static
address does not change whereas the dynamic IP address is subject to change. An IP
address serves two principal functions. It identifies the host, and it provides the location of
the host in the network. Two versions of the Internet Protocol are in common use. The
original version of the Internet Protocol was first deployed in 1983 in the ARPANET, while
the other is Internet Protocol version 4 (IPv4).

2.3.2 Uniform Resource locator

A URL (Uniform Resource Locator) is a form of URI and standardized naming convention
for addressing documents which is accessible over the Internet and Intranet. An example
of a URL is https://www.googlescholar.com, which is the URL for the google
scholar website. This is also called as web address. A URL consists of multiple parts which
include protocol and the domain name and these things give the information to locate the

41
resource (MDN, 2020). A URL is located at the top of the browser window in the address
bar or in omnibox depending upon the browser window. The URL string can only contain
alphanumeric characters and the !$-_+*'(), characters. Any other characters that are needed
in the URL must be encoded. End users use URL is the key to find the resource and when
they out this URL. A in the browser the browsers explore the resource which is in there for
the information. This is important in finding the web pages with the URL. The internet
users need only the URL and then he can browser whatever he wants to explore. This had
a great impact on the education resource finding the information which is needed to the
learner or the educators they can share the URL of the website.

2.4 WORLD WIDE WEB

WWW is World Wide Web. It is commonly known as web and is a information system.
On web different documents and other web resources are identified by Uniform Resource
Locators like URLs, such as https://example.com/. All the uniform resource locators are
interlinked by hypertext, and are accessible over the Internet to the users. Tim Berners-
Lee invented the World Wide Web in 1989.while in 1993 web made available to the world.
The web resources contained documents in any form but the but web pages are hypertext
documents formatted in Hypertext Markup Language (HTML).Hypertext allows the
possibility that the user can select a word or a phrase and then it connects to the documents
which have that information. Hypermedia links to the images, sounds, animations or
movies. The web operates with the basic client-server format; servers are computer
programs that store and transmit documents to the other computer which are connected
through internet connection all over the world.

2.4.1 Web Pages and HTML

A web page is a specific collection of information which is provided by a website and
displayed to the user in web browser like fire fox, Google chrome, opera mini etc. A
website is mostly consisting of more than one web page which is linked together via
coherent mode. To create a web page includes opening of text editor; writing html skeleton;
saving the file; using the html file extension; avoiding any spaces or special characters in
the filename; the file location selection; opening web page in the browser and at the end
writing the review (Codecademy, 2015).

The basic element of a web page is consisting of one or more test files written in the
hypertext Markup language, HTML. JavaScript code for dynamic behavior and Cascading
Style Sheets (CSS) code for presentation semantics are also used in certain web pages.
Certain images, videos and multimedia files are also used in certain web pages. Each web
page is identified by Uniform Resource Locator (URL).

It is the standard markup language for documents designed to be displayed in a web

browser. HTML is work by the association of certain technologies like Cascading Style
Sheets (CSS) and scripting languages such as JavaScript. HTML can embed programs
written in a scripting language such as JavaScript. Web browser receive HTML documents

42
from web server or from local storage and extract the documents into multimedia web
pages.

Hypertext Markup Language (html) is the standard markup language for documents
designed to be displayed in a web browser. This is supported by the languages such as java
script so as to develop the web pages and this is used in forming the documents the purpose
of the web browsers is to read the web pages and to display the correctly.

2.4.2 Various Search Engines

Let us first find what is search engine. A program that searches for and identifies items in
a database that correspond to keywords or characters specified by the user, used especially
for finding particular sites on the World Wide Web is called search engine. For our
facilitation we can search any kind of information or web by using various types of search
engines. Following are some search engines being used b y users.
1. Google
2. Amazon
3. U tube
4. Microsoft bing
5. Facebook
6. Yandex
7. Baido
8. Firefox

Activity 2.1: Write some more search engines which you can use to locate the information
or any website.

2.4.3 Exemplary Websites

Websites have their learning and commercial values. All have good aspects but for the
educational purposes educational websites play an important role in dissemination of
knowledge and researches. Some very important websites for reference are given below:
www.edhelper.com
teacher.scholastic.com
www.nytimes.com/learning
schooldiscovery.com/schrockguide
members.aol.com/alysser/aslpgs.htm
(Kathryn Friedrichs
Melissa Herzig)
http://mathforum.org/
http://cte.jhu.edu/techacademy/web/2000/heal/mathsites.htm
http://www.explorelearning.com/
http://www.cut-the-knot.org/index.shtml

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http://www.education-world.com/
(Ana Lara
Daniel Cohen)

RACHEL MILLSTONE
SEASON MUSSEY
1. http://apcentral.collegeboard.com/article/0,3045,151-165-0-2117,00.html
Description of AP Central; Biology Course Homepage: This is an excellent resource for
AP Biology teachers. It offers information about the AP curriculum, exam, and teaching
resources. It even provides example problems, and scoring guidelines. It is an exemplary
website because it is free, easy to manipulate, and interactive, providing educational
opportunities to provide success for even the first year AP teacher.

2. http://pages.cthome.net/apbio/
Description of Bruce Faitsch's AP Biology Website: This website was created by an
AP Biology teacher. It includes his yearly plans as well as links to most of his
activities. It also includes general study tips, and AP Biology curriculum guide, and
links to other educational resources. It is an exemplary website because of the
amount of information it contains. His ideas and activity links would be easy to
integrate in to your classroom schedule. It is an excellent example of a teacher's
website. I could see a great benefit for the students as well.

3. http://biology.about.com/od/onlinedissections/
Description of Online Dissection website: This website provides online dissection
guides for numerous animals and also provides virtual dissection links for teachers
to use in lieu of real animal specimens. Many teachers are philosophically against
using animals for dissection purposes, and find using virtual dissections through
computer software to be equally productive in terms of learning the anatomy and
physiology of animals. In classrooms where teachers still use real animal specimens,
this website may be used as an alternative resource for students who are opposed to
participating in real animal dissection. It is an exemplary website because it serves
as both an informational source, but also as an interactive source for learning. In the
taxonomy Dewey presents, it falls under the inquiry purpose, and in the taxonomies
presented in the Bruce and Levin article (1997), it falls under the subcategory of
model exploration and simulation toolkits, visualization software, virtual reality
environments, and knowledge representation. What might improve this website
would be a place where students could do some comparative anatomy of the different
dissections available on the site, or a place where the students could type in what
animal they wanted to know about, and a comparison to others would appear.

4. http://lessonplanspage.com/Science.htm
Description of Lesson Plan website: This website contains science lesson plans,
ideas, thematic units and lab activities for all ages and all branches of science. It is
sorted by grade level for easy use for educators. This is an exemplary site because it

44
 not only allows a teacher to search for lessons by grade level and topic, but it also
provides an interactive forum cite for teachers to post questions, requests, etc. ... if
they cannot find what they need on the site currently. In this way, it fosters a
community of learners with similar shared needs and interests.

5. http://www.nsta.org
Description of National Science Teachers Association website: This website
contains a plethora of information for every level of science educator. It includes
information about conferences, resources for teachers' classrooms, current
legislation affecting science education, current journal articles impacting science
education, opportunities to chat with other educators via interactive discussion
boards, etc. ... One of the downsides of this website is that in order to access many
of the resources this cite offers, you need to be a member of NSTA. It asks for your
member name and ID number for access to many parts of the cite.

Ruth Howell and Jennifer Roberts:

1. EDTA: Educational Theatre Association http://www.edta.org
EDTA is the national organization for high school theatre. A very user-friendly site,
the website uses theatrical symbols (tickets, masks, etc.) as links to information.
Local chapters refer to their members as "thespians." Monthly newsletters are online
as well as by email and mailed.

2. NCTE: National Council of Teacher's of English http://www.ncte.org

A website filled with information, research and links for English teachers.

3. ETS: Educational Testing Service http://www.ets.org

The homepage allows teachers, parents and students to connect to appropriate tests,
take sample tests, order materials, and provides information and links to states and
government agencies which require testing use ETS-made tests.

4. CDE: California Office of Education http://www.cde.ca.gov

California Education Dept. has an extensive website with all standards, frameworks,
information on testing, federal government links and news. It is a wealth of
information for teachers and other education professionals and provides parents with
access to State information.

5. BTSA: Beginning Teacher Support and Assessment, San Diego http://www.btsasd.net

A very helpful website for new (and experienced) teachers. It provides information,
training, chat rooms, and assistance for beginning teachers throughout San Diego
City Schools.

Suzanne Stolz, [email protected]

Katy Farrell, [email protected]
1. The Educator's Reference Desk http://www.eduref.org/index.shtml
This site provides lesson plans, tutorials on how to create a web page, and interesting
research articles on various educational topics.

45
 Why this site is exemplary: This site is well-organized and easy to navigate. It has
a site map and a site search, and is full of great resources.

2. Apple Learning Interchange http://ali.apple.com/

This is a website developed by educators for educators. It is a repository of k-12
lesson ideas that incorporate technology.

Why this site is exemplary: Here you will find cutting edge examples of technology use
in the classroom. Advanced search allows you to search by subject and grade level.

3. Web English Teacher http://www.webenglishteacher.com/

This site is a guide for integrating technology into the language arts curriculum.
According to the author of the site, Carla Beard, "it presents the best of K-12
English/Language Arts teaching resources: lesson plans, Web Quests, videos,
biography, e-texts, criticism, jokes, puzzles, and classroom activities."

Why this site is exemplary: It's one-stop shopping for language arts resources on the
Web. The sites have already been reviewed by someone so there is some level of
quality control. The left hand navigation bar is useful for browsing resources on
various topics including poetry, journalism, study guides, mythology, critical
thinking, advanced placement, etc.

4. Gateway to Educational Materials http://thegateway.org/

This website is a "consortium effort to provide educators with quick and easy access
to thousands of educational resources found on various federal, state, university, non-
profit, and commercial Internet sites."

Why this site is exemplary: Good search capabilities, thousands of reviewed resources.

5. Lesson Plan Search http://www.lessonplansearch.com/

This site, although not aesthetically pleasing, has an abundance of interesting lesson
plans. Teachers can choose from a list of sixteen subject areas or search for specific
topics through a site search.

Why this site is exemplary: Useful lesson plans in a variety of subject areas.

Shivani and Lara

1. http://teacher.scholastic.com/products/instructor/features_library.htm
This is the online, interactive version of Scholastic's Instructor magazine for
teachers. This multifaceted site is kept up to date on a monthly basis, providing
teachers with a wide array of teaching ideas and research, lesson plans, projects,
resources and links, in all subject areas at all k-8 grade levels.

I rank it #1 for usefulness, timely relevance and effectiveness in stimulating good

teaching.

46
2. http://www.writingproject.org/
This is the official site of the National Writing Project, the umbrella organization for
all the local area Writing Projects around the U.S. The site provides access to a series
of research journals concerned with the issues around teaching writing, at all grade
levels, as well as information on conferences, and links to the activities run by local
Writing Projects. Through membership the site is interactive via interest groups who
post discussions on issues of shared concern.

I rank it #2 since it is less comprehensive than Instructor, but provides more in depth,
current research by teachers, as well as acting as a forum for new ideas.

3. http://www.ascd.org/portal/site/ascd/index.jsp/
This site is the cyber home of the Association for Supervision and Curriculum
Development, offering cutting edge research on school improvement, professional
development, conferences, books and journals. A special feature for is a digest of
educational issues covered in the media emailed on a daily basis.

I rank this #3 because of the broad range of resources and links provided on the latest
developments in education in the U.S. and because of easy accessibility.

4. http://www.bilingualeducation.org/
This is the site for the California Association for Bilingual Educators CABE. It
provides a series of online articles of specific interest to teachers involved with
Second Language Students, articles which are hard to find elsewhere. There is also
news of conferences, publications and policy developments affecting bilingual and
EL education in California.

I rank this #4 because it is a vital link for a specialized audience.

5. http://www.nctm.org/
This is the site for the National Council for the Teaching of Mathematics. It covers
K-12 content including samples of standards-based, innovative lesson plans in
mathematics. There are many useful links, conference dates and recommended
literature.

I rank this #5 since it is stimulating, accessible, and useful. As might be expected it

is not visually appealing, although there is a section of animated "tools" for
explaining high school geometry.

Elisabeth Leonard
KrystiDeZonia
1. All kinds of mindshttp://www.allkindsofminds.org/
This site was founded by Dr. Mel Levine and Charles Schwab (yes, that Charles
Scwhab) for the purpose of helping students struggling in school (and the teachers

47
 and parents of these students) become successful learners. The site is easy to use and
has separate portals for educators, families, and clinicians.

2. Creating passionate users http://headrush.typepad.com/creating_passionate_users/

This blog is written by authors "passionate about the brain and metacognition." It
includes postings that range from motivation to teaching bluegrass fans. It's a
different take on education, but it's relevant and interesting.

3. TechLearning http://www.techlearning.com/
The site is intended for K-12 school administrators, teachers, and technology
coordinators. It contains articles and reviews on educational technology, a grants
database, an events database, and much more.

4. www.teachers.net
* Wide range of information for teachers across domains
* Interest groups, chat rooms, jobs and current events-useful for many different
applications
* Easy to navigate
* Not very "pretty", but functional site

5. www.jobs.org/teachersource/
* Thousands of lesson plans and activities
* Video footage
* Information for multiple core subject domains
* Very professional site
* Good for users with multiple interests

2.5 E-LEARNING
The tremendous development in digital technology has revolutionized the society.
Innovative teaching strategies and new learning trends have been introduced in the vista of
education. Digital era has given birth to Information and communication Technology (ICT)
and its applications in all fields of life. E – Learning is one of the most accepted and needed
trend of learning which means electronic learning. It has various contextual definitions,
there is no agreed definition of this term. Valentina Arkorful & Nelly Abaidoo (2014) refer
that the concept of e – learning covers a wide range of applications, learning methods and
processes.

2.5.1 Modes of e-Learning

There are many reasons for the classification of E – learning. According to Algahtani
(2011) E – learning can be categorized on the basis of “extent of engagement in education’
and ‘time of interaction’. He further describes two basics types; computer based and
internet based learning. There are two modes of E – learning; “synchronous and
asynchronous”. Valentina Arkorful& Nelly Abaidoo (2014).

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Bates and Poole (2003) have describe the evolution and range of e – learning as:

Synchronous
It is web – based real time learning in which the learner can interact with the teacher and
with their class fellows. For example, Allama Iqbal Open University (AIOU) and National
University and Science and Technology (NUST), Islamabad holds online lectures through
Learning Management System (LMS) by which learner and coordinators are hands-on in
teaching – learning process.

Synchronous
It allows all the participants to “post communications to any other participant over the internet”
(Valentina Arkorful & Nelly Abaidoo, 2014). For example, the learner can watch videos and
video lectures even after the time when teacher was actually delivering the lecture.

2.5.2 Tools of E-learning

There are various tools for E – learning. Some of these are hereby mentioned as below.

Softwares for E–Learning

MOODLE
It is very effective and useful software for e – learning. It is very important tool for creating
resources and activities. It provides a learning conducive environment for collaborative
learning.

LMS
It is a web – based program and helpful collaborative tool. It promotes team teaching and
coherence among the students. It is a wonderful tool for E – learning with a lot of advanced
features as compared to MOODLE. Teachers and students can easily communicate and
exchange ideas with each other. Students can show educational calendar, submit
assignment after taking online homework. Both modes of learning synchronous or
asynchronous are available on it. Online assessment can be carried out by it.

YouTube
It is almost the most useful and popular tool for getting information in video forms.
Students can watch video lectures and a lot of informative material in motion form in
asynchronous mode.

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WWW
It stands for World Wide Web and an integrated form of millions of webs connected online.
It is a rich source of information. A lay man can easily get information of all types from it.
It is very flexible learning tool which can easily be accessed.

2.5.3 Advantages and Disadvantages of E-learning

Advantages of E – Learning
Here most of the advantages are discussed in the perspective of science education.
 E – learning is flexible and easily accessible. It is independent of time and space. No
formal classroom is required for such type of learning. For specific example, the
students have been taking their online classes from their homes.
 It supports to augment the efficacy of knowledge, competencies and qualification
due to unparallel development of resources of knowledge and huge amount of
information available online.
 Online discussion forums are getting popularity in the learning communities
belonging to different fields. Discussion and debate on various scientific topics opens
new horizons of wisdom and creates creativity,
 E – learning is self – pacing and effective. It potentially promotes mastery learning.
The learner can watch online/downloaded videos of particular principle, law or
watch and hear lectures of experts and coordinators time and again unless he/she
fully perceives the concept.
For example, the structure of eye in the biology or physics usually is not imagined
by looking at the two-dimensional picture in the book. In asynchronous mode of
learning a lot of videos and animations or three dimensional models of the structure
of eye with labelled parts are available, if a learner is unable to understand by
watching one time he may watch it again and again until he/she masters it. The
learner can easily decrease his/her stress by getting mastery and hence his/her
satisfaction level.
 There has always been dearth science equipment in laboratories and teaching staff in
school and colleges. Simulations have made the science teaching easy and
conceivable now. Different risk-free experiments and applications of principles can
easily be learnt online by searching on YouTube channels. A video can be watched
by thousands of students at the same time. In this way, online learning has
compensated the shortage of teaching staff and laboratory apparatus in the schools
and colleges.
 Online learning is interactive and can be made individualized conveniently. It caters
individual differences. Some of the learners are slow in understanding the concepts
and some are apt in learning new skills, attitudes and concepts. It provides level
playing field for every student. He can concentrate on those parts of the course which
the learner finds difficult for him/her.

Disadvantages of E-Learning
Despite of numerous advantages some of the disadvantages have also been noticed b the
researchers. Disadvantages have been discussed here in the context of science education.

50
 There is a strong researched based evidence that e – learning is very effective at
tertiary level of education in synchronous mode of learning, however, it is not so at
school or college level. The students at this level are not supposed to be more
responsible and usually show casual attitude due to remoteness. For example, during
the online classes managed by the school administrations at secondary and
elementary level by using Zoom LMS or Google Meet for the last few months there
was a greater tendency of absenteeism on the part of school students.
 Proxy attendance have been reported in most of the cases. It is not so simple and
possible to control this habit of students during online classes.
 E – learning has limited role in the socialization of students.
 Students can only understand or visualize the laboratory experiments by simulations
and animations, however, they cannot master the skills unless they actually perform
in the classroom or Lab.
 In real time situation a science teacher can use various teaching strategies, techniques
and methods according to the situations. He/she makes use of gesture and non –
verbal communication to make the full understanding of any topic in the classroom.
He may further reinforce and scaffold the students’ learning getting support from
ICTs application. All these facilities and privileges cannot be availed during e –
learning.

2.6 E-ASSESSMENT
Assessment plays it paramount role in improving various dimensions of learning and
teaching. It is a continuous process and can be perceived as a process of collecting evidence
what students know and they can do and what has to be done to make deficiencies of the
students they have missed to achieve in their studies. There are two aspects of assessment;
assessment for learning (formative assessment) and assessment of learning (summative
assessment) The goal of science education is to enable students solve their problems, help
them to think critically and act wisely. When the learners are in the process of making
meanings of new content and of integrating it into what they already know, formative
assessment serve the purposes at this stage. With the rapid changing trends, innovative
assessment strategies have been developed in the wake of explosive development in the
digital technology. Online assessment is such a new trend of the modern days. Due to
catastrophic COVID – 19, its importance has been increased for many times. Educational
institution is Pakistan are also working on this issue to sustain the educational system.

2.6.1 Tools of Assessment

Softwares for Computer Based/E-Assessment
E – assessment is another emerging trend and different softwares have been developed to
create question bank and resources which implement online assessments as well.

Easy Test Maker

It is used to prepare web – based multiple choice questions.

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Exam Professor
It is a web – based tool to build the tests, quizzes and examination.

Exam View
It is a wonderful software for administering online or offline assessments by using MCQs
format having question bank for over 10,000 textbooks.

Hot Potatoes v6
This is an important software to create, administer and manage online assessments by
providing a variety of test items such as MCQs, short – answer questions, crosswords,
jumbled - sentence, matching or ordering fill in the blanks many more exercises.

iTest
This is also a computerized examination application that provides two programmes i.e.
iTest Server and iTest Client. They are used as question /answer database editor and allow
students to connect the server and pass tests.

Quest Base
It is used to create online and printed tests quizzes and exams.

Question Tools
It is also used to prepare online tests and instant assessments.

Questions Pro
It is used to construct online surveys or questionnaires and for the collection of responses.
J. M. Fuentes, A. I. Gracia, A Ramirez – Gomez and F. Ayuga (2014)

Computer Adaptive Testing

This method of testing uses computers for test construction and planning adjusted with the
ability of the learner who take test. Initially the test items of average difficulty level are
presented to the examinee and the level of difficulty increases according to the responses
of the student. It has many advantages such as less time is required for conduction. It gives
prompt feedback.

Computer Simulations
It is an artificial replication of real life situation presented on computers. It is sued for the
assessment of practical skills.

E – portfolio
E – portfolio are used for the performance assessment of the students. E – portfolios are
developed by computers by using different softwares and creating links among them.

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2.6.2 Advantages and Disadvantages of e-assessment
Advantages of E – Assessment
 In Computer Adaptive Testing, prompt feedback is provided that motivates and
encourages the students.
 E – assessment is faster, accurate and convenient specially at higher education level.
 It is economic in a sense that long distance transportation and accommodation charges
are saved. Moreover, the charges of institutions to assess students are also saved.
 It provides friendly, interactive and tension free environment for the students
especially in assessment through simulations.
 Exam phobia and anxiety is reduced.
 Research provides evidence that students are more comfortable in e – assessment.
 E – portfolios are a strong impetus to the learning process of students. They are easily
manageable and transferable.
 It meets the needs of ‘Assessment for Learning’.
 Biases have not been observed or reported in bulk in the researches during e –
assessment as compare to traditional method of testing.

Disadvantages of E – Assessment
 There is an appreciable deficiency of digital tools in primary and elementary schools
in the public sector and private sector as well. It is not possible to conduct wholesale
e–assessments for the teachers these days. They are depending upon the just one-
way communication of tests in the soft forms which are prevalent in the present
school system.
 Integrity issues may arise from online assessment. Because the activities of students
are concealed from the teachers and there is no concept of the formal invigilation of
the students. So they may be involved in unethical activities. There is no surety that
the paper solved by the students is actually done by them or they might have sought
external help.
 Validity of the content produced by the students is one of the major factors affecting
online assessment. It becomes difficult to judge the value of answers given by the
students.
 There is a likely of copying the material on the part of students. To get higher marks
they can copy material from books and through other printed sources.
 The students of the higher classes have found to be involved in plagiarism in formative
assessment or making assignments. Various search engines and web – based softwares
are there which facilitate the students in finding e – books and e journal. Due to this
factor many universities like Allama Iqbal Open University (AIOU) has resort to
various softwares to check plagiarism.
 In online assessment, the test items and their questions are constructed in such a way
that may take longer time to solve it. There should be no vacuum for the students to
allow them to consult any person or handbook.
 The responsibility of students has been increased many times in the e – assessment.
The students and their parents have to be responsible to make online assessment valid
and reliable.
 Most of the teachers in schools are not well trained to conduct online assessment.
Because they are not well aware of the online teaching strategies and techniques to
prepare a test or examinations.

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 SUMMARY

Digital revolution has affected every section of society. Use of ICT has impacted the
teaching learning process and changed its dimensions. It has its prones and cons. Using
digital devices and resources for creating versatile learning experiences for the students is
the need of the hour. To compete with the other developing and developed nations in the
world, the education system of Pakistan should be streamlined with the modern trends in
science education. Besides, current COVID phenomenon has perturbed the social life of a
common man. A major paradigm shift has been taken place from conventional teaching –
learning practices to technology based online education due to which provision of ICTs in
Pakistani educational institution is the major requirement of the education. In the recent
years various trends in learning and assessment have been introduced. The role of
e–assessment has also been increased due to the prevalent COVID – 19 phenomena which
has adversely affected the education system all over the world. These online assessment
tools are efficient and have proved to be effective. However, there are multiple potential
factors which may influence the online assessment.

SELF-ASSESSMENT QUESTIONS
Q. 1 Choose the best answer from the given options:
1. The process of keeping addresses in memory for future use is called:
A Routing
B Resolving
C Caching
D None of the above

2. The server on the Internet is also known as a:

A Hub
B Host
C Gateway
D Repeater

3. The equipment needed to allow home computers to connect to the Internet is

called a:
A Modem
B Gateway
C Monitor
D Peripheral

4. A user can get files from another computer on the Internet by using:
A HTTP
B TELNET
C UTP
D FTP

54
 5. The communication protocol used by Internet is:
A HTTP
B WWW
C TCP/IP
D FTP

6. The number of layers of TCP/IP is:

A 2
B 3
C 4
D 5

7. Advantages of HTTP are except ….

A. In this protocol, less concurrent connection is needed so usage of CPU and
memory is low.
B. Errors can be highlighted without closing of connection.
C. Due to less TCP connection, congestion of network is reduced.
D. It is not possible to run GUI tools on a Telnet connection

Q. 2 Explain the following Terms

Internet, Transmission Control Protocol, File transfer Protocol, IP Addresses, URL,
E-learning

Q. 3 Identify different aspects for using e-learning programme.

Q. 4 Define e-assessment. Explore the need of e-assessment in the present scenario.

Q. 5 Write role of following in teaching and learning of science:

Telnet, Ghofer, search engines, webpages and html, HTTP, WAIS.

55
 BIBLIOGRAPHY

1. Erol Sozen and UfukGuven (2019), “The Effect of Online Assessments on Students’
Attitude Towards Undergraduate – Level Geography Courses”, International
Education Studies; Vol 12, No. 10; 2019, ISSN 1913 – 9020 E – ISSN 1913 – 9039
published by Canadian Centre of Science and Education.

2. Gominda G Ponnamperuma (2005), Portfolio Assessment University of Dundee.

3. J. M. Fuentes, A.I Gracia, A Ramirez – Gomez and F. Ayuga (2014), Proceedings

of INTED2014 Conference 10th – 12th march 2014, Valencia Spain, ISBN: 978 –
84 – 616 – 8412 – 0

4. Marius Petrisor, Marius Marusteri, Dana Ghiga Alexandru Schiopu (2011), Online
Assessment System, Applied Medical Inform, Vol. 28, No. 1/2011, pp: 23–28.

5. Oye, N.D and Mazleena Salleh (2012), E – Learning Methodologies and Tools,
International Journal of Advanced Computer Science and Application, Vol. 3, No.2,
2012

6. Ronald Beebe, Selma Vonderwell and Marius Boboc (2010) “Emerging Patterns in
Transferring Assessment Practices from F2F to Online Environments”, Electronic
Journal of e – Learning Volume 8, Issue 1, 2010, (1 – 12). (www.ejel.org)

7. Timo Pelkola, Antti Rasila and Christopher Sangwin (2018), “Investigating Bloom’s
Learning for Mastery in Mathematics with Online Assessment”, Informatics in
Education, 2018, Vol 17, No. 2, 363 – 380, DOI: 10 .15388/infedu. 2018.19

8. Ute – Christine Klehe and Neil Robert Anderson (2007), The role of typical and
maximum performance in personnel selection. Tetrahedron Letters -
TETRAHEDRON LETT. 11-38.

9. Valentina Arkorful & Nelly Abaidoo (2014), The role e – Learning, the advantages
and disadvantages of its adoption in Higher Education, International Journal of
Education and Research, Vol.2 No. 12 December 2014.

10. Zwelijongile Gaylard Baleni (2015), “Online Formative Assessment in Higher

Education: Its pros and cons” , The Electronic Journal of e – Learning Volume 13,
Issue 4 2015 (pp 228 – 236 ), available online (www.ejel.org).

56
Unit–3

TEACHING AND LEARNING

WITH DRILLING AND PRACTICING

Written by: Arshad Mehmood Qamar

Reviewed by: Dr. Muhammad Zaigham Qadeer

57
 CONTENTS

Page #
Introduction ................................................................................................................. 59

Objectives .................................................................................................................. 59

3.1 Drilling and Practicing ...................................................................................... 60

3.2 The Infusion Model ........................................................................................... 61

3.2.1 The Features and Functions of Integrated Learning Systems (ILS) ........ 62
3.2.2 Shared ILS Features ................................................................................ 63
3.2.3 Supporting ILS Instruction ...................................................................... 64
3.2.4 Integration of ILSs with Classroom Curriculum ..................................... 64

3.3 Learning with Integrated Learning Systems ..................................................... 66

3.3.1 Benefits of Integrated Learning Systems ................................................ 67
3.3.2 Limitations of Integrated Learning Systems ........................................... 67

3.4 Teaching with Integrated Learning System ...................................................... 68

3.4.1 Cooperative Use of Integrated Learning Systems ................................... 68
3.4.2 Using ILSs for Practice and to support Teaching and Learning.............. 68

Summary ..................................................................................................................... 70

Key Points ................................................................................................................... 70

Self-Assessment Questions ......................................................................................... 72

Bibliography ............................................................................................................... 72

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 INTRODUCTION

Teaching and Learning with Drilling and Practice is the third unit of this course, uses of
ICTs in science education. Drilling and practice software are very useful due to its structure
and functions where feedback and improvement in learning is evident. The use of this
software is mostly used in language learning, but there are number of factual and theoretical
knowledge in science education which can be best learned with the help of drilling and
practice. Integrated learning system has a number of options used for teaching and learning
of science subjects. Features and functions of ILS, and shared ILS have its own importance
for Science Education.

Students ILS learns on their pace and active earning take pace. Teaching and learning with
Integrated Learning System (ILS) proved best opportunity to students to enhance their
learning practically and avoid memorization and rote learning. Students using ILS for
practice purposes, especially when they solve problems of Maths and Science. They also
use ILS for practicing of MCQS and general knowledge quizzes related to Science and
Mathematics. In the classroom the students ask questions from their classmates to find
quick solution using internet and other sources. When students perform different task,
while using computers, android cell phone, hand tablets etc. they get an opportunity of
practicing ILS provides different program and digital software to students to enhance their
IT skills. They get access to new technologies, new techniques and strategies of learning.
Teachers also search new tools and updated software so that to make their teaching more
effective and goals oriented thus it also develop the IT and professional skills of the
teachers.

OBJECTIVES

After completion of this unit, you will be able to:

• identify the features and functions of drilling and practice software
• use infusion model of teaching for active learning of science students
• integration of ILSs with classroom curriculum
• describe benefits of Integrated learning systems
• explain limitations of Integrated Learning Systems
• use ILSs for Practice and to support Teaching and Learning
• tell different aspects of Cooperative Use of Integrated Learning systems.

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3.1 DRILLING AND PRACTICING
Drill and practice software provides opportunities for students to work on problems or
examples one at a time and then receive feedback on their performance. Drill and practice
software is used as a means to learn new content or to review content. Drill and practice is
a behaviorist aligned technique in which students are given the same materials repeatedly
until mastery is achieved. In each iteration, students are given similar questions to answer
or activities to perform, with a certain percentage of correct responses or actions moving
the student to the next level of difficulty.

Drill and practice software provides opportunities for students to work on problems or
examples one at a time and then receive feedback on their performance. Drill and practice
software is used as a means to learn new content or to review content. Drill and practice
software can fall into one of three categories; flash card activities, branching drills, and
extensive feedback activities.

The relative advantage of using drill and practice activities are that they provide the student
immediate feedback to help in the learning process, they can save teachers' time on grading
these practice activities, they motivate students, and many of the programs are Smartphone
friendly so students can access the activities anywhere they want if they have a Smartphone.

Another name is skis-reinforcement software. Drill and practice software is effective for
learning basic skills and for remediation.

Remediation is reviewing content many times until a student grasps concepts being taught.
Drill and practice software usually has built in features that once student masters a level,
the computer will move the student to the next level automatically. It is effective when
used with students who require extra assistance in content instruction.

Flashcard Activities
Flashcard activity websites such as Quizlet, Study Blue, or Flashcard Machine allow
students to create a set of flashcards and then practice using the flashcards one at a
time. Depending on the site, the student may tell the software that they got the information
correct, or the website may provide feedback dependent on the response.

Quizlet is a website that allows teacher or students to create and share flashcards. The
students can access the link to the set of flashcards and then choose how they would like
to study the flashcards.

Click on the Quizlet Logo below to practice some element flashcards that I created for my
8th grade science class!

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Branching Drills
With branching drills, the software moves students to more advanced, difficult levels after
they answer a specific number of questions correct. The software may also send a student
down to lower levels if they answer too many questions incorrectly. An example of
branching drill software is the Flashcard Deluxe app that can be downloaded for Apple and
Android devices. The app, while technically a flashcard activity provides the user with
review opportunities and feedback as they answer the questions, whether correct or
incorrect.

Extensive Feedback Activities

With these drills, the student may get more than a "right" or "wrong" response from the
software. The software is designed to give detailed feedback to the student instructing
them on what they got wrong.

Resources
For more examples of Dill and Practice, check out the resources linked below:
• Quia- A website that allows teachers and students to create flashcards.
• ICT- This link to the ICT for Active Teaching in Learning provides some good
insight on drill and practice activities and why to use them.
• Teacher Tap- A list of some drill and practice activities

3.2 THE INFUSION MODEL

Infusion means to focus a new dimension from instill to integrate without any change in
innate nature of any subject or discipline. It is a process to integrate content and skills in to
existing course without harm the integrity of that course or to focus on any new concept in
to existing curriculum of school. It is analysis of content of curriculum of school in to
specific concept and then integrate with existing concepts. Infusion model of teaching
focus on reconstruction of content to develop thinking skills or we can say that it infuses
the thinking in to teaching process. It is carried in two ways that are teaching foe thinking
that is infusion of thinking in to curricular context and teaching of thinking that is infusion
of thinking in to non-curricular context.

Figure-1: Infusion teaching model

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In the process of Infusion, teacher incorporates the thinking skills in to teaching process.
According to this strategy, only one thinking skill will be selected that depends on the
suitability of the content or skill to be taught. There are different strategies and programs
to develop thinking skills of students such as critical thinking, creative and cognitive
thinking skills. These increased high order thinking skills among students. In this question,
I am going to discuss integrated learning system, its features and integration in classroom.

3.2.1 The Features and Functions of Integrated Learning Systems (ILS)

ICT is widely used in education process and teachers used different strategies to enhance
the use of ICT in teaching and learning process. Learning with ICT follows the
constructivist approach and moves learning from passive to active. Use of ICT in education
involves human interaction with computer but it is not always possible to ensure human
interaction in leaning environment. One case is that in which online learning environment
has been replaced by the teacher can be ILS that is integrated learning system. It is a
computer-based learning system used to deliver content through individualized instruction
and it is web-based interaction between learner and content. It also provides tools for
assessment and management of course. ILS connects different concepts and experiences
so that skills and information can applied in novel and complex challenges. It provides
teaching strategies that are web-based technologies in blended or online programs. It helps
to create active learner focused and rich environment that joins face to face and online
learning. Integration make connections between learners, allow them to engage in
meaningful, relevant and related to real life activities. It can be multidisciplinary or
interdisciplinary approach. In integrated learning, different pedagogical strategies like
group work, individual teaching and class work integrate with each other. Different
technologies are used in ILS and teachers integrate theoretical and practical knowledge.
ILS provides opportunity to the teachers to choose right strategy for individuals according
to needs and start with that specific skill and ensured that learners become mastery in that
content before moving to next one. Examples of ILS include Media presentation, hands on
exercise, virtual classrooms, competency-based exams and course workbooks.

Features of ILS
There are different features of integrated learning system as:
• Course in ILS has specific objectives with hands on experiences, practice tests and
individualized learning setting so learners can easily learn with their own pace.
• It provides supportive, inclusive and non-competitive environment to learn and
fosters success of learners.
• ILS integrates different functions of multimedia like audio, video, animations,
presentations in teaching and learning process.
• Some ILS system contain problem solving activities, science simulations, multimedia
spreadsheet and different writing tasks. These activities involve collaboration of
students.
• ILS also able to provide theme-based instructions that accommodate the themes to
allow the existing activities to be reorganized to support content.

62
• ILS also provide options to collect and then organize to evaluate easily through
computers.
• ILS ensures usage of internet in teaching process.
• It provides the features like e-portfolios and virtual learning environment to monitor
progress of learners.

Functions of ILS
Integrated learning system is now an integral part of teaching and learning process. Those
students that learn through ILS are more engaged and are able to achieve more in less time
as compared to without ILS environment. There are different functions of ILS are as:
• ILS enables the teachers to monitor the progress of students and provide timely
feedback to them so they are able to understand the content through hands on
experiences.
• It increases engagement and retention of learners in learning process to see their
progression growing in real time.
• It provides robust reports as multiple ILS system can work together like e portfolios,
VLE and MIS system can integrate with each other in this way as they can
synchronize and share data witch other to provide collective report.
• ILS increases efficiency, transparency and productivity in teaching and learning
process.
• ILS is a combined environment of tutorial presentations and drill and practice
exercise.

It allows multi-tasking environment as various students can access various parts of

software at same time. Some can work on recognition of letters and others on
comprehension with their own pace.

3.2.2 Shared ILS Features

ILS is a web-based system which has basically three main features that are:
a. Curriculum content: Most content is computer-based in ILS that covers lot of content
and specific for extensive range of abilities.
b. Record system of students: It is a record system that keeps the record of performance
of individual students.
c. Management system: It records individual responses, decide order to present
curriculum material, control delivery of content and provision of feedback to the
students.

Some ILS software have features to manage books, videos and real-world situations to
acquire data and control events. Another essential feature is the ability of ILS to track the
progress of students on activities from that point at which student login to computer to the
time when they log off. When student again login on next day then ILS has automatically
added the assessment file for learners. These files provide feedback and record the
responses of students. Other features which ILS provide are holistic scoring of students
writing and management of their portfolios.

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3.2.3 Supporting ILS Instruction
ILS supports the instructional process as technology becomes the instructions and learning
more interesting and effective and develop critical thinking of students. Technology
reshape the educational setting and form new bonds between teachers and students to
enhance learning. Due to this technology, role of student and teacher has been changes.
Students are responsible of their ow learning and role of teachers is facilitator. ILS provides
the engaged and innovative learning environment to the students. It is an interesting way
to involve students in different activities. Teachers can guide the students to process
information, help them to choose so they are able to validate their learning. Student are
able to integrate different ideas and experiences and are able to apply them in real life
situation.

Figure-2: ILS supports instructional process

3.2.4 Integration of ILSs with Classroom Curriculum

ILS is one of the important computer-based technological transformation in teaching. It
includes management software and course ware that run on computer hardware. They
covered one or more areas of curriculum in various grades and involves management
programs that trace progress of students. Mostly ILS involves in teaching of basic subjects
of school level like Mathematics, arts and languages and sometimes involve computer
skills, social study, science, second languages. It mostly follows behaviorally oriented
programs. Each lesson of ILS is adjusted for specific learning level of learners and moves
in same fashion just like textbook. These are moved from basic material to complex
problems by adding more material continuously like science simulations contain different
scientific method and they start from beginning of an experimental method and then
required that students should hypothesize the results before the completion of simulation.
Similarly, language lessons of arts subjects motivate discovery learning to allow students
to investigate the topic with the help of ILS software before presenting the whole theme.
In this way, ILS enhance critical thinking of students with the help of different programs
like encyclopedia, thesauruses, math graphical programs, word processing and spreadsheet
etc.

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If ILS has been used with real potential then it improves achievement of students and if
curriculum integrated with ILS then it provides better classroom environment. Integration
of curriculum with ILS changes classroom setting in following aspects:
• Increased Time Given to any Task
We know that in an ILS classroom setting, students are motivated to learn the things and
they enjoy the working with computer as they like the different animated characters,
capabilities of various voices and full colored images and graphics. By using ILS
students can work with their own Pace and they also received the immediate feedback
so it will engage the students during class room tasks as it is important to give more time
to practice and activities because more time increased the performance of student.
Research has shown that with the use of ILS time on tasks has significantly increased as
engaged time of students in classroom task was 67% without ILS in traditional classroom
but it increased to 87% in classroom with ILS environment.
• ILS Integrated Curriculum Enhance Exploration
ILS facilitate the process of research and investigation by the students in the
classroom setting because this system involves the extensive use of different tools
and database software like reference programs, spelling and grammar checker,
spreadsheet and word processing etc. has shown that with the help of these ICT
integrated program students can find new content they are able to solve the problems
and create and clarify new concepts and are able to increased their association with
the learning process. Feature of assignment writing is also included in different
language in ILS programs and these programs have also the feature of feedback loop
that is based on the responses of the students so we can say that ILS has the feature
to reduce the number of assignments scored by the teachers. Some ILS systems also
give the feature of third-party software to assess the writing and store writing samples
in a form which can be print able to manage the portfolios by the students.
• Effective Way to Assess and Report
Integrated learning system has the ability to provide the user friendly reports about
assessment and their management system can create the different assessment files that
includes lot of valuable information as they contain routine information also like
correct percentage of all responses which were exercised by the students as well as
additional information like which specific learning outcomes have covered, about the
time taken by the student to achieve each objective and number of remediation cycles
required by each student. This type of information can play important role If a teacher
wants to plan specific learning activities for each student which is impossible to tackle
in traditional classroom. Similarly, most software facilitates the teachers to customize
the reports to achieve the specific needs. Integrated learning system also has the ability
to tackle the alternative assessments like management of portfolios and to score the
writing of students. They can facilitate different forms of assessment in the form of
product, process and performance like learning logs, checklists of self-assessment,
journals of students and think allowed description process.
• ILS ensures individualized instruction in class
ILS enables the teacher to carry individualized teaching to fit the needs of each
student because this system helps to organize the content into small units which are

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 based on the ability of the learners so each student can do progress. Those students
who can learn quickly will move through the curriculum at rapid rate and those
students who need any extra help and time can take extra exposure to receive it. Thus,
individualized teaching can minimize the issues faced byage-based level. Students
of Elementary school can simultaneously perform at several grade levels with variety
of subjects and students of secondary school can be free from the boundness of the
curriculum of specific grade level and can work towards a mastery of any specific
strand and themes of curriculum. Individualized learning can lead the students
towards gain of knowledge according to their needs.

3.3 LEARNING WITH INTEGRATED LEARNING SYSTEMS

The Integrated Learning System (ILS) is an advanced computer-based learning system
consisting of a series of computerized courses covering multiple grade levels, content
areas, and complex class management and reporting features. In recent years, many schools
have turned to ILS to facilitate teaching and assistance in care stated standardized test
scores (Becker, 1994. This study will add to existing research on the method of delivering
ILS to high school adult students. This study is a comparison of individual and cooperative
learning using ILS as a delivery variable. In this study, there are two alternative ILS
delivery strategies: individual (ID) and cooperative (CD). In sending ID, the system
provides on demand assistance for immediate feedback - corrections that allow each learner
to proceed at his or her own pace (Anderson, Corbett, Koedinger & Pelletier, 1995). The
CD sending system provides for grouping students into pairs using the same system in a
cooperative manner. In adult secondary schools this ILS is used in computer laboratories.
Either the computer lab assistant or the teacher takes their class to the computer lab, and
students work on computer-based instructional lessons for a period of time.

ILS Is a system that offers computer-based teaching and other resources to support
teaching. It is generally related to the educational / academic environment, but also applied
in private industry. It is highly interactive and designed to provide feedback on progress
and understanding of existing subject matter.

The main feature of the ILS is online quizzes on textbook materials. Using machine-rated
quizzes, students test their knowledge while studying or preparing for exams. In addition,
ILS usually offers exercises designed to help students build knowledge of technical
concepts and terms, such as through the use of electronic flash cards or other means of
matching terms to definitions. Instructors can decide whether to ask students to use these
online study tools as homework assignments or make them optional while encouraging
students to use them themselves for exam preparation. Integrative learning is the process
of making connections between concepts and experiences so that information and skills
can be applied to new and complex problems or challenges. Integrated learning refers to
learning strategies that use web-based technology in online or mixed courses. This learning
creates a rich and focused environment for active learners. Mixed courses are courses that
combine online and face-to-face teaching. Integration focuses on making connections for

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students, enabling them to engage in relevant and meaningful activities that can be linked
to real life. Think of the idea of integration as either a multidisciplinary approach or an
interdisciplinary approach.

Integrated learning systems or ILS is actually a pretty cool technology. ILS uses various
media and methods to enhance learning. This means that students no longer need to sit at
desks and write notes, they can take interactive quizzes, watch videos, create multi-media
portfolios and thus enter a new virtual world, so that to achieve new ways of learning.

3.3.1 Benefits of Integrated Learning Systems

• Integrated Learning systems have become an integral part of organizations across
the country. Students using ILS are more involved in their training, and achieve more
in less time, which is great news for training providers and employers.
• They also allow managers and tutors to monitor the progress of their students and
provide feedback to help them understand the subject matter. Learning systems such
as portfolios and virtual learning environments (VLE) also have progress dashboards
and reporting features to help users monitor progress.
• This means that students can watch their progress grow in real time as they complete
assignments - helping to increase engagement and retention. Managers can also monitor
progress at the touch of a button and offer support to any student who needs it.
• Many integrated learning systems have a built-in reporting suite, so managers can
generate entire reports whenever they need them. If they have multiple ILSs working
together - such as an portfolio, MIS or VLE system - the data can be synchronized
from one software to another and combined to create powerful reports. This takes
efficiency to a new level, in fact, 85% of users think that using an integrated learning
system significantly increases productivity, efficiency, and transparency throughout
their organization.
• ILS Can help the students to provide educational services.
• It is easier to access via network or online.
• Entire curriculum in one source.
• Personalized teaching according to student needs.
• Summary progress data helps meet teacher accountability requirements.

3.3.2 Limitations of Integrated Learning Systems

• Negative attitude or fear and dislike of computer-based learning by the students also
called Technophobia.
• Unavailability of the required technology.
• Limited access to computers as well as the Internet.
• Lack of Computer skills required especially for beginners.
• Having no self-discipline.
• No interaction face to face
• Communicating with machines more often than other humans.
• Too much time spent in front of computer screens can be dangerous.

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• Feeling isolated and losing social contact.
• Lack of trainer input.
• Lack of transformational power.
• Not suitable for basic skills training.
• Lack of supervision and progress
• Lack of confidence to work in the real ecosystem.

3.4 TEACHING WITH INTEGRATED LEARNING SYSTEM

3.4.1 Cooperative Use of Integrated Learning systems

The trends of cooperative learning in a wider variety of instructional settings has grown,
there has been an increase in research investigating the integration of cooperative learning
with other instructional tools. Computer assessed instructions and cooperative learning is
one of the combination Some people gives argument that, by providing peer support and
assistance to students when using traditional tools like computer assessed instructions, then
cooperative learning can increase the effectiveness of these tools on student achievement
(Becker, 1992). In 1987 Stern, Levita and Mevarech, placed Middle school students into
cooperative learning groups and asked the groups to complete CAI language arts lessons.
The results showed that CAI students who worked in cooperatives groups showed
significantly greater academic results than their counterparts who took CAI lessons
individually. When combining cooperative learning and CAI were found by Temiyakarn,
Hooper and Hannatin (1991), and Williams (1993) then similar results were found. In this
study, peer interaction, students' attitudes towards positive attitudes group activities, and
the development of a supportive learning environment were all identified as contributing
factors to positive academic benefits for students.

3.4.2 Using ILSs for Practice and to Support Teaching and Learning
Using ILS is beneficial both for teachers and learners and thus it help to make teaching
learning process more effective and easy. It develops the IT skills of both the teachers and
learners. It help the teachers and students to develop their IT skills. It help the teachers and
students to change their teaching and learning styles. ILS is used by the teachers and
students for practicing in the classroom as well as outside the classroom. ILS is a mean of
collaborative learning.

Students using ILS for practice purposes especially when they solve problems of Math and
science. They also use ILS for practicing of MCQS and general knowledge quizzes related
to Science and Mathematics. In the classroom the students ask questions from their
classmates to find quick solution using internet and other sources. When students perform
different tasks while using computers, android cell phone, hand tablets etc. they get an
opportunity of practicing. Through practicing they learn functions of variety of programs,
software and digital tools that are used for enhancing teaching learning. Similarly, Using
ILS provide students an opportunity of collaborative learning. Teachers give task the
students and give instructions to solve the problem together. Thus students help each other
by collecting information and data by using different search engines. They share
information, ideas and concepts with each other and find the solution to a problem

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collectively. Similarly, using ILS students use different program and software which
enhance the IT skills of the students. They get access to new technologies, new techniques
and strategies of learning. Teachers also search new tools and updated software so that to
make their teaching more effective and goals oriented thus it also develop the IT and
professional skills of the teachers.

Different Systems of ICT Training for Science Teachers in Pakistan

Up to now three systems of ICT training for science teachers are used in Pakistan the detail
of each one is given below:
1. Formal ICT Training System or Face to Face: Formally ICT training is given to
Science teachers before services and in-services in different vocational institutes.
Like information and technology board in KPK provides training to untrained and
in-service teacher that how to use ICT in Teaching learning process. Rich knowledge
about the new digital tools and computer program are taught to them and the
awareness about different software which are used in teaching of Science subjects.
The use of multimedia and projectors and their operation is highly emphasized. New
software related to problem solving, graphing, designing, charts and other basic
experimental software are have been introduced and the teachers are trained how to
utilize these software in the classless while giving instructions to your students. Both
training about software and hardware is provided to Science teachers in the formal
institutes. The most leading institutes for promoting ICT skills in Science teachers is
the GIKI institutes Swabi KPK, UET Lahore, COMSAT university of Science and
technology Islamabad, FAST university Islamabad, Qurtaba University D. I. Khan,
Baluchistan university of Sciences and information technology LUMS etc.
2. Non-Formal System for ICT Teacher Training. Along with face to face teacher
training of ICT in the formal institutes provided to Science teacher in Pakistan they
are also provided with such a training by the non-formal institutes like Allama Iqbal
Open University Islamabad, Virtual University Islamabad and IT college for
Information Technology Lahore etc. In these institutes various diploma, certificates
and degree program are offered. They provide rich learning of ICT to teachers
through books, online courses. They also provides various learning materials in CD-
Desk as well as in USB. They teaches the use of new ICT tools used in teaching
learning processes and also about the software that are used in teaching learning
processes. For this purpose they arrange one week or ten days workshops in the
Highly IT experts give direct instructions to the teachers and students about the use
of ICT digital tools and also teach them about the use of new software that are using
in problem solving or basic and social sciences.
3. Informal ICT Teaching Training for Science Teachers. Various NGOs and foreign
funding donors’ institutes also held different programs from time to time. They also
share their rich information about ICT tools, use of different software used in science
teaching through social media. Especially in YouTube Science can get rich
knowledge about computer program, use and operation of various software. They
also show share the links from where the required software can be downloaded and
can be utilized in teaching learning process. So electronic media and social media
also play a role of education system which can help in enhancing the teaching
strategies of the teacher and provide them full guidance about the use of new
techniques of teaching especially the use ICT in teaching.

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 SUMMARY

From the discussion above it is concluded that teaching and learning with integrated
learning system (ILS) proved best opportunity to students to enhance their learning
practically and avoid memorization and rote learning. Students using ILS for practice
purposes especially when they solve problems of Math and science. They also use ILS for
practicing of MCQS and general knowledge quizzes related to Science and Mathematics.
In the classroom the students ask questions from their classmates to find quick solution
using internet and other sources. When students perform different task while using
computers, android cell phone, hand tablets etc. they get an opportunity of practicing ILS
provides different program and digital software to students to enhance their IT skills. They
get access to new technologies, new techniques and strategies of learning. Teachers also
search new tools and updated software so that to make their teaching more effective and
goals oriented thus it also develop the IT and professional skills of the teachers.

KEY POINTS

• Drill and practice is a behaviorist aligned technique in which students are given the
same materials repeatedly until mastery is achieved.

• Drilling and practice is effective when used with students who require extra
assistance in content instruction.

• Quizlet is a website that allows teacher or students to create and share flashcards.

• With branching drills, the software moves students to more advanced, difficult levels
after they answer a specific number of questions correct.

• Quiz, ICT and Teachers Tap are some resources for active Teaching in Learning
provides some good insight on drill and practice activities and why to use them and
for activities.

• Course in ILS has specific objectives with hands on experiences, practice tests and
individualized learning setting so learners can easily learn with their own pace.

• It provides supportive, inclusive and non-competitive environment to learn and

fosters success of learners.

• ILS integrates different functions of multimedia like audio, video, animations,

presentations in teaching and learning process.

• Some ILS system contain problem solving activities, science simulations,

multimedia spreadsheet and different writing tasks. These activities involve
collaboration of students.

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• ILS also able to provide theme-based instructions that accommodate the themes to
allow the existing activities to be reorganized to support content.

• ILS also provides options to collect and then organize to evaluate easily through
computers.

• ILS ensures usage of internet in teaching process.

• It provides the features like e-portfolios and virtual learning environment to monitor
progress of learners.

• ILS enables the teachers to monitor the progress of students and provide timely
feedback to them so they are able to understand the content through hands on
experiences.

• It increases engagement and retention of learners in learning process to see their

progression growing in real time.

• It provides robust reports as multiple ILS system can work together like e portfolios,
VLE and MIS system can integrate with each other in this way as they can
synchronize and share data witch other to provide collective report.

• ILS increases efficiency, transparency and productivity in teaching and learning

process.

• ILS is a combined environment of tutorial presentations and drill and practice

exercise.

• Curriculum content, Record system of students and management system are three
shared IS features.

• ILS is one of the important computer-based technological transformations in

teaching. It includes management software and courseware that run on computer
hardware. They covered one or more areas of curriculum in various grades and
involves management programs that trace progress of students.

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 SELF-ASSESSMENT QUESTIONS
Q. 1 Describe the role of drilling and practice software for science learning.

Q. 2 What is infusion model of teaching and learning? Explain its different components
for science teaching.

Q. 3 What are important features and functions if integrated learning system (ILS)?

Q. 4 Explain how ILS is beneficial for science learning?

Q. 5 Describe cooperative use of integrated learning system with the help of examples.

Q. 6 What are important aspects of using ILS for practice in science learning?

Q. 7 Give critical view of using ILS for science education.

Q. 8 Identify some drilling and practicing softwares for science learning.

Q. 9 What is teacher Tap, how this is helpful for science teachers?

Q. 10 W+-hy branching Drills are worh to use in understanding of complex concepts in

science?

Q. 11 What is Infusion Teaching Model? For how long this model is useful for developing

critical thinking among science student.

Q. 12 How Integrated Learning Systems in science education is important?

Q. 13 In what ways ILS ensures individualized Instruction in Class?

Q. 14 Explore benefits and limitations of ILS in Pakistan.

Q. 15 Identify different systems of ICT training for Science teachers training in Pakistan/
Provinces.

BIBLIOGRAPHY

1. Becker, H. J 1992 Journal of Educational Computing Research 8, 1–42.

2. Bagley, M. (1996) ILS and the Right Software. Journal of Educational Computing
& Technology, 174, pp. 9–15.

3. Brush, T A. (1997) Educational Technology Research and Development.

4. Clariana R.B 1992 Journal of Computer Based Instructions 19(2), 58–63.
5. Haitiva N 1989 Journal of Computer Based Instructions 16(3) 81–89.

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Unit–4

TEACHING AND LEARNING

WITH COMPUTER GRAPHICS

Written by: Arshad Mehmood Qamar

Reviewed by: Dr. Muhammad Tanveer Afzal

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 CONTENTS

Page #
Introduction ................................................................................................................. 75

Objectives ................................................................................................................... 75

4.1 A Role for Image Making in Learning .............................................................. 76

4.2 The Features and Functions of Graphic ............................................................ 76

4.2.1 Common Graphic Tools .......................................................................... 78
4.2.2 Types of Graphic Programmes ................................................................ 78
4.2.3 File Formate, Importing/Exporting Images ............................................. 78
4.2.4 Obtaining Pre-existing Images ................................................................ 79

4.3 Learning with Computer Graphics .................................................................... 80

4.3.1 Lines and Shapes, Colour ........................................................................ 81
4.3.2 Perspective, Composition ........................................................................
4.3.3 Teaching Students to be Image Makers................................................... 92

4.4 Teaching with Computer Graphics ................................................................... 99

4.5 Some Images and their Purposes....................................................................... 101

Summary ..................................................................................................................... 108

Key Points ................................................................................................................... 108

Self-Assessment Questions ......................................................................................... 109

Bibliography ............................................................................................................... 110

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 INTRODUCTION

The romance with computer is incomplete without graphics. Computer graphics is at the
heart of all types of software and web development, animations and simulations and many
more than just we mean to graphics. The evolution of computer graphics is interesting
which has played its fullest role in the apex development of modern technology. In science
education, the significance of computer graphics multiplies many time in a sense that it is
used in printing books with colorful and charismatic images, desktop publishing and
videos. Graphics enhance the view and imagination by two dimensional and three-
dimensional modeling. They are helpful in enhancing learning capabilities and develop
teaching capacities. Images can be drawn, edited and transferred from one storage space to
another one with the same or different system.

OBJECTIVES

After completion of this unit, you will be able to:

• visualize the role of image making in learning
• write features and functions of graphics
• identify types of graphic programmes
• use graphic tools
• learn with the help of computer graphics
• make images and shapes for teaching and learning process
• get the skill of image makers.

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4.1 A ROLE FOR IMAGE MAKING IN LEARNING
There are many learning styles, and while everyone learns a little bit differently, everyone is
a visual learner. Leveraging a visual teaching style can be very effective. According to John
Medina, “Visual process doesn’t just assist in the perception of our world. It dominates the
perception of our world.”

Adding an image to your teaching or presentation can increase information retention from
10% to 65%

How much more will people remember if you include an image?

The chart shows us that, after 72 hours, you can expect people to remember 10% if you
just speak. Add supporting images and you can see that number increase up to 65%.Richard
Mayer, author of Multimedia Learning, offers several guiding principles for utilizing
multimedia. Here are a few of his principles.
• Use words and pictures, not just words. (Multimedia principle)
• Present words and images at the same time, not successively (Temporal contiguity
principle)
• Place words and pictures near each other, not spaced far apart. (Spatial contiguity
principle)
• Simpler is better. Learning increases when we simplify the content, removing all
extraneous material (Coherence principle).
“Simple two-dimensional pictures are quite adequate; studies show that if the drawings
are too complex or lifelike, they can distract from the transfer of information.”

4.2 THE FEATURES AND FUNCTIONS OF GRAPHIC

Graphics represent non – verbal communications with deeper meaning. They are eloquent
in their communications and understanding. Graphics is meant by any sketch, drawing,
artwork, pictorially depicted material, object or description, images that can be utilized in

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building computer programmes or software. Conventionally graphics, for the engineers,
were meant to draw the sketches of building, bridges etc. Computer Graphics strictly mean
“the field of visual computing where one utilizes computers both to generate images
synthetically and to integrate or alter visual or spatial information sampled from real
world.”

Features and Functions of Graphics

The most important feature and functions of computer graphics are given as below:

Presentation Graphics
There are a variety of softwares which help to present the work in form of slides, these
applications are called Presentation graphics. For example, MS Power Point is a software
of such type.

Major functions of presentation graphics are as follows:

 It allows to edit insert and format the text.
 Manipulation with images.
 Slide show of the content.

Painting and Drawing

The software application that allows to create objects such as square, circles, lines, text etc.
is called Drawing. Painting functions are a little bit different from those of drawing. They
help to make changes in colors, complexions etc. For example, Adobe Photoshop, The
Paint Package, KidPix are most familiar example these days.

Photo Editing
They are paint programmes that enable the user to make delicate changes in the features of
images. They have the mandate to make extraordinary changes in the pictures, images etc.
like resizing, cropping, touching up, falsification, fading in, fading out etc. Photoshop,
Corel Draw, Final Cut Pro are some of the examples.

Web Design and Editing

These softwares are very helpful in web editing and designing online or offline. The big
three softwares are given here:
i. MS Frontpage
ii. DreamWeaver
iii. Go Live

Simulations
These are marvelous innovations in science teaching and learning process. These softwares
are used to create and manipulate models and motion pictures as desired like real world.

Animations and Games

Computer graphics are also useful in making animated objects or pictures. Games provide
interactive and entertaining environment.

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4.2.1 Common Graphic Tools
Graphic tools are software which provide interface environment for manipulation of
computer graphics. Here are some of the most important graphic tools given as follows:

Procreate
It allows the designer to create paintings, sketches and animations. It has about 200 brushes
that are charcoal, ink, paints and pencils.

Adobe Photoshop
It is most widely used graphics tools which has the ability to edit, resize, make detailed
changes in the images. It has very tool for sketching images.

CorelDraw
It is vector graphic editor that was developed by Corel Corporation. It is complete suite to
draw lines and different shapes like circles and many more complex figures and maps.

Pics Arts
It is an online photo editor. It is featured with Replay as well. It is sued for editing music
and videos.

4.2.2 Types of Graphic Programmes

There are many types of graphic Programmes.

C graphics Programmes
These are used for drawing shapes, bar chart, pie chart, moving car, 3D bar chart, smiling
face animations, captcha, circles in circles and countdown.
Here are some examples of other programmes.
 Java program
 C ++ programmes
 Data structure

4.2.3 File Format, Importing/Exporting Images

File Format
BMP
Bitmap image is the one of the most important types of BMP files. It can also be used in
word processor. BMP files are limited to 250 colours. They are large sized files and cannot
be compressed easily.

EPS
It is a general purpose vector file format that can have both the image data and a screen
preview in the same file. It is high resolution format and used for printing high quality
printing.

GIF
This image format was developed by CompuServe and GIF can be pronounced with hard
or soft ‘G’. It can use 256 colours so it has small size format. It can be used to create line

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drawings images with transparent background and animated figures. The photographs lose
their colours if they are saved in GIF format.

JPG
JPG or JPEG pronounced as Jay-peg is another very important file format. It can use upto
16 million colours. It is used for making photographs or any other graphics due to its high
quality colours. They are more commonly used on the Webs than that of printing. Digital
camera save photographs in JPGs format to conserve memory space.

PNG
It stands for Portable Network Graphics and frequently used on the Internet. It can use
more than 1 million colours with graceful features but it is not supported by all browsers.

SVG
It is the abbreviation of Scalable Vector Graphics and as the name denotes it is a vector
graphic design specially designed for the use on Web. It is an example of open source
programming that is created in HTML coding.

Importing/Exporting Images
Like text, graphics can also be inserted in DTP softwares. For example, frame is created
and then graphic is imported into it in InDesign or QuarkX Press.

Fitting In
If the image in InDesign is larger than the frame size, then only small portion of its will
appear on the screen. Just right click on the image and various selection appear on the
screen. Again selecting the appropriate choice, image is inserted in the DTP software
without distorting it.

Frame Shaping
There is not only one choice of rectangular shape of frame. Polygon and elliptical frames
can also be used to create a graphics.

Moving
InDesign and QuarkXPress have the ability to reposition the mage within the frame. It may
be resized and repositioned easily.

4.2.4 Obtaining Preexisting Images

Floating Graphics
It shows that figure can be placed anywhere on the page. Inline image has the advantage
that it can be moved or obtained.

Clip Art
It consists of pre – made images in computer graphics. All the graphics softwares have
readymade images, shapes and sketches etc. in default. It may be in electronic or printed
forms. It may be in any imaging format compatible to most of the operating systems. Web

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– based clip arts are also available online which can be downloaded from the internet. In
desktop publishing or word processer. They are in-built in programs and inserted or
obtained from the clip art.

4.3 LEARNING WITH COMPUTER GRAPHICS

Graphics is defined as any sketch or a drawing or a special network that pictorially
represents some meaningful information. Computer Graphics is used where a set of
image needs to be manipulated or the creation of the image in the form of pixels and is
drawn on the computer. Computer Graphics can be used in digital photography, film,
entertainment, electronic gadgets and all other core technologies which are required. It
is a vast subject and area in the field of computer science. Computer Graphics can be
used in UI design, rendering, geometric object, animation and many more. In most area,
computer graphics is an abbreviation of CG. There are several tools used for
implementation of Computer Graphics. The basic is the <graphics’> header file in Turbo-
C, Unity for advanced and even OpenGL can be used for it’s Implementation. It was
invented in 1960 by great researchers Verne Hudson and William Fetter from Boeing.
Computer Graphics refers to several things:
• The manipulation and the representation of the image or the data in a graphical
manner.
• Various technology required for the creation and manipulation.
• Digital synthesis and its manipulation.

Types of Computer Graphics

• Raster Graphics: In raster graphics pixels are used for an image to be drawn. It is
also known as a bitmap image in which a sequence of image is into smaller pixels.
Basically a bitmap indicates a large number of pixels together.
• Vector Graphics: In vector graphics, mathematical formulae are used to draw
different types of shapes, lines, objects and so on.

Applications
• Computer Graphics are used for aided design for engineering and architectural
system- These are used in electrical automobile, electro-mechanical, mechanical,
electronic devices. For example: gears and bolts.
• Computer Art – MS Paint.
• Presentation Graphics – It is used to summarize financial statistical scientific or
economic data. For example- Bar chart, Line chart.
• Entertainment- It is used in motion picture, music video, television gaming.
• Education and training- It is used to understand operations of complex system. It
is also used for specialized system such for framing for captains, pilots and so on.
• Visualization- To study trends and patterns. For example- Analysing satellite photo
of earth.

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4.3.1 Lines and Shapes, Colour
In a graphics API, there will be certain basic shapes that can be drawn with one command,
whereas more complex shapes will require multiple commands. Exactly what qualifies as
a basic shape varies from one API to another. In the JavaScript API for drawing on
an HTML canvas, for example, the only basic shapes are lines and rectangles. In this
subsection, I consider lines, rectangles, and ovals to be basic.

By "line," I really mean line segment, that is a straight-line segment connecting two given
points in the plane. A simple one-pixel-wide line segment, without antialiasing, is the most
basic shape. It can be drawn by coloring pixels that lie along the infinitely thin geometric
line segment. An algorithm for drawing the line has to decide exactly which pixels to color.
One of the first computer graphics algorithms, Bresenham's algorithm for line drawing,
implements a very efficient procedure for doing so. I won't discuss such low-level details
here, but it's worth looking them up if you want to start learning about what graphics
hardware actually has to do. In any case, lines are typically more complicated. Antialiasing
is one complication. Line width is another. A wide line might actually be drawn as a
rectangle.

Lines can have other attributes, or properties, that affect their appearance. One question is,
what should happen at the end of a wide line? Appearance might be improved by adding a
rounded "cap" on the ends of the line. A square cap—that is, extending the line by half of
the line width—might also make sense. Another question is, when two lines meet as part
of a larger shape, how should the lines be joined? And many graphics systems support lines
that are patterns of dashes and dots. This illustration shows some of the possibilities:

On the left are three wide lines with no cap, a round cap, and a square cap. The geometric
line segment is shown as a dotted line. (The no-cap style is called "butt.") To the right are
four lines with different patterns of dots and dashes. In the middle are three different styles
of line joins: mitered, rounded, and beveled.
The basic rectangular shape has sides that are vertical and horizontal. (A tilted rectangle
generally has to be made by applying a rotation.) Such a rectangle can be specified with two
points, (x1,y1) and (x2,y2), that give the endpoints of one of the diagonals of the rectangle.

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Alternatively, the width and the height can be given, along with a single base point, (x,y). In
that case, the width and height have to be positive, or the rectangle is empty. The base point
(x,y) will be the upper left corner of the rectangle if y increases from top to bottom, and it
will be the lower left corner of the rectangle if y increases from bottom to top.

Suppose that you are given points (x1, y1) and (x2, y2), and that you want to draw the
rectangle that they determine. And suppose that the only rectangle-drawing command that
you have available is one that requires a point (x, y), a width, and a height. For that
command, x must be the smaller of x1 and x2, and the width can be computed as the
absolute value of x1 minus x2. And similarly for y and the height. In pseudocode,

Draw Rectangle from points (x1, y1) and (x2, y2):

x = min (x1, x2)
y = min (y1, y2)
width = abs (x1 - x2)
height = abs (y1 - y2)
Draw Rectangle (x, y, width, height)

A common variation on rectangles is to allow rounded corners. For a "round rect," the
corners are replaced by elliptical arcs. The degree of rounding can be specified by giving
the horizontal radius and vertical radius of the ellipse. Here are some examples of round
rects. For the shape at the right, the two radii of the ellipse are shown:

My final basic shape is the oval. (An oval is also called an ellipse.) An oval is a closed
curve that has two radii. For a basic oval, we assume that the radii are vertical and
horizontal. An oval with this property can be specified by giving the rectangle that just
contains it. Or it can be specified by giving its center point and the lengths of its vertical
radius and its horizontal radius. In this illustration, the oval on the left is shown with its
containing rectangle and with its center point and radii:

The oval on the right is a circle. A circle is just an oval in which the two radii have the
same length.

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If ovals are not available as basic shapes, they can be approximated by drawing a large
number of line segments. The number of lines that is needed for a good approximation
depends on the size of the oval. It's useful to know how to do this. Suppose that an oval has
center point (x, y), horizontal radius r1, and vertical radius r2. Mathematically, the points
on the oval are given by
(x + r1*cos(angle), y + r2*sin(angle))

where angle takes on values from 0 to 360 if angles are measured in degrees or from 0 to 2π if
they are measured in radians. Here sin and cos are the standard sine and cosine functions. To
get an approximation for an oval, we can use this formula to generate some number of points
and then connect those points with line segments. In pseudocode, assuming that angles are
measured in radians and that pi represents the mathematical constant π,
Draw Oval with center (x, y), horizontal radius r1, and vertical radius r2:
for i = 0 to number of Lines:
angle1 = i * (2*pi/number of Lines)
angle2 = (i+1) * (2*pi/number of Lines)
a1 = x + r1*cos(angle1)
b1 = y + r2*sin(angle1)
a2 = x + r1*cos(angle2)
b2 = y + r2*sin(angle2)
Draw Line from (x1, y1) to (x2,y2)

For a circle, of course, you would just have r1 = r2. This is the first time we have used the
sine and cosine functions, but it won't be the last. These functions play an important role
in computer graphics because of their association with circles, circular motion, and
rotation. We will meet them again when we talk about transforms in the next section.

It is impossible for a graphics API to include every possible shape as a basic shape, but there is
usually some way to create more complex shapes. For example, consider polygons. A polygon
is a closed shape consisting of a sequence of line segments. Each line segment is joined to the
next at its endpoint, and the last line segment connects back to the first. The endpoints are called
the vertices of the polygon, and a polygon can be defined by listing its vertices.

In a regular polygon, all the sides are the same length and all the angles between sides are
equal. Squares and equilateral triangles are examples of regular polygons. A convex
polygon has the property that whenever two points are inside or on the polygon, then the
entire line segment between those points is also inside or on the polygon. Intuitively, a

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convex polygon has no "indentations" along its boundary. (Concavity can be a property of
any shape, not just of polygons.)

Sometimes, polygons are required to be "simple," meaning that the polygon has no self-
intersections. That is, all the vertices are different, and a side can only intersect another
side at its endpoints. And polygons are usually required to be "planar," meaning that all the
vertices lie in the same plane. (Of course, in 2D graphics, everything lies in the same plane,
so this is not an issue. However, it does become an issue in 3D.)

How then should we draw polygons? That is, what capabilities would we like to have in a
graphics API for drawing them. One possibility is to have commands for stroking and for
filling polygons, where the vertices of the polygon are given as an array of points or as an
array of x-coordinates plus an array of y-coordinates. In fact, that is sometimes done; for
example, the Java graphics API includes such commands. Another, more flexible, approach
is to introduce the idea of a "path." Java, SVG, and the HTML canvas API all support this
idea. A path is a general shape that can include both line segments and curved segments.
Segments can, but don't have to be, connected to other segments at their endpoints. A path
is created by giving a series of commands that tell, essentially, how a pen would be moved
to draw the path. While a path is being created, there is a point that represents the pen's
current location. There will be a command for moving the pen without drawing, and
commands for drawing various kinds of segments. For drawing polygons, we need
commands such as:
createPath() — start a new, empty path
moveTo(x, y) — move the pen to the point (x,y), without adding a segment to the the path;
that is, without drawing anything
lineTo(x, y) — add a line segment to the path that starts at the current pen location and
ends at the point (x, y), and move the pen to (x,y)
closePath() — add a line segment from the current pen location back to the starting point,
unless the pen is already there, producing a closed path.
(For closePath, I need to define "starting point." A path can be made up of "subpaths" A
subpath consists of a series of connected segments. A moveTo always starts a new subpath.
A closePath ends the current segment and implicitly starts a new one. So "starting point"
means the position of the pen after the most recent moveTo or closePath.)
Suppose that we want a path that represents the triangle with vertices at (100,100),
(300,100), and (200, 200). We can do that with the commands
createPath()
moveTo( 100, 100 )
lineTo( 300, 100 )
lineTo( 200, 200 )
closePath()

The closePath command at the end could be replaced by lineTo(100,100), to move the pen
back to the first vertex.

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A path represents an abstract geometric object. Creating one does not make it visible on
the screen. Once we have a path, to make it visible we need additional commands for
stroking and filling the path.

Earlier in this section, we saw how to approximate an oval by drawing, in effect, a regular
polygon with a large number of sides. In that example, I drew each side as a separate line
segment, so we really had a bunch of separate lines rather than a polygon. There is no way
to fill such a thing. It would be better to approximate the oval with a polygonal path. For
an oval with center (x,y) and radii r1 and r2:
createPath()
moveTo( x + r1, y )
for i = 1 to numberOfPoints-1
angle = i * (2*pi/numberOfLines)
lineTo( x + r1*cos(angle), y + r2*sin(angle) )
closePath()

Using this path, we could draw a filled oval as well as stroke it. Even if we just want to
draw the outline of a polygon, it's still better to create the polygon as a path rather than to
draw the line segments as separate sides. With a path, the computer knows that the sides
are part of single shape. This makes it possible to control the appearance of the "join"
between consecutive sides, as noted earlier in this section.

I noted above that a path can contain other kinds of segments besides lines. For example,
it might be possible to include an arc of a circle as a segment. Another type of curve is
a Bezier curve. Bezier curves can be used to create very general curved shapes. They are
fairly intuitive, so that they are often used in programs that allow users to design curves
interactively. Mathematically, Bezier curves are defined by parametric polynomial
equations, but you don't need to understand what that means to use them. There are two
kinds of Bezier curve in common use, cubic Bezier curves and quadratic Bezier curves;
they are defined by cubic and quadratic polynomials respectively. When the general term
"Bezier curve" is used, it usually refers to cubic Bezier curves.

A cubic Bezier curve segment is defined by the two endpoints of the segment together with
two control points. To understand how it works, it's best to think about how a pen would
draw the curve segment. The pen starts at the first endpoint, headed in the direction of the
first control point. The distance of the control point from the endpoint controls the speed
of the pen as it starts drawing the curve. The second control point controls the direction

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and speed of the pen as it gets to the second endpoint of the curve. There is a unique cubic
curve that satisfies these conditions.

The illustration above shows three cubic Bezier curve segments. The two curve segments
on the right are connected at an endpoint to form a longer curve. The curves are drawn as
thick black lines. The endpoints are shown as black dots and the control points as blue
squares, with a thin red line connecting each control point to the corresponding endpoint.
(Ordinarily, only the curve would be drawn, except in an interface that lets the user edit the
curve by hand.) Note that at an endpoint, the curve segment is tangent to the line that
connects the endpoint to the control point. Note also that there can be a sharp point or
corner where two curve segments meet. However, one segment will merge smoothly into
the next if control points are properly chosen.

OpenGL Primitives
OpenGL can draw only a few basic shapes, including points, lines, and triangles. There is
no built-in support for curves or curved surfaces; they must be approximated by simpler
shapes. The basic shapes are referred to as primitives. A primitive in OpenGL is defined
by its vertices. A vertex is simply a point in 3D, given by its x, y, and z coordinates. Let's
jump right in and see how to draw a triangle. It takes a few steps:
glBegin (GL_TRIANGLES);
glVertex2f (-0.7, -0.5);
glVertex2f (0.7, -0.5);
glVertex2f (0, 0.7);
glEnd();

Each vertex of the triangle is specified by a call to the function glVertex2f. Vertices must
be specified between calls to glBegin and glEnd. The parameter to glBegin tells which
type of primitive is being drawn. The GL_TRIANGLES primitive allows you to draw more
than one triangle: Just specify three vertices for each triangle that you want to draw.

(I should note that these functions actually just send commands to the GPU. OpenGL can
save up batches of commands to transmit together, and the drawing won't actually be done
until the commands are transmitted. To ensure that that happens, the function glFlush()
must be called. In some cases, this function might be called automatically by an OpenGL
API, but you might well run into times when you have to call it yourself.)

For OpenGL, vertices have three coordinates. The function glVertex2f specifies the x and
y coordinates of the vertex, and the z coordinate is set to zero. There is also a function
glVertex3f that specifies all three coordinates. The "2" or "3" in the name tells how many
parameters are passed to the function. The "f" at the end of the name indicates that the
parameters are of type float. In fact, there are other "glVertex" functions, including versions
that take parameters of type int or double, with named like glVertex2i and glVertex3d.
There are even versions that take four parameters, although it won't be clear for a while
why they should exist. And, as we will see later, there are versions that take an array of
numbers instead of individual numbers as parameters. The entire set of vertex functions is

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often referred to as "glVertex*", with the "*" standing in for the parameter specification.
(The proliferation of names is due to the fact that the C programming language doesn't
support overloading of function names; that is, C distinguishes functions only by their
names and not by the number and type of parameters that are passed to the function.)

OpenGL 1.1 has ten kinds of primitive. Seven of them still exist in modern OpenGL; the
other three have been dropped. The simplest primitive is GL_POINTS, which simply
renders a point at each vertex of the primitive. By default, a point is rendered as a single
pixel. The size of point primitives can be changed by calling glPointSize(size);

where the parameter, size, is of type float and specifies the diameter of the rendered point,
in pixels. By default, points are squares. You can get circular points by calling
glEnable(GL_POINT_SMOOTH);

The functions glPointSize and glEnable change the OpenGL "state." The state includes all
the settings that affect rendering. We will encounter many state-changing functions. The
functions glEnable and glDisable can be used to turn many features on and off. In general,
the rule is that any rendering feature that requires extra computation is turned off by default.
If you want that feature, you have to turn it on by calling glEnable with the appropriate
parameter.

There are three primitives for drawing line segments: GL_LINES, GL_LINE_STRIP,
and GL_LINE_LOOP. GL_LINES draws disconnected line segments; specify two
vertices for each segment that you want to draw. The other two primitives draw connected
sequences of line segments. The only difference is that GL_LINE_LOOP adds an extra
line segment from the final vertex back to the first vertex. Here is what you get if use the
same six vertices with the four primitives we have seen so far:

The points A, B, C, D, E, and F were specified in that order. In this illustration, all the
points lie in the same plane, but keep in mind that in general, points can be anywhere in
3D space.

The width for line primitives can be set by calling glLineWidth (width). The line width is
always specified in pixels. It is not subject to scaling by transformations.

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Let's look at an example. OpenGL does not have a circle primitive, but we can approximate
a circle by drawing a polygon with a large number of sides. To draw an outline of the
polygon, we can use a GL_LINE_LOOP primitive:
glBegin( GL_LINE_LOOP );
for (i = 0; i< 64; i++) {
angle = 6.2832 * i / 64; // 6.2832 represents 2*PI
x = 0.5 * cos(angle);
y = 0.5 * sin(angle);
glVertex2f( x, y );}
glEnd();

This draws an approximation for the circumference of a circle of radius 0.5 with center at
(0,0). Remember that to learn how to use examples like this one in a complete, running
program, you will have to read Section 3.6. Also, you might have to make some changes
to the code, depending on which OpenGL implementation you are using.

The next set of primitives is for drawing triangles. There are three of
them: GL_TRIANGLES, GL_TRIANGLE_STRIP, and GL_TRIANGLE_FAN.

The three triangles on the left make up one GL_TRIANGLES primitive, with nine vertices.
With that primitive, every set of three vertices makes a separate triangle. For
a GL_TRIANGLE_STRIP primitive, the first three vertices produce a triangle. After that,
every new vertex adds another triangle to the strip, connecting the new vertex to the two
previous vertices. Two GL_TRIANGLE_FAN primitives are shown on the right. Again
for a GL_TRIANGLE_FAN, the first three vertices make a triangle, and every vertex after
that adds another triangle, but in this case, the new triangle is made by connecting the new
vertex to the previous vertex and to the very first vertex that was specified (vertex "A" in
the picture). Note that Gl_TRIANGLE_FAN can be used for drawing filled-in polygons.
In this picture, by the way, the dots and lines are not part of the primitive; OpenGL would
only draw the filled-in, green interiors of the figures.

The three remaining primitives, which have been removed from modern OpenGL,
are GL_QUADS, GL_QUAD_STRIP, and GL_POLYGON. The name "quad" is short for
quadrilateral, that is, a four-sided polygon. A quad is determined by four vertices. In order

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for a quad to be rendered correctly in OpenGL, all vertices of the quad must lie in the same
plane. The same is true for polygon primitives. Similarly, to be rendered correctly, quads
and polygons must be convex (see Subsection 2.2.3). Since OpenGL doesn't check
whether these conditions are satisfied, the use of quads and polygons is error-prone. Since
the same shapes can easily be produced with the triangle primitives, they are not really
necessary, but here for the record are some examples:

The vertices for these primitives are specified in the order A, B, C, .... Note how the order
differs for the two quad primitives: For GL_QUADS, the vertices for each individual quad
should be specified in counterclockwise order around the quad; for GL_QUAD_STRIP,
the vertices should alternate from one side of the strip to the other.

Open GL Color
OpenGL has a large collection of functions that can be used to specify colors for the
geometry that we draw. These functions have names of the form glColor*, where the "*"
stands for a suffix that gives the number and type of the parameters. I should warn you now
that for realistic 3D graphics, OpenGL has a more complicated notion of color that uses a
different set of functions. You will learn about that in the next chapter, but for now we will
stick to glColor*.

For example, the function glColor3f has three parameters of type float. The parameters
give the red, green, and blue components of the color as numbers in the range 0.0 to 1.0.
(In fact, values outside this range are allowed, even negative values. When color values are
used in computations, out-of-range values will be used as given. When a color actually
appears on the screen, its component values are clamped to the range 0 to 1. That is, values
less than zero are changed to zero, and values greater than one are changed to one.)
You can add a fourth component to the color by using glColor4f(). The fourth component,
known as alpha, is not used in the default drawing mode, but it is possible to configure
OpenGL to use it as the degree of transparency of the color, similarly to the use of the alpha
component in the 2D graphics APIs that we have looked at. You need two commands to
turn on transparency:
glEnable(GL_BLEND);
glBlendFunc(GL_SRC_ALPHA, GL_ONE_MINUS_SRC_ALPHA);

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The first command enables use of the alpha component. It can be disabled by
calling glDisable(GL_BLEND). When the GL_BLEND option is disabled, alpha is simply
ignored. The second command tells how the alpha component of a color will be used. The
parameters shown here are the most common; they implement transparency in the usual
way. I should note that while transparency works fine in 2D, it is much more difficult to
use transparency correctly in 3D.

If you would like to use integer color values in the range 0 to 255, you can use glColor3ub()
or glColor4ub to set the color. In these function names, "ub" stands for "unsigned
byte." Unsigned byte is an eight-bit data type with values in the range 0 to 255. Here are
some examples of commands for setting drawing colors in OpenGL:
glColor3f(0,0,0); // Draw in black.
glColor3f(1,1,1); // Draw in white.
glColor3f(1,0,0); // Draw in full-intensity red.
glColor3ub(1,0,0); // Draw in a color just a tiny bit different from
// black. (The suffix, "ub" or "f", is important!)
glColor3ub(255,0,0); // Draw in full-intensity red.

glColor4f(1, 0, 0, 0.5); // Draw in transparent red, but only if OpenGL

// has been configured to do transparency. By
// default this is the same as drawing in plain red.

Using any of these functions sets the value of a "current color," which is part of the OpenGL
state. When you generate a vertex with one of the glVertex* functions, the current color is
saved along with the vertex coordinates, as an attribute of the vertex. We will see that
vertices can have other kinds of attribute as well as color. One interesting point about
OpenGL is that colors are associated with individual vertices, not with complete shapes.
By changing the current color between calls to glBegin() and glEnd(), you can get a shape
in which different vertices have different color attributes. When you do this, OpenGL will
compute the colors of pixels inside the shape by interpolating the colors of the vertices.
(Again, since OpenGL is extremely configurable, I have to note that interpolation of colors
is just the default behavior.) For example, here is a triangle in which the three vertices are
assigned the colors red, green, and blue:

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This image is often used as a kind of "Hello World" example for OpenGL. The triangle can
be drawn with the commands
glBegin(GL_TRIANGLES);
glColor3f( 1, 0, 0 ); // red
glVertex2f( -0.8, -0.8 );
glColor3f( 0, 1, 0 ); // green
glVertex2f( 0.8, -0.8 );
glColor3f( 0, 0, 1 ); // blue
glVertex2f( 0, 0.9 );
glEnd();

Note that when drawing a primitive, you do not need to explicitly set a color for each
vertex, as was done here. If you want a shape that is all one color, you just have to set the
current color once, before drawing the shape (or just after the call to glBegin(). For
example, we can draw a solid yellow triangle with
glColor3ub(255,255,0); // yellow
glBegin(GL_TRIANGLES);
glVertex2f( -0.5, -0.5 );
glVertex2f( 0.5, -0.5 );
glVertex2f( 0, 0.5 );
glEnd();

Also remember that the color for a vertex is specified before the call to glVertex* that
generates the vertex.

Here is an interactive demo that draws the basic OpenGL triangle, with different colored
vertices. You can control the colors of the vertices to see how the interpolated colors in the
interior of the triangle are affected. This is our first OpenGL example. The demo actually
uses WebGL, so you can use it as a test to check whether your web browser supports
WebGL.

The sample program jogl/FirstTriangle.java draws the basic OpenGL triangle using Java.
The program glut/first-triangle.c does the same using the C programming language.
And glsim/first-triangle.html is a version that uses my JavaScript simulator, which
implements just the parts of OpenGL 1.1 that are covered in this book. Any of those
programs could be used to experiment with 2D drawing in OpenGL. And you can use them
to test your OpenGL programming environment.

A common operation is to clear the drawing area by filling it with some background color.
It is be possible to do that by drawing a big colored rectangle, but OpenGL has a potentially
more efficient way to do it. The function
glClearColor(r,g,b,a);
sets up a color to be used for clearing the drawing area. (This only sets the color; the color
isn't used until you actually give the command to clear the drawing area.) The parameters
are floating point values in the range 0 to 1. There are no variants of this function; you must

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provide all four color components, and they must be in the range 0 to 1. The default clear
color is all zeros, that is, black with an alpha component also equal to zero. The command
to do the actual clearing is:
glClear( GL_COLOR_BUFFER_BIT );

The correct term for what I have been calling the drawing area is the color buffer, where
"buffer" is a general term referring to a region in memory. OpenGL uses several buffers in
addition to the color buffer. We will encounter the "depth buffer" in just a moment.
The glClear command can be used to clear several different buffers at the same time, which
can be more efficient than clearing them separately since the clearing can be done in
parallel. The parameter to glClear tells it which buffer or buffers to clear. To clear several
buffers at once, combine the constants that represent them with an arithmetic OR operation.

For example,
glClear( GL_COLOR_BUFFER_BIT | GL_DEPTH_BUFFER_BIT);

This is the form of glClear that is generally used in 3D graphics, where the depth buffer
plays an essential role. For 2D graphics, the depth buffer is generally not used, and the
appropriate parameter for glClear is just GL_COLOR_BUFFER_BIT.

4.3.3 Teaching Students to be Image Makers

Our brains love images. They let students really show what they know. Here are 10 tools students
can use to create images.

Images are an integral part of our lives.

• Babies interpret the world in images, not through text, through vision.
• Children love picture books.
• We watch videos and read publications that are visually rich.

In short, our brains were made for processing visuals! There's lots of evidence that learning and
remembering is improved through the use of visuals:
• Picture superiority effect: Pictures and images are more likely to be remembered than
words.
• Dual coding theory: The formation of mental images helps with learning.
• Sensory semantic theory: Pictures assess meaning more directly than words.

Want to give your instruction or your student activities a jolt of brain power? Infuse some visuals
in them.

In this post, I'll share 10 image creation tools that students can use to demonstrate what they've
learned.

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Quick Navigation: 10 image creation tools for students
Adobe Spark
Canva
Google Drawings/Slides/PowerPoint
Buncee
Piktochart
Storyboard That
PicCollage
Adobe Fresco
Paper
LunaPic

Adobe Spark
Website: spark.adobe.com
Web-based. Runs in a browser. Also mobile apps.

Description: Spark is a three-in-one creation tool. With Spark Post, students can create visuals
by blending images, text, shapes and more. With Spark Page, they can make webpages to display
information. With Spark Video, they can use the same elements to make videos. All three Spark
tools are free to use in education.

Website: canva.com
Web-based. Runs in a browser. Also iOS (iPad, iPhone) and Android apps.

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Description: Canva is a graphics creator. Start with one of their gorgeous pre-created templates
or a blank image. Pull in their design elements or make something from scratch. When you're
done, you can download your creation as an image file to share with others.

Google Drawings/Slides/PowerPoint

Website: drawings.google.com, slides.google.com, powerpoint.com

Web-based. Runs in a browser. PowerPoint: also desktop software and mobile apps. Slides: also
mobile apps.

Description: These three options come from productivity suites G Suite and Microsoft Office.
Drawings is like a digital poster board. Slides and PowerPoint are technically slide presentation
tools. But by designing on a single slide, you turn Slides and PowerPoint into powerful graphics
creation tools. Use the creation tools on any of them images, text, lines, shapes, etc. and save
your finished product as an image file.

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Buncee
Website: buncee.com
Web-based. Runs in a browser. Also for iOS (iPhone, iPad) and Windows tablets.

Description: Buncee is a creation and communication tool for students, educators and
administrators. It helps them create interactive content, allowing those of all ages to visualize
concepts and communicate creatively. Add a variety of graphics and media tools to your
creation. Buncee designs go beyond the digital poster project with interactive elements.

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Piktochart
Website: piktochart.com
Web-based. Runs in a browser.

Description: Piktochart might be best known as an infographic tool. Add images, icons, text
and more to a blank page or one of their free templates. It can also be used to create presentations
to share with groups and to create printed posters, flyers and reports.

Storyboard That
Website: storyboardthat.com
Web-based. Runs in a browser.
Description: A storyboard is what creatives, from film producers to YouTubers, use to visualize
their ideas. They chart it out in images and text in the order it should happen. Storyboard That
lets students create storyboards (kind of like comic strips) with thousands of customizable
images. Their free account empowers students to create new storyboards every week.

PicCollage
Websites: iOS app / Android app
For mobile devices with iOS (iPad, iPhone) or Android

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Description: This mobile app lets you and your students transform photos you've taken (and
photos you've gotten elsewhere) into multimedia creations. Add them to grids. Use text with a
variety of fonts. Add stickers for emphasis or decoration. When you're done, save them to your
camera roll to share with others or turn in to the teacher.

Adobe Fresco
Website: fresco.adobe.com
For iPad and Windows 10 tablets (Surface Pro, Surface Book, etc.)
Description: Fresco is a sketchbook program for touch screen devices like iPad and Microsoft
Surface tablets. It's a feature-rich sketch app. It can help the serious artist create realistic
watercolors. It also helps the basic doodler get ideas on a page. Save sketches as image files to
share with others.

Paper
Website: paper.bywetransfer.com
For iOS devices (iPad, iPhone)

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Description: Paper is a simple sketch app. But its simplicity doesn't mean you can't get fancy
with it. Use a variety of digital brushes and pencils. Mix colors. Insert images. Create smart
shapes. Turn your artistic ideas or your deep brainstorm into a visual other can appreciate.

LunaPic

Website: lunapic.com
Web-based. Runs in a browser.

Description: Looking to make some adjustments to an image? Add some text? Change a photo
into an Obama-style high contrast poster? This simple browser-based image editor has lots of
filters and effects as well as basic image creation features to let your students' creativity run wild.

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4.4 TEACHING WITH COMPUTER GRAPHICS
Computer graphics is an art of drawing pictures on computer screens with the help of
programming. It involves computations, creation, and manipulation of data. In other words,
we can say that computer graphics is a rendering tool for the generation and manipulation
of images. While teaching with ICT teacher has to select the picture, image or map. For
teaching with the help of graphics a teacher is required to get skill in using computer
graphics. Now-a-days in this era of advanced technology one can have graphics of their
use by clicking on the computer through internet. A number of images are given in section
4.5. You can take a lot of examples of topics or phenomenon or processes from Physics,
chemistry, physics, computer or mathematics.

Cathode Ray Tube

The primary output device in a graphical system is the video monitor. The main element of a
video monitor is the Cathode Ray Tube CRTCRT, shown in the following illustration.

The operation of CRT is very simple −

• The electron gun emits a beam of electrons cathode rays.
• The electron beam passes through focusing and deflection systems that direct it
towards specified positions on the phosphor-coated screen.
• When the beam hits the screen, the phosphor emits a small spot of light at each
position contacted by the electron beam.
• It redraws the picture by directing the electron beam back over the same screen points
quickly.

There are two ways Random scan and Raster scan Random scan and Raster scan by which
we can display an object on the screen.

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Raster Scan
In a raster scan system, the electron beam is swept across the screen, one row at a time
from top to bottom. As the electron beam moves across each row, the beam intensity is
turned on and off to create a pattern of illuminated spots.

Picture definition is stored in memory area called the Refresh Buffer or Frame Buffer.
This memory area holds the set of intensity values for all the screen points. Stored intensity
values are then retrieved from the refresh buffer and “painted” on the screen one row scan
lines canline at a time as shown in the following illustration.

Each screen point is referred to as a pixel picture element picture element or pel. At the
end of each scan line, the electron beam returns to the left side of the screen to begin
displaying the next scan line.

Random Scan Vector Scan Vector Scan

In this technique, the electron beam is directed only to the part of the screen where the
picture is to be drawn rather than scanning from left to right and top to bottom as in raster
scan. It is also called vector display, stroke-writing display, or calligraphic display.

Picture definition is stored as a set of line-drawing commands in an area of memory

referred to as the refresh display file. To display a specified picture, the system cycles
through the set of commands in the display file, drawing each component line in turn. After
all the line-drawing commands are processed, the system cycles back to the first line
command in the list.

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Random-scan displays are designed to draw all the component lines of a picture 30 to 60
times each second.

Application of Computer Graphics

Computer Graphics has numerous applications, some of which are listed below −
• Computer graphics user interfaces GUIsGUIs − A graphic, mouse-oriented
paradigm which allows the user to interact with a computer.
• Business presentation graphics − "A picture is worth a thousand words".
• Cartography − Drawing maps.
• Weather Maps − Real-time mapping, symbolic representations.
• Satellite Imaging − Geodesic images.
• Photo Enhancement − Sharpening blurred photos.
• Medical imaging − MRIs, CAT scans, etc. - Non-invasive internal examination.
• Engineering drawings − mechanical, electrical, civil, etc. - Replacing the blueprints
of the past.
• Typography − The use of character images in publishing - replacing the hard type
of the past.
• Architecture − Construction plans, exterior sketches - replacing the blueprints and
hand drawings of the past.
• Art − Computers provide a new medium for artists.
• Training − Flight simulators, computer aided instruction, etc.
• Entertainment − Movies and games.
• Simulation and modeling − Replacing physical modeling and enactments

4.5 SOME IMAGES AND THEIR PURPOSES

Some images and their purposes are as following
1. JPEG (or JPG) - Joint Photographic Experts Group
2. PNG - Portable Network Graphics

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3. GIF - Graphics Interchange Format
4. TIFF - Tagged Image File
5. PSD - Photoshop Document
6. PDF - Portable Document Format
7. EPS - Encapsulated Postscript
8. AI - Adobe Illustrator Document
9. INDD - Adobe Indesign Document
10. RAW - Raw Image Formats

1. JPEG (or JPG) - Joint Photographic Experts Group

JPEGs might be the most common file type you run across on the web, and more than
likely the kind of image that is in your company's MS Word version of its letterhead. JPEGs
are known for their "lossy" compression, meaning that the quality of the image decreases
as the file size decreases.

You can use JPEGs for projects on the web, in Microsoft Office documents, or for projects
that require printing at a high resolution. Paying attention to the resolution and file size
with JPEGs is essential in order to produce a nice-looking project.
JPG vs JPEG

There is no difference between the .jpg and .jpeg filename extensions. Regardless of how
you name your file, it is still the same format and will behave the same way.
The only reason that the two extensions exist for the same format is because .jpeg was
shortened to .jpg to accommodate the three-character limit in early versions of Windows.
While there is no such requirement today, .jpg remains the standard and default on many
image software programs.

2. PNG – Portable Network Graphics

PNGs are amazing for interactive documents such as web pages but are not suitable for
print. While PNGs are "lossless," meaning you can edit them and not lose quality, they are
still low resolution.

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The reason PNGs are used in most web projects is that you can save your image with more
colors on a transparent background. This makes for a much sharper, web-quality image.

3. GIF – Graphics Interchange Format

GIFs are most common in their animated form, which are all the rage on Tumblr pages and
in banner ads. It seems like every day we see pop culture GIF references from Giphy in
the comments of social media posts. In their more basic form, GIFs are formed from up to
256 colors in the RGB colorspace. Due to the limited number of colors, the file size is
drastically reduced.

This is a common file type for web projects where an image needs to load very quickly, as
opposed to one that needs to retain a higher level of quality.

4. TIFF – Tagged Image File

A TIF is a large raster file that doesn't lose quality. This file type is known for using
"lossless compression," meaning the original image data is maintained regardless of how
often you might copy, re-save, or compress the original file.

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Despite TIFF images' ability to recover their quality after manipulation, you should avoid
using this file type on the web. Since it can take forever to load, it'll severely
impact website performance. TIFF files are also commonly used when saving
photographs for print.

5. PSD – Photoshop Document

PSDs are files that are created and saved in Adobe Photoshop, the most popular graphics
editing software ever. This type of file contains "layers" that make modifying the image
much easier to handle. This is also the program that generates the raster file types
mentioned above.

The largest disadvantage to PSDs is that Photoshop works with raster images as opposed
to vector images.

6. PDF - Portable Document Format

PDFs were invented by Adobe with the goal of capturing and reviewing rich information
from any application, on any computer, with anyone, anywhere. I'd say they've been pretty
successful so far.

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If a designer saves your vector logo in PDF format, you can view it without any design
editing software (as long as you have downloaded the free Acrobat Reader software), and
they have the ability to use this file to make further manipulations. This is by far the best
universal tool for sharing graphics.

7. EPS – Encapsulated Postscript

EPS is a file in vector format that has been designed to produce high-resolution graphics
for print. Almost any kind of design software can create an EPS.

The EPS extension is more of a universal file type (much like the PDF) that can be used to
open vector-based artwork in any design editor, not just the more common Adobe products.
This safeguards file transfers to designers that are not yet utilizing Adobe products, but
may be using Corel Draw or Quark.

8. AI – Adobe Illustrator Document

AI is, by far, the image format most preferred by designers and the most reliable type of
file format for using images in all types of projects from web to print, etc.

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Adobe Illustrator is the industry standard for creating artwork from scratch and therefore
more than likely the program in which your logo was originally rendered. Illustrator
produces vector artwork, the easiest type of file to manipulate. It can also create all of the
aforementioned file types. Pretty cool stuff! It is by far the best tool in any designer's
arsenal.

9. INDD – Adobe InDesign Document

INDDs (InDesign Document) are files that are created and saved in Adobe InDesign.
InDesign is commonly used to create larger publications, such as newspapers, magazines
and eBooks.

Files from both Adobe Photoshop and Illustrator can be combined in InDesign to produce
content rich designs that feature advanced typography, embedded graphics, page content,
formatting information and other sophisticated layout-related options.

10. RAW - Raw Image Formats

A RAW image is the least-processed image type on this list it’s often the first format a
picture inherits when it's created. When you snap a photo with your camera, it's saved
immediately in a raw file format. Only when you upload your media to a new device and
edit it using image software is it saved using one of the image extensions explained above.

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RAW images are valuable because they capture every element of a photo without
processing and losing small visual details. Eventually, however, you'll want to package
them into a raster or vector file type so they can be transferred and resized for various
purposes.

As you can see from the icons above, there are multiple raw image files in which you can
create images many of them native to certain cameras (and there are still dozens more
formats not shown above). Here's a brief description of those four raw files above:
• CR2: This image extension stands for Canon RAW 2, and was created by Canon for
photos taken using its own digital cameras. They're actually based on the TIFF file
type, making them inherently high in quality.

• CRW: This image extension was also created by Canon, preceding the existence of
the CR2.

• NEF: This image extension stands for Nikon Electric Format, and is a RAW file
type created by (you guessed it) Nikon Cameras. These image files actually allow
for extensive editing without changing file types, provided the editing takes place
using a Nikon device or Nikon Photoshop plugin.

• PEF: This image extension stands for Pentax Electronic Format, a RAW image file
type created by Pentax Digital Cameras.

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 SUMMARY

Computer graphics are very important in drawing, manipulating, editing, and processing
of images and videos. They are very helpful in science education in a way that they are
used in developing simulations, animations and images that increase the capacity of
students to think critically and reflect his knowledge. There are various tools and programs
for graphics development and a lot of file format are available to carry them.

KEY POINTS

• Everyone learns differently, this difference is due to learning styles.

• Graphics represent nonverbal communication with deeper meanings.
• Major functions of presentation graphics are as following:
• It allows to edit insert and format the text.
• Manipulation with images.
• Slide show of the content
• Painting, drawing, photo editing, web designing, simulations are some graphic software.
• Coral Draw, Photoshop, picsart, are some graphic tools used for learning science.
• BMP contains 250 colours.
• EPS is high resolution format. It can go to 16 million colours.
• GIF can use 256 colours, can be used to create line drawing images.
• JPG is very important file format. It can use one million coulours.
• SVG is vector graphic design and is created in HTML.
• Clip Art are images already found on internet.
• Computer graphics refers to:
• The manipulation and the representation of the image or the data in graphical manner.
• Various technology is required for the creation and manipulation.
• Digital synthesis and its manipulation
• Images are an integral part of our lives because.
• Babies interpret the word in images
• Children love picture book
• We can watch video and read publications that are visually rich.

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 SELF-ASSESSMENT QUESTIONS

Q. 1 Select the most appropriate option:

1. The basic attribute/s of a straight-line segment is/are;
a) Type b) width
c) Colour d) All of these

2. A dash line could be displayed by generation;

a) Inter dash spacing b) very short dashes
c) Both a & b d) none of these.

3. Which of the following is not a line-type?

a) dashed line b) Dark line
c) Dotted line d) only b

4. Pixel mask means;

a) A string containing only “I; s
b) A string containing only “0 s
c) A string containing 1 and 0
d) A string containing o and o

5. A heavy line on a video monitor could be displayed as;

a) Adjacent perpendicular lines
b) Adjacent parallel lines
c) Both a and b
d) Neither a or b

6. Thick line is drawn with;

a) Butt caps b) Round Caps
c) Projecting square caps d) All

7. A line drawn in the background colour is;

a) Visible b) Invisible
c) Visible and invisible d) none

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 BIBGLIGRAPHY

1. David J. Eck (2018), “Introduction to Computer Graphics”, Department of

Mathematics and Computer Science, Hobart and William Smith College, Geneva,
NY 14456.

3. Susan E. L. Lake , Karen Bean (2008), The Business of Digital Desktop Publishing
1st Edition, Thomson Higher Education 5191 Natorp Boulevard Mason, Ohio 45040
USA, www.thomsonedu.com

2. Zongli Shi (2017), Graphics Programming Principles and Algorithms.

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Unit–5

TEACHING AND LEARNING WITH WORD

PROCESSORS, DESKTOP PUBLISHERS AND
WEB-BASED EDITORS

Written by: Kamran Mir

Reviewed by: Arshad Mehmood Qamar

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 CONTENTS
Page #
Introduction ................................................................................................................. 113

Objectives ................................................................................................................... 114

5.1 The Features and Functions of Word Processors .............................................. 115

5.2 Desk top Publishers and Web based Editors ..................................................... 148
5.2.1 The Anatomy of Word Processors ......................................................... 149
5.2.2 Features and Functions of Word Processors ........................................... 149
5.2.3 The Anatomy of Desk Top Publishers ................................................... 150
5.2.4 Features and Functions of Desk Top Publishing ..................................... 151
5.2.5 The Anatomy of Web Based Editors ........................................................ 152
5.2.6 Features and Functions of Web Based Editors ........................................ 152

5.3 Learning with Word Processors ........................................................................ 153

5.3.1 Desk top Publishers and Web-Based Editors: Advantages ..................... 153
5.3.2 Research on Learning with Word Processors.......................................... 156
5.4 Putting it All Together: Going DEAPER .......................................................... 168
5.4.1 The Design Process in DEAPER............................................................. 169
5.4.2 The Encoding Process in DEAPER......................................................... 169
5.4.3 The Assemble in DEAPER ..................................................................... 170
5.4.4 The Publishing Software ......................................................................... 171
5.4.5 The Revise in DEAPER ......................................................................... 171

Key Points ................................................................................................................... 172

Self-Assessment Questions ......................................................................................... 173

Bibliography ............................................................................................................... 174

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 INTRODUCTION

The 21st century has totally changed the way we teach and learn. There is almost no field
of human life left behind in which computers are not being used directly or indirectly. In
this unit, you will learn what are the word processing, desktop publishing and web-based
applications which you can use in teaching and learning. Popular word processing
applications like MS Word and Google Docs are being widely used in different fields by
the students, teachers and other professionals. Based on the license, there are three types
of word processing, desktop publishing or web-based applications likewise other software:
1. Open-source software
2. Licensed or Proprietary software
3. Freeware software

Open-source software is the types of software that are available free of charge along with
the source code (programming) which means they can be customized or modified as per
the requirements of the users. LibreOffice Writer and OpenOffice are examples of open-
source word processors. Both of them are entirely free and open-source product that offers
word processing, support for .doc and .docx file formats, and all the tools the average
Microsoft Word user will need in a word processor. LibreOffice Writer and OpenOffice
Writer are similar in a lot of ways: Interface style, file format support, lack of cloud
integration and real-time collaboration, and general word processing features. Both are
solid choices for those looking for a free alternative to Microsoft Word, and selecting one
over the other largely depends on the user preference. Scribus is an example of open-
source desktop publishing software. It supports professional publishing features, such as
CMYK colours, spot colours, ICC colour management and versatile PDF creation. Such
kind of software is typically managed and developed by the community or some
collaboration of non-profit organisations.

Licensed or Proprietary software is the type of software which are not free and we have to
pay a certain amount of fee to get the license for using that software. Most of the time, the
organizations who develop this software don’t share its source code with the users. The
examples of proprietary software are MS Office (MS Word, MS Excel, MS PowerPoint
etc.), Adobe (Illustrator, Design etc.)

Freeware software is the type of software that is free to use but their source code is not
available for customization or modification. The example of freeware software is Google
Docs or Google Sheets.

In this unit, we will explore the features of these word processing, desktop publishing and
web-based editors who are normally used in the teaching and learning process.

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 OBJECTIVES

After studying this unit, you will be able to:

● know what are the word-processing, desktop publishing and web-based editors
● know the basic features of word processing software
● learn how to use word processing software in teaching and learning
● know the basic features of desktop publishing software
● learn how to use desktop publishing software in teaching and learning
● know the basic features of web-based editors
● learn how to use web-based editors in teaching and learning.

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5.1 THE FEATURES AND FUNCTIONS OF WORD PROCESSORS

Word processors are the software or program which supports input, editing, formatting and
output of text. Early word processing software were stand-alone devices dedicated to the
word processing features, but current word processors are word processor programs
running on personal computers, laptops and mobile devices. It is the most commonly used
application in basic computer usage. Word processors have evolved from basic programs
that emulated typewriters to software programs that would have boggled the minds of the
inventors of the Electronic Numerical Integrator and Computer (ENIAC), the first general-
purpose electronic computer. In addition to providing document creation and storage tools,
the editing and sharing options become more powerful each year. The basic features of
word processors are:
1. Document Creation
2. Document Editing
3. Document Formatting
4. Document Sharing

The popular word processors are Microsoft Word, OpenOffice and Google Docs. The
common advanced features of these word processors are:
1. Text Formatting and Styles
2. Tables
3. Illustrations / Graphics
4. Header and Footers
5. Table of Contents
6. Footnotes
7. Citation and Bibliography
8. Mail merge
9. Document Proofing
10. Document Tracking and Comparison

5.1.1 Text Formatting and Styles

This feature of word processors allows you to write text, apply different writing styles,
change the font size, colour, weight and related functions.

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The above figure shows some features of text formatting and styles. In MS Word 2007, the
first tab of “Home” has the following subsections or blocks:
1. Clipboard: This block provides basic copy-paste and format painting option, using
which you can copy any text from one place/document to another and using format
painter you can copy the formatting of one text and apply it on another text.

2. Font: This block provides basic text manipulation, for example, changing the font
style, size and colour. Making any text a subscript or superscript and many other
related functions.

3. Paragraph: This block of the “Home” tab provides basic paragraph formatting, for
example, aligning your text to right, left or justifying it. Applying bullets or
managing the line spacing.

4. Styles: This block of the “Home” tab provides basic features of applying different
styles on your text. For example, applying heading level style or normal text, which
is a prerequisite for generating the table of contents automatically

5. Editing: This block provides features like finding and replacing the text.

5.1.2 Tables
This feature of word processors allows you to represent your textual or numeric data in
tabular form.

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The above figure shows how easily one can create a table of 3x3 (3 rows and 3 columns).
Tables are generally used to represent numeric data or comparing the features of different
things. For example, let us see comparison of different products provided by Google and
Microsoft.

Function Google Microsoft

Word Processing Docs Word

Spreadsheet Sheets Excel

Presentations Slides PowerPoint

Email Gmail Outlook

5.1.3 Illustrations / Graphics

This feature of word processors allows you to add illustrations in your document. The
illustration can be a picture taken from any external source or it can be any clip art image
and a custom design shape. The illustration also includes a smart art feature which has
some predefined templates e.g. process chart, cyclic process or a matrix.

5.1.4 Header and Footers

This feature of word processors allows you to add a custom text or image on the top or
bottom of the page which has to be repeated on every page. This feature is normally used
in reports and books where the same kind of text or image is repeated on every page of the
document. This feature is also used to add page numbering in different styles e.g. (
numbers, roman) on different pages. The similar option is available in MS Word and
Google Docs.

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5.1.5 Table of Contents
This feature of word processors allows you to generate the table of contents automatically
in different styles. Generally, this feature is used in books and reports. The prerequisite of
this feature is the use of text styles e.g. Heading 1, Heading 2 etc.

This feature not only generates the table of contents automatically but also manages the
page numbering dynamically which means if the page content is moved, the table of
contents updates its page number. The table of contents links the heading with the original
content and on clicking on the content it takes you to the required page automatically.

5.1.6 Footnotes
Footnotes are used in some books and research work, particularly work published in the
social sciences discipline. Footnotes are intended to provide readers with further
information or to share copyright permission information.

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A few footnote usages rules:
• Footnotes are numbered consecutively throughout the research paper, not restarting
numbering on each page.
• Each quotation requires a footnote.
• Footnotes are always double-spaced.
• Footnotes are referenced using a superscript number.

5.1.7 Citation and Bibliography

Citations enable you to recognize the hard work of researchers and writers. Any piece that
draws on the ideas and research of others must be properly referenced. Citations give credit
to the people whose ideas and words you have borrowed. They respect the intellectual
property rights of individuals.

Citations document for your readers where you obtained your material, provide a means of
critiquing your study based on the sources you used, and create an opportunity to obtain
information about prior studies of the research problem under investigation. The act of
citing sources is also your best defense against allegations of plagiarism.

Citing the works of others is important because:

1. Proper citation allows readers to locate the materials you used. Citations to sources
helps readers expand their knowledge on a topic. One of the most effective strategies
for locating authoritative, relevant sources about a topic is to review footnotes or
references from known sources ["citation tracking"].
2. Citing other people's words and ideas demonstrates that you have conducted a
thorough review of the literature on your topic and, therefore, you are reporting your
research from an informed and critically engaged perspective. The list of sources
used increases your credibility as the author of the work.
3. Other researcher's ideas can be used to reinforce your arguments. In many cases,
another researcher's arguments can act as the primary context from which you can
emphasize the significance of your study and to provide supporting evidence about
how you addressed the "So What?" question.
4. The ideas of other researchers can be used to explain reasons for alternative
approaches. If you disagree with a researcher's ideas or you believe there is a gap in
understanding the research problem, your citations can serve as sources from which
to argue an alternative viewpoint or the need to pursue a different course of action.
5. Just as the ideas of other researchers can bolster your arguments, they can also detract
from your credibility if their research is challenged. Properly citing sources prevents
your reputation from being tarnished if the facts or ideas of those cited are proven to
be inaccurate or off base. It prevents readers from concluding that you ignored or
dismissed the findings of others, even if they are disputed.
6. Ideas are considered intellectual property and there can be serious repercussions if
you fail to cite where you got an idea from. In academe and the professional world,
failure to cite other people's intellectual property ruins careers and reputations and
can result in legal action. Citing sources as a student in college will help you get in
the habit of acknowledging and properly citing the work of others.

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5.1.8 Mail Merge
Mail merges are one of the quickest ways to customize documents like emails, newsletters,
and other personalized messages. A mail merge lets you create personalized documents
that automatically vary on a recipient-by-recipient basis. This spares you the trouble of
manually personalizing each document yourself!

Mail merges work by pairing up one file (e.g., an Excel spreadsheet) that contains
individual data such as names, email addresses, and other facts about your audience or
customers) with a second file (such as a Word document) with a formatted message that
includes placeholders for the personalized data from the spreadsheet.

How does it work?

So how does a mail merge automatically personalize your emails and letters?

To know that, you need to understand the two key components of every mail merge:
1. Template File – This is the document that holds the message you’ll be sending out
— like a letter or an email. It specifies the places where the personalization data will
go. That data (names, addresses, etc.) is fetched from a data file.
2. Data File – This is a data source like a Microsoft Excel spreadsheet or a Google
Sheets file. Each cell contains a different bit of individual information (first name,
last name, email address, etc.) that will be placed in your template file in the
corresponding space.

A mail merge automatically adds the personalization data from your data file to your
template file.

Here’s an example of what I’m talking about:

If you want to perform a mail merge to create mass letters, your letter is the template file.
It has placeholders for your contacts’ names and addresses.

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Notice the «FirstName», «Address» and other tags in the letter?
These are placeholders for your recipient’s details, also known as mail merge fields. A mail
merge field draws the personalization information from your spreadsheet. To make this
work, it’s very important that the name of the mail merge field exactly matches the name
of the column header from your spreadsheet.

A spreadsheet that has all your contact details will be your data file.

The mail merge function would then merge your data file and your letter template to
generate individual letters for each person.

What can you use them for?

The real question should be — what can’t you use them for?!
Mail merges can be used to create personalized messages automatically for documents such
as:
• Marketing emails
• Envelopes
• Mailing labels
• Newsletters
• Custom catalogs
• Form letters
• And more!

Note – A form letter is a template file that’s used to create mass letters. Instead of typing
a letter for each recipient, you can use a form letter to create quick, unique, personalized
letters for each person.

When you create a bulk email campaign in Word and Excel, the same spreadsheet (data
file) you used for your bulk emailing can be used to set up companion pieces, such as
newsletters, envelopes, mailing labels, and other documents that need customization. This
way, all of your personalization stays accurate because it all comes from the same data file,
and you can use that file over and over again.

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If there’s a document type that needs to be personalized at scale, mail merges can take care
of it for you!

What are the advantages and disadvantages of mail merge?

Mail merge for your email marketing or cold emailing has several strong advantages, such as:
• Improves readership. Mail merge personalization warms up a form letter to sound
like individual correspondence, so it’s more likely to be read.
• Saves time. Once your mail merge template is set up, it takes relatively little time to
create a large number of personalized messages because it is tied to your Excel data
— the single spreadsheet where all personalized information is kept.
• Controls the appearance. A mail merge template lets you manage how the type and
images will look, so your email is attractive even where the personalized content is
different.
• Allows for testing. A template can be easily adapted to create two versions of the
message for A/B testing. This way, you can easily know what version of your
message works best.

On the other hand, mail merge also has some disadvantages for email campaigns:
• May require additional software. To go beyond the features of Microsoft Word,
you may need email merge software with advanced features to automate data
collection or add conditional formatting. See my post on conditional content to learn
more.
• Requires accuracy. If your Microsoft Excel database is incomplete, inaccurate, out
of date, or has been saved under a new name, then mail merge may not work.
• Risk of error. If you make a mistake in your mail merge template or personalization
data, that error will be reproduced on all the emails that use those elements. So, it’s
important to allow time to test your email before sending it to your entire list.

To avoid these disadvantages, read on to learn more about mail merge with Microsoft Word
and Excel.

How to mail merge from Excel to Word to send bulk letters (walk-through guide)
You can use the mail merge feature in Word and Excel to create and print personalized
mass letters quickly.

Here,
• the mail merge template is a form letter in Microsoft Word and
• the data file is an Excel spreadsheet containing your recipients’ details.

Note: Once you have experience setting up mail merges, you might want to try Word’s mail
merge wizard, which guides you through the setup without explanations. From the
ribbon menu, choose Mailings → Start Mail Merge → Step-by-Step Mail Merge
Wizard. On the right side of your window, you’ll see the Mail Merge Task Pane
— follow the prompts there. For more details, keep reading what follows.

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The first step is creating and formatting your address list (data file). Here’s a step-by-step
guide on how Excel mail files are set up:
Step A:
Open MS Excel.

Step B:
Click on Blank workbook to open a blank Excel document.

Note – If your contact data is readily available as an Excel spreadsheet, open the file and
format it. If it’s contained in a TXT or CSV file, go to Data > From Text/CSV to open the
file in Excel.

Step C:
Now you can start entering the details of your address list into the Excel workbook.
Enter your column headers only in the first row, starting in cell A1.

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Check your header row to make sure the column headers in your Excel spreadsheet are
exactly the same as the placeholder names you want to use in your Word template
document.

For example, if the column names in your Excel sheet are “FirstName,” “LastName,” and
“Email,” the field names in your Word document will also be “FirstName,” “LastName,”
and “Email.”

Step D:
Enter your contact information in your Excel database as one record per row, starting in
cell A2.

Quick Tip
Data entries, such as ZIP codes, percentages, and currencies, etc. must be in the right
numeric format. To ensure this, you need to:
1. Select a column that has numeric data entries.
2. Go to the Home > Number section.

3. Click on the Number Format box and choose the right format from the drop-down
list that appears.

4. Repeat steps 1–3 for all columns containing numeric values.

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Step E:
Once you’re done creating the contact sheet, you can save your Excel document by pressing
the Ctrl+S keys or by going to File > Save or File > Save As.

Bonus Tip for Gmail Users: If you are creating your first mail merge data file, you can
export all of your existing Gmail contacts (or “Google Contacts”) to get started. Read my
guide on How to Export Contacts from Gmail.

Note – Ensure that all edits to the Excel spreadsheet are done before starting the mail
merge process. Making edits to an Excel sheet once you’ve already begun a mail merge is
a complicated additional step.

How to use mail merge in Microsoft Word?

Step 2: Creating the main mail merge document in MS Word

The next step is to create the form letter (or mail merge template — your main document)
in MS Word. You can create a different mail merge template for every bulk email
campaign, and you can save your templates to be reused later. A favorite time-saving
technique of mass email managers is to choose an old email template that worked well,
update the content where necessary, and give the mail merge template a new name.

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So, as you create your mail merge document, try writing it in a way that will let you adapt
and reuse it in future bulk mailings.

Here’s a step-by-step guide on how to create a mail merge template in MS Word:

Step A:
Open a blank document in Word. This is the main document in your mail merge that will
be sent to each recipient.

Step B:
Click on the Mailings tab and select Start Mail Merge.

A drop-down menu displaying every different mail merge document type will appear.
You can select the document type for letters, emails, envelopes, mailing labels, or a
directory.

Since we’re creating a Word mail merge for sending letters, choose Letters as your merge
document.

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Step C (Optional):
You can also use the Step-by-Step Mail Merge Wizard (from the Start Mail

Merge drop-down menu) to streamline the Word mail merge process.

The wizard lets you easily select the starting mail merge document. For example, it lets
you use the current document, which is the mail merge letter you’re creating now. Or, you
could choose a starter template or another existing document as your mail merge template.

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Step D:
Write the body of the letter. (Don’t worry about manually adding placeholders in your letter
yet.)

Step 3: Selecting the recipient list

Now you can select the list of mail merge recipients who will receive your letter. Here’s a
step-by-step guide on how to do this:
Step A:
Click on the Select Recipients option in the Mailings tab. A drop-down menu appears,
showing different mail merge list sources.

As your contact information is already available as an Excel file, click on Use an Existing
List.

Note – You can also include your Outlook Contacts if you have Outlook connected to Word.

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Step B:
In the dialog box that pops-up, select the Excel sheet you created earlier, and click Open.

Step C:
A Select Table window appears. Choose the Excel worksheet you want to merge with the
Word template and click OK.

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Note – If your Excel spreadsheet has only one worksheet, you’ll only see Sheet1 in
the Select Table window.

Step D:
If you want to edit your mail merge recipients list, click on the Edit Recipient List tab.

In the Mail Merge Recipients window that pops-up, clear the checkbox of the person you
don’t want in your mailing list.

Anyone you remove from your recipient list in this step will be removed from any mail
merge project that uses this data file in the future.

Step 4: Adding Personalized Messages

The next step is to add personalized content, like contact names and addresses, to your
form letter template (Word mail merge document).

In Word, you can insert three personalization variables into your document:
1. Insert Address Block – add a recipient’s address to your document.
2. Insert Greeting Line – include a personalized greeting or salutation in your letter.
3. Insert Merge Field – insert other mail merge fields from your Excel file.

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Here’s a step-by-step guide on how to add all three personalization variables to your merge
document (form letter):
Note – You can add a personalization variable at an insertion point of your choice in the
Word document. For example, to add a greeting line before the body of your letter, simply
place the text cursor at the point you want to add it.

Step A – Insert address block

To insert a recipient’s address from your Excel worksheet, click on Address Block from
the Write & Insert Fields section. In the window that appears, choose an address block
format of your choice and click OK.

An address placeholder («AddressBlock») will be inserted automatically into your letter.

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Step B – Insert greeting line
To insert a greeting line, click on Greeting Line from the Write & Insert fields section.
In the dialog box that pops up, select the format you want to use and click OK.

A greeting placeholder («GreetingLine») will be automatically added to your document.

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Step C – Insert merge field
You can also add other mail merge fields — like your contact’s first name, company name,
email id, etc. — from your Excel worksheet to your Word template. To do this, click
on Insert Merge Field from the Write & Insert fields group.

You can see a drop-down list of some mail merge labels. These labels are the column
names in your Excel spreadsheet. If you want to create a custom field, the easiest way
is to add a column to your spreadsheet with the name of the custom field you want to make
— for example, “birthday” or “pet name.”

Click on the mail merge fields you want to add to your letter.

This is how my form letter looks after inserting the placeholders (mail merge fields) I
needed:

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Note – You can also use the Match Fields feature to match your Excel column fields with
the Word placeholders manually. This way, you can ensure that all the mail merge fields
are accurately mapped to your Excel column names.

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Step 5: Previewing and finishing the mail merge process:
After personalizing the form letter for each recipient, you can preview the letters to see
how they look with the data you inserted from your Excel worksheet.

Here’s a step-by-step guide on how to do this:

Step A:
Click on Preview Results under the Mailings tab.

Step B:
To preview the result for each recipient, you can enter the recipient number (the
corresponding row number in your Excel spreadsheet) in the text box.

For example, to preview the form letter for my second recipient – Brandon Walsh, I type
“2” in the text box and click on the Preview Results button.

Note – You can also click on the Next and Previous buttons to quickly scroll through your
mailing list to preview the letter for each person. If you realize someone who is scheduled
to receive your bulk email should be removed from the recipient list, refer to Step 3 (D) for
instructions.

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Step C:
After previewing the form letter, click on Finish & Merge to finish the Word mail merge
process.

From the drop-down list that appears, you can choose to:
• Edit Individual Documents – if you want to edit each letter further, separately.
• Print Documents – if you want to print the letters.
• Send Email Messages – if you want to send the letters as emails.

Note – If you want to send the letters as email messages, you need to set up Outlook or
Gmail with Word manually.

Step 6: Saving the Form Letter

After you’ve finished working with the merged document, you can save it by pressing
the Ctrl+S keys or by going to the File menu and clicking Save or Save As.

You can also reuse the merged document for sending additional letters — just open it and
click Yes when Word prompts you with this alert:

How to use mail merge with Excel and G-Mass to send emails (walkthrough guide)
Mail merges are one of the easiest ways to send out mass emails. You can use it to quickly
create personalized emails for newsletters, promos, and other email marketing messages.

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Here, your mailing list is the data file, while an email is the mail merge template.
Two problems using MS Word to send mass emails

While you can use Microsoft Word to create mail merges for mass emailing, there are two
major drawbacks:
• To send the merged document as an email message, you need to set up Microsoft
Outlook or Gmail with Word manually. This can be time-consuming and
confusing for most users.
• Microsoft Word isn’t well-equipped to handle mail merges. If your personalization
tags are mismatched and there are hundreds of recipients (you can’t preview every
email, can you?), you could end up sending something like this:
•

Image Source: Twitter

Imagine sending hundreds of such embarrassing emails!

That’s why it’s smarter to use a dedicated mail merge tool like GMass to send mass
emails.

What is GMass?

GMass is a powerful mail-merge software that lets you easily create and send tons of emails
from your Gmail account. Its advanced mail merge features have made it a popular tool
that’s used by employees from LinkedIn, Uber, Google, and Twitter.

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However, GMass isn’t built only for email marketers. It can also be used by individuals
and groups like clubs, schools, churches, and other institutions to send email to a target
audience.

How to create an email mail merge with G Mass

G-Mass can easily create a mail merge with a data file stored as an Excel spreadsheet or a
Google Sheet.

Here’s a detailed walkthrough guide on how to create a mail merge in Excel with GMass
for mass emailing:
Step 1: Importing your Excel spreadsheet into Google Sheets
The first step is to import your Excel file into Google Sheets (this takes only a few seconds).

Why do you want to do this?

Do this because Google Sheets is far more powerful than Microsoft Excel for mail merging.
Its automatic cloud-sync feature auto-saves your work with each edit made in the
spreadsheet.

Plus, if you’re sending emails, it makes sense to have your spreadsheet online, right?
What’s more…

Google Sheets is completely free and can be used by anyone with a Google (Gmail or
Google Workspace) account. You won’t need a Microsoft Office subscription!

Note – if your data file is a CSV file, you can also import it into Google Sheets.

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Here’s a step-by-step guide on how to import your Excel document into Google Sheets:
I’ll be using the Excel sheet, shown in the screenshot below, for the walkthrough.

Step A:
Go to Google Sheets.

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Step B:
Select the folder icon to open the Google Sheets File Picker.

Step C:
In the window that appears, click on the Upload tab to import your Excel sheet.

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Step D:
You can now choose the file you want to import from your computer.
To select the file, click on the Select a file from your device button.

Step E:
Choose the Excel file you want to import from your computer and click on the Open
button.

Step F:
Your file will be automatically imported as a new Google spreadsheet, which becomes
your mail merge recipient list and data file.

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Step 2: Formatting your Google Sheet
Your Google Sheet must be well-formatted before you use it with GMass (but don’t worry,
it’s not as complicated as formatting your Excel spreadsheet).

Here are some guidelines to ensure it works well:

• Your column names must be in plain text — they shouldn’t contain spaces, codes,
or any special characters.
• Your column names must begin from cell A1. If there are any blank rows or
additional text (like a sheet title) above the column names, you must delete them.
• The actual personalization data must begin from the second row onward.
• There must be at least one column that has your recipients’ email addresses.

GMass will auto-detect all column names during the mail merge process. It will
automatically use the column labels in your Google Sheet as the placeholders in your
email template.

Step 3: Installing GMass and connecting it to your Gmail account

If you haven’t installed the GMass Chrome extension yet, here’s a step-by-step guide on
how to install and connect it to your Gmail account quickly:
Step A:
Click here to go to the Chrome Web Store page for GMass.

Step B:
Click on the Add to Chrome button.

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Step C:
A dialog box pops-up:

Click on the Add extension button to add GMass to Chrome.

Step D:
Log in to the Gmail account you want to use with GMass.
After logging in, you can see two new GMass buttons next to your Gmail search box.

Click on one of these buttons, and you’ll be prompted to link your Gmail account to GMass:

Click on the Connect GMass Now! button to connect your Gmail account with GMass.

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Note – Simply installing the GMass extension doesn’t create a GMass account. It only
makes the buttons appear in your Gmail account. You have to link it to your Gmail account
(as above) to activate it.

Step 4: Connecting your Google Sheet to GMass

The last step is connecting your Google Sheet to GMass. Here’s a step-by-step guide on
how to do this:
Step A:
Open your Gmail account.

Step B:
Click on the GMass spreadsheet button near your Gmail search box.

Step C:
A dialog window appears:

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Step D:
You can now use the drop-down menu to choose the Google sheet you want to use for the
mail merge.

Note: – If you have only one sheet (Sheet1) in your Google spreadsheet, it’s chosen by
default. However, if your spreadsheet has multiple sheets, you can choose the sheet you
want from the drop-down list.

Once you’ve chosen a spreadsheet, click on the CONNECT TO SPREADSHEET button.

Step E:
Now, GMass will auto-read all your recipients’ data from your Google sheet. It will also
automatically insert their email addresses in the To field of a new email. So, you’ll be able
to see the emails of everyone on your recipient list — but don’t worry, your recipients will
see only their email address.

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Step F:
After a new email window appears, you can compose your email with GMass’ powerful
personalization features. To use these personalization settings, click on the settings arrow
near the GMass button.

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Click on the Personalize drop-down list button to see all the column names present in your
Google sheet.

To personalize your email, select the column labels from the drop-down list. You can add
these placeholders anywhere in your email message.

Here’s how my personalized email looks like with placeholders:

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5.2 DESKTOP PUBLISHERS AND WEB-BASED EDITORS
Desktop publishers generally use the various software regarding publishing purposes in
order to create attractive, professional look documents, business proposals, newspapers,
books, financial reports, business cards, tickets etc. Desktop publishing (DTP) is basically
the process involving computer and some specific software for the combination of graphics
and text for the production of professional looking documents (regarding their page layout
specially) like books, newsletters, website, blogs, brochures etc. Initially it was used for
the purpose of publishing, printing the books etc., but now-a-days online resources are
available and its use has been extended in various online projects and online activities.
Whereas Desktop publishers generally work with the publishing industry involving
software, graphics, various designs, in support / collaboration with the writers, media
professional, graphic designers, illustrators etc. Digital, electronic, social media is the trend
now-a-days where desktop publishers has a lot of work load to deal with. Now-a-days,
every profession has the focus on professional work and professional look to appeal the
users, clients or customers. Same is the case with the printing and publishing industry
where graphics designers has a lot of scope to work with. Common example of the desktop
publishing software are,
i. Adobe InDesign
ii. Scribus
iii. QX (QuarkXP)
iv. Adobe Acrobat
v. Adobe PageMaker
vi. LaTex
vii. MS Publishers
viii. MS Office Family
ix. Pagination
x. Libre Office Writer

Web Based Editors have the excessive use in online pages creation and editing. These are
the software to change or edit web pages (hypertext markup language, html documents).
These have the high and low level. High level web based editors are used to edit in the web
pages regarding editing html code and page layout (WYSIWYG editors, advanced text based
HTML editors etc). Generally, these are used to edit online word, excel, pdf, power point
files if no office setup is installed on system. In addition to it, various office online editors
are also there to access and edit the material online. For learning programming, multiple
sources of online editors are available to help in teaching-learning process.

Following are the software commonly used for web page editing, layout setup and web
page development.
xi. UltraEdit
xii. Coda
xiii. TextMate
xiv. Vim
xv. Notepad++

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xvi. Sublime Text 3
xvii. Brackets
xviii. Atom
xix. Visual Studio Coke
xx. CoffeCup (html editors)

5.2.1 The Anatomy of word Processors

Word Processor generally belong to MS Office family, word processor might be a software
or a device, which is used generally for English typing, same as we use InPage for Urdu
typing. Word processor in used at large scale in offices, homes, institutes and for
commercial purpose. It has a lot of features in soft form and has the option to get its hard
form as printing. We can edit, compose, write and print it.

Anatomy
Anatomy is the biological term that explains different parts and functions (or structure).
Word processor is from the family of MS Office, which is most in use from all others in
MS Office. It has multiple option inside for the users to facilitate to make it user friendly.
File format for Word document is .doc. At the top of the word document, there is a Title
bar which explain the title and document type. Menu bar is there below the title bar,
containing the sections as File, Edit, Insert, Tools etc which help us using the documents
different options. Then there is a standard bar having sections of save, rotate, etc.
Formatting tools bar is helpful in fonts size, bold, italic, underline, alignment Help section
is also there if we do require any sort of help. Image, graph, videos link can be inserted in
word document. In addition to it, there are other sections like scroll bar, status bar, office
assistant, task pane to facilitate user in various aspects.

5.2.2 Features and Functions of Word Processors

Word processor has more features and functions than text editor. It has various options for
formatting the document, alignment (left, right, centre, justified), paragraph options, image
insert option. Following more are the features of word processor.
i. Text Editing is the feature of word processor, we can copy or edit the document, or
a portion / paragraph of the document, to paste it to the same document of some other
document.
ii. Text formatting is another feature which allows us to format the document in various
ways like font size, color change, text background, bold, italic, font.
iii. Spell /grammar check is another feature of it, which is helpful to highlight the
mistake in spelling and to correct spelling.
iv. Layout setting, is another important feature, which makes the documents as attractive
in look, like margin setting, print setup, writing in single or double column, upper-
and lower-page setup etc.
v. Header and footer, specific header portion is at the top of the page, in which title,
page number or some other specific instruction can be placed. It is generally in design
form, and visible in some or all pages of the documents. Same as footer is at the
bottom of the page, in which page number or other instructions can be placed.

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vi. Indentation and list setting, is the feature, bullets, symbols or numbering can be used
for documents where it needs.
vii. To draw tables of data
viii. For creating custom tab
ix. Changing case
iix. Standard paragraph
iiix. Word wrap
ivx. Insertion
vx. Saving a document
vix. Deletion
viix. Cursor control
viiix. Find and replace
ixx. Copying
xx. Merger

Writing the document (basic function)

Printing the document (basic function)
Formatting the text (basic function)
Editing the text (basic function)
Book writing (general)
Foe letter writing (general)
Report writing (general)
Memo (general)
Resume (general)
Annual reports (general)
Creating or composing a document (general)
Soft display on screen, via projector on larger screen display (general)

5.2.3 The Anatomy of Desk Top Publishers

Desktop publishing mainly focuses on the documents page layout before publication or
printing it. It consists of a PC (or laptop) which is the major source for its production, video
monitor (in case of PC), a high-quality printer, printing papers for the printing purpose and
other devices for data input like, mouse, keyboard and high-quality digital scanner for the
image scanning purpose. Its two main components may be hardware components as
mentioned above and software components (desktop publishing software). Following are
the stages of desktop publishing.
i. Finishing look of page layout
ii. Print
iii. Reproduction

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iv. Publication plan
v. Construct some relevant page designs
vi. How to prepare text
vii. Artwork & graphics

5.2.4 Features and Functions of Desk Top Publishing

Following are the few features and functions of desktop publishing for a better page layout.

Fonts
Desktop publishing is a broader term which uses digital media, and it has variety of fonts
available as per demand of the user.

Styles
Styles includes font size, font style, and its text color. As per the professional look of the
page type, style is used. Once it is selected, then it is applied in the document which makes
page appearance attractive and saves time.

Borders
Borders are the lines of various colors around the page for making objects stand out.

Colour
Colouring is another prominent feature of DTP used in text, border, lines, shades, images
etc for colourful look.

ClipArt
These are available in stock and can be accessed online where it deem necessary to use for
presentable publication. It can also be copied if required to use.

Character-Spacing
Characters spacing is necessary part of it and can be adjusted accordingly.

Line-Spacing
Leading adjustment can be helpful in changing the line spacing.

Design-Wizards
These are helping indicators in creation of publication like greeting cards, flyers etc.

Text-Columns
It is helpful to produce a newspaper, blog, newsletter etc., which allows page set ups.
DTP is from the Microsoft family but it’s a bit different from word processor, it’s to setup
the professional page layout, creation, printing and publishing of documents in a well
presentable way. It is used to play with the text to make it much better and other images,
clip-charts etc. to make outlook better. It is also helpful in editing the online content to
make it better through various software.

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5.2.5 The Anatomy of Web-Based Editors
There are various web-based editors to edit the online documents of word processor, pdf,
excel, power point, web pages, audio, video html page or other online material. If we
consider the html editor, its general components are nodes (comments node, text node,
etc.), html document includes a tree of html nodes, html elements, text nodes (italic, bold,
organize etc.), hyperlink, and few other html attributes are also there.

5.2.6 Features and Functions of Web-Based Editors

There are various web-based editors to edit the data online having various features. Here
we consider some features of WYSIWYG Editor. We can edit data from content portal on
web in some specific portion in CMS by enabling the TinyMCE.
i. Insert code using syntax highlighter
ii. Insert / edit anchor
iii. Cleanup messy code
iv. Toggle guidelines / invisible elements
v. Strikethrough
vi. Numbered list
vii. Bulleted list
viii. Remove formatting
ix. Edit CSS style
x. Paragraph style (as per requirement)
xi. Text color (to make its look better)
xii. Font size (can be adjusted)
xiii. Find command
xiv. Paste as plain text
xv. Redo command
xvi. Undo command
xvii. Background color
xviii. Toggle full screen mode
xix. Edit html source (html page can be edited through online html editors)
xx. Italic text (to make the text in italic shape)
xxi. Bold text (to make the text as bold)
xxii. Underline text (to underline for highlighting etc.)
xxiii. Align (left, right, Centre, justified)
xxiv. Remove link
xxv. Superscript
xxvi. Subscript
xxvii. Block Quote command
xxviii. Find replace command

Inferences
Word Processor generally belong to MS Office family, word processor might be a software
or a device, which is used generally for English typing, same as we use InPage for Urdu
typing. Word processor in used at large scale in offices, homes, institutes and for
commercial purpose. It has a lot of features in soft form and has the option to get its hard

152
form as printing. We can edit, compose, write and print it. Word processor is from
Microsoft Office family and it is mostly used in offices, educational institutes and at
commercial level for printing and publication purposes,(Kibble, 2008). Desktop Publishing
is the process of publishing the document by using different tools to make the text, images,
sound, etc. more appeal-able, attractive before publishing or printing. Web based editors
are the various software which are used to edit the data online for particular document or
web page,(Abdullahi, 2013). Desktop publishers generally work with the publishing
industry involving software, graphics, various designs, in support / collaboration with the
writers, media professional, graphic designers, illustrators etc. Digital, electronic, social
media is the trend now-a-days where desktop publishers has a lot of work load to deal with.
Now-a-days, every profession has the focus on professional work and professional look to
appeal the users, clients or customers

5.3 LEARNING WITH WORD PROCESSORS

5.3.1 Desk top Publishers and Web-Based Editors: Advantages

Desktop publishing (DTP) is the creation of documents using page layout software on a
personal ("desktop") computer. It was first used almost exclusively for print publications,
but now it also assists in the creation of various forms of online content.[1] Desktop
publishing software can generate layouts and produce typographic-quality text and images
comparable to traditional typography and printing. Desktop publishing is also the main
reference for digital typography. This technology allows individuals, businesses, and
other organizations to self-publish a wide variety of content, from menus to magazines to
books, without the expense of commercial printing.[2]

Desktop publishing often requires the use of a personal computer and WYSIWYG page
layout software to create documents for either large-scale publishing or small-scale local
multifunction peripheral output and distribution – although a non-WYSIWYG system such
as LaTeX could also be used for the creation of highly structured and technically
demanding documents as well.[3] Desktop publishing methods provide more control over
design, layout, and typography than word processing. However, word processing software
has evolved to include most, if not all, capabilities previously available only with
professional printing or desktop publishing.[4]

The same DTP skills and software used for common paper and book publishing are
sometimes used to create graphics for point of sale displays, \ presentations, infographics,
brochures, business cards, promotional items, trade show exhibits, retail package designs
and outdoor signs. Although what is classified as "DTP software" is usually limited to print
and PDF publications, DTP isn't limited to print. The content produced by desktop
publishers may also be exported and used for electronic media. The job descriptions that
include "DTP," such as DTP artist, often require skills using software for producing e-
books, web content, and web pages, which may involve web design or user interface
design for any graphical user interface.

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The advantages of DTP
1) Handles far more graphical elements than a word processor
Word processing software certainly has its place. But Desktop Publishing software has
taken over from it in almost any project where different fonts, pictures, layout and graphics
are going to be involved.
In fact, the more elements that are going to be included in a piece, the greater the
advantages of using DTP software over a word processor. Projects which include a large
number of graphics and pictures will particularly benefit.

2) Frame-based
A sizeable part of the advantages of Desktop Publishing packages, even the basic Microsoft
Publisher, is that they are frame-based. This means that frames of text or images can be
moved over, around and on top of one another and rescaled with ease.

The ability to easily move frames around to view their impact when placed in a different
layout or with different spacing really comes into its own when DTP software is used to
create projects like magazines and newspapers.

3) Easy import
Text and graphics can also be easily imported from outside sources. You can bring together
disparate elements such as:
• Images from a scanner
• Frames shot by a digital video camera
• Text written in a word processor
• Graphics created using your favourite drawing software

4) WYSIWYG
WYSIWYG stands What You See Is What You Get. This acronym refers to the fact that,
with DTP software, what you see on the screen will be what the final document looks like
in printed form.

If you’ve ever created a project as a Word file and then printed it out only to discover a
huge disparity between what it looked like on the screen and what it looks like in your
hand, you’ll understand why this is so important for professionals.

This means that a page layout can be easily optimised and enhanced without needing to see
it on paper. The WYSIWYG aspect of DTP puts professionals who use it well ahead of
their counterparts struggling to cut and paste elements using a word processor.

5) Automatic restructuring
Many DTP software packages can be set to automatically restructure other elements around
a frame which has been moved.

Want to see if a snapshot looks better in the corner of a paragraph with the text wrapped
around it? No problem. Doesn’t look good in the new position? Reverse the change.

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You can also set text to flow under a frame or have it keep a set space from a frame
boundary, or have an image positioned uniquely within a frame. This gives you a great deal
of flexibility in the final appearance of a document or page.

Marketing materials such as brochures, flyers and catalogues, in particular, hugely benefit
from the use of DTP tools in their creation. Because these tools offer an easy way to adjust
the spacing, colours and contrast of a document, its appeal can be edited or altered to meet
the preferences of any given audience.

6) Work in columns, frames and pages

Unlike most word processors, you can also easily create columns as well as frames and
pages. Text will automatically snake (the technical term for flow) from one column to the
next, again making DTP ideal for creating newspapers and magazines.

Kerning is the technical term for editing the space between letters. Different fonts and even
different pairs of letters require different spacing for comfortable reading. The best DTP
software allows easy individual control over kerning so that larger headings and titles, as
well as other text elements, can be perfectly aligned and adjusted for impact and readability.

The disadvantages of DTP

1) Expensive tools
One of the main disadvantages of Desktop Publishing is the relative expense of the tools
themselves. Many companies baulk at the costs of purchasing specialist software such as
QuarkXpress or Adobe InDesign, Photoshop, FrameMaker or Illustrator.

Outsourcing to professionals is frequently the way that a company will choose to overcome
this problem.

2) Lack of large scalability

Another disadvantage of DTP is that it sometimes struggles with very large-scale, highly
complex projects.

That’s because these projects frequently require paying attention to more than just the
presentation and content of a project – the two areas which DTP software handles so well
– in order to cover:
• The overall structure of a project, including things like section levels and connections
between related documents in multiple projects
• Reusing content in other projects
• Keeping the different types of output a project requires consistent
• Online and offline storage and distribution
In recent years though, many of the market-leading DTP tools have started to include these
features in what they offer.

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Web Based Editors
Software used to create and change Web pages (HTML-based documents). Low-level Web
page editors are used to write HTML code directly. High-level Web authoring programs
provide complete WYSIWYG design with the ability (in varying degrees) to switch back
and forth between the page layout and the HTML code. See HTML editor and Web
authoring software.

A WYSIWYG is an editor that allows a developer to preview the end results before the
actual interface or document is made live. The full form of WYSIWYG is "what you see
is what you get". This type of software allows you to edit content in a form so that it looks
same when displayed or printed.

There are numerous WYSIWYG editors that offer features like Multi-view and Multi-
Language support. It also offers readymade layout to create websites, support for HTML5
and CSS3, etc.

Following is a handpicked list of Top WYSIWYG EDITOR, with their popular features
and website links. The list contains both open source(free) and commercial(paid) software.

Best WYSIWYG Editors | Visual HTML Editor Open Source / Paid

1) Froala WYSIWYG HTML Editor
Beautiful Javascript web editor with a clean design that's easy to integrate for developers
and easy to love for users.

Features:
• Easy to Integrate: The editor can be integrated in any kind of projects in no time. It
requires only basic javascript and HTML coding knowledge.
• High-Quality Code: Legible, Testable, Flexible, Compliant and Economical Code
• Shortcuts: Functionality at your fingertips, shortcuts allow you to activate specific
commands by using only the keyboard.
• Cross Browser & Cross-Platform: Work on Chrome, Safari, Internet Explorer, and
other browsers. Use your Desktop, tablet or even smartphone to edit.
• Inline Editing and comprehensive Unit Tests

What is Linux Linux Beginner Tutorial?

2) Dreamweaver
Dreamweaver is a popular HTML editor which helps you to create, publish, and manage
websites. A website created with Dreamweaver can be uploaded to any web server.

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Features:
• Dynamic websites can be quickly developed using Dreamweaver.
• It provides readymade layouts to build a website.
• You can create a website that fits any screen size.
• This tool helps you to customize workspace the way you like.
• It has an inbuilt HTML validator to validate your code.

3) Kite
Kite is IDE for WYSIWYG HTML Editors that automatically completes multiple line codes.
This editor supports more than 16 languages. It helps you to code faster with no hassle.

Price: Free
Features:
• It offers Java documentation.
• This editor provides a function signature as you type.
• You will get a tooltip on mouse hover.
• Provides support in email.
• Uses machine learning models for Java language.

4) Wix
Wix is easy to use , beginner-friendly, drag-and-drop website builder. This web editor tool
allows you to drop elements anywhere you want on any page.

Features:
• It allows you to create a personal blog to a portfolio website or even an online store.
• 500+ themes and templates
• It comes with a large number of templates filtered in many categories.
• Offers feature for send & manage invoices.
• Multilingual stores.
• Track traffic with Google Analytics.

5) CoffeeCup HTML Editor

A coffee cup is a WYSIWYG HTML editor, which helps you to utilize the split-screen
preview to see your webpage. It is one of the best WYSIWYG HTML editor tool that
allows you to open the W3C mark-up validation service in your default web browser.

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Features:
• Helps you to utilize the split-screen preview to your webpage
• Ready for the semantic web
• Offers built-in Validate HTML tool opens the W3C markup validation service in
your default web browser.
• The built-in FTP uploader helps you to publishes the website to the place of your
choice
• Split-Screen Preview features allow you view your webpage in a browser right from
the Code Editor.
Link: https://www.coffeecup.com/html-editor/

6) Apache NetBeans
NetBeans is an open-source code editor tool for developing with Java, PHP, C++, and other
programming languages. It also offers features of code analysing and converting. It allows
you to upgrade your applications to use new Java 13 language constructs.

Features:
• Easy and efficient project management
• Offers fast & smart code editing
• Rapid User Interface Development
• This WYSIWYG HTML editor free tool helps you to write bug-free code
Link: https://netbeans.apache.org

7) Notepad++
Notepad++ is a popular free to use code editor written in C++. It uses pure win32 API,
which offers greater execution speed and small program size. It runs only in the window's
environment, and is available under the GPL License.

Features:
• Support syntax highlighting for languages like HTML, PHP, JavaScript, and CSS.
• It has auto-completion features for words and functions.
• This free WYSIWYG HTML editor offers macro recording and playback facilities.
• User-defined syntax highlighting and folding
• Entirely customizable GUI
• Multi-view and Multi-language support
Link: https://notepad-plus-plus.org/

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8) Google Web Designer
Google Web Designer helps you to create engaging HTML5 content. It enables you to use
animation and interactive elements to bring your creative vision to life and offers seamless
integration with other Google products, like Google Drive, Google Ads, Display & Video
360, etc.

Features:
• This WYSIWYG HTML5 editor offers dynamic workflow
• Google Web Designer provides wide range of display and video ad formats
• Support for Responsive ads
• Easy and effective Google Integration
• Helps you to create beautiful, engaging HTML5 content
Link: https://webdesigner.withgoogle.com

9) Sublime Text
Sublime Text is an HTML editor that supports many languages like JavaScript, Perl, PHP,
Python, Ruby, and others. You can use this HTML code editor for code, mark-up and prose.
The editor supports OS X, Windows, and Linux operating systems.

Features:
• It allows you to highlight syntax.
• It has command Palette implementation that accepts text input from users.
• Handle UTF8 BOMs in gitignore files
• Display badges for folders and file to indicate Git status
• Changes to a file are represented by markers available in the gutter.
Link: https://www.sublimetext.com

10) TinyMCE
TinyMCE is the rich text editing platform that helped launch Atlassian, Medium, Evernote
(Text editing tool), and more. You can integrate TinyMCE React, Angular, Vue.js,
Bootstrap, RAILS, dojo, jQuery, etc.

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Features:
• Highly configurable with a large ecosystem.
• Modern, mobile-ready and enterprise-grade
• Store and edit images and files on any webserver
• Offers dynamic file upload for any browser.
Link: https://www.tiny.cloud

11) CKEditor
Ckeditor is a smart WYSIWYG editor that has components with collaborative editing. It
allows you to paste from Excel, Word, tables, etc.

Features:
• Offers features like autocomplete, @mentions, widgets,
• Offers full control over content: HTML filtering and view source mode.
• Great accessibility: Section 508, compliant, and WCAG 2.0 AA.
• Custom output format and Markdown support.
• Extensible and customizable by design
• It helps you to boost productivity with auto-formatting and collaboration.
Link: https://ckeditor.com

12) Quill
Quill is a free, open-source, powerful WYSIWYG editor that is built for the modern web.
Its modular architecture and expressive API is an ideal HTML editor to fit any need.

Features:
• It is one of the best Free WYSIWYG editors software which supports all modern
browsers on tablets, desktops, and phones.
• Granular access to the editor's content, changes, and events through a simple API.
• Rich text editors who are built to help people write text.
• It allows you to do custom content and formatting.
Link: https://quilljs.com

13) Komodo Edit

Komodo edit is an easy to use and powerful code editing tool. It allows you to do
debugging, unit testing, code refactoring. It also provides code profile, plus integrations
with other technologies like Grunt, PhoneGap, Docker, Vagrant, and many more.

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Features:
• Multi-Language Editor
• A lot of contemporary color schemes
• Native Unicode support and compatibility checking
• This visual HTML editor easily integrates into the desktop environment.
Link: https://www.activestate.com/products/komodo-ide/

14) Visual Studio Code

Visual Studio Code is an open-source code editor software developed by Microsoft. It
provides built-in support for TypeScript, JavaScript, and Node.js. It's autocompleted with
IntelliSense features that offers smart completions based on, essential modules, variable
types, and function definitions.

Features:
• Easy working with Git and other SCM (Software Configuration management)
providers
• Code refactoring & debugging
• Supported platform are Mac, Windows, Linux
• This WYSIWYG HTML editor open source tool is easily extensible and
customizable
Link: https://code.visualstudio.com/

15) OpenElement
OpenElement is a freeware website design and authoring application published by Element
Technologie. This online WYSIWYG HTML editor tool is powered by Chromium, the
Google Chrome engine, and runs on Microsoft Windows.

Features:
• Intuitive interface
• Everything is editable
• Helps you to manage code

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• Reusable styles and element packs
• Cross-browser
• Multilingual websites
• Responsive design
• Fully customizable CSS
• Element editor - create & share elements
• Easy integration of Image and code optimization
• Powered by Chromium
Link: https://www.openelement.com

16) NoteTab
NoteTab is the best Notepad replacement out there. For webmasters, it's the fastest HTML
editor. It is the most versatile text editor that offers improved syntax highlighting for
HTML.

Features:
• Searching with easy-to-use wildcards
• Real-time word count
• Syntax highlighting for CSS
• Text statistics for SEO
• Support for HTML5 and CSS3
• New HTML/CSS libraries
Link: https://www.notetab.com

17) Atom
Atom is a useful HTML code editor tool preferred by programmers due to its simple
interface compared to the other editors. Atom users can submit packages and them for the
software.

Features:
• Package Manager Integrated for plugins support
• The feature of smart auto-completion
• Auto-completion: Word completion, Function completion
• Macro recording and playback
• Support multiple panes
• It is one of the best HTML editor that has an integrated package manager.

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• This cross-platform tool editing
• Search preview, and replace text typed in a file across the entire project.
• It offers a command palette that contains items that are used repeatedly.
• Allow cross-platform editing
Link: https://atom.io/

18) Ultra edit

Ultra-edit is a widely used powerful text editor who meets the most powerful subscription
package and fits any budget. You can easily open and edit a large file that is beyond 4 GB
of size.

Features:
• Powerful search: Find & replace in files, inverse search regular expressions, etc.
• Code syntax highlighting in a various programming language
• Offers code folding and hierarchical function listing
• You can reformat source code
• Feature of XML handling: XML tree view, reformatting, validation, etc.
• Multi-caret editing and multi-select
• Support Column (block) mode editing
• Search: find & replace in files, regular expressions, inverse search, etc.
• Code syntax highlighting in any programming language
• Powerful XML handling
• Smart templates - automatic intelligent code completion
• Auto-closing XML/HTML tags
Link: https://www.ultraedit.com

19) WYSIWYG Web Builder

WYSIWYG Web Builder is an easy to use and highly responsive tool. It is one of the best
HTML editor which allows you to browse thousands of free-to-use, high-quality images.

Features:
• Easily add Google fonts and other web fonts to your website.
• Lightweight notifications designed to mimic the push notifications
• Offers more than 150 pre-defined animations
• Send emails, upload files, store data in MySQL
Link: https://www.wysiwygwebbuilder.com

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20) BlueGriffon
BlueGriffon is an open-source HTML editor powered by Gecko, which is Firefox's rendering
engine. It has a simple interface and most usual features needed to create web pages.

Features:
• Easy to change the colour of the font or to adjust the border style
• Opens tabs from the last session
• This online HTML editor supports Mac, Windows, Linux platforms
• Shortcuts for CSS editing
• Multiple themes for source view
Link: http://bluegriffon.org

21) Alohaeditor
Aloha is a WYSIWYG editor tool. With the help of this HTML editor, it is possible to edit
a website directly on the portal. The tool allows fast, uncomplicated editing of photos,
graphics, animation, and text.

Features:
• Helps you to reduce tome of content manager
• Easily expandable base on your requirements and preferences.
• Copy your content from Microsoft Word without formatting problems.
• This image editor allows you to edit the content of your website.
Link: https://www.alohaeditor.org

22) Aptana
Aptana is powerful open-source web development tool. It offers many customizable new
features that help you to be more productive. The tool allows you to build web applications
quickly and easily using the industry's leading web application IDE.

Features:
• HTML, CSS, and JavaScript Code Assist
• Keep-synchronized setups

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• This online HTML editor helps you to access a command line terminal for execution
of operating system commands and language
• Offers you to put your projects under get source code control
• The integrated Ruby & Rails and JavaScript debuggers
Link: http://www.aptana.com

23) Coteditor
Coteditor is a useful HTML editor for macOS. Therefore, it looks and behaves exactly like
macOS applications. The tool allows you to write your text immediately whenever you
want.

Features:
• Colorize more than 50 pre-installed major languages like HTML, Python, PHP, or
Ruby.
• Split a window into multiple panes
• Inspect Unicode character data of each selected character
• Allows you to create own macro in your favorite language
• Estimate various file encodings accurately.
• It allows you to access all your settings, including syntax definitions and themes
from a standard preferences window.
Link: https://coteditor.com

24) ContentTools
The ContentTools is a free to use HTML editor software. It is one of a collection of libraries
that is designed for building tools that make it easier to edit HTML content. The tool offers
a library that provides a fully functional page editor, which is the subject of the Getting
started guide.

Features:
• IT offers full API documentation and examples.
• The ContentTools WYSIWYG editor should be added to any HTML page in a few
simple steps
• Step-by-step guides for common use scenarios and more advanced topics
Link: http://getcontenttools.com/

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25) Summernote
Summernote is an easy to install HTML editor. It supports Bootstrap 3.x.x to 4.x.x. It offers
easy integration with 3rd parties like Django, Rails, and Angle,

Features
• Easy to install HTML editor
• Customize by initializing various potions and modules.
• Easy integration with 3rd parties like Django, Rails, and Angular.
• Smart user interaction
• Supports Safari, Chrome, Firefox, Opera, and Edge browsers.
• Works different OS like Windows, macOS, Linux, etc.
Link: https://summernote.org

26) Textbox.io
Textbox.io's HTML editing tools and simple user interface. It let you create HTML on your
desktop and on mobile. This HTML editing tool includes text formatting, hyperlinks,
tables, etc.

Features:
• Built-in image handling & storage
• File drag & drop
• Spell check & autocorrect
• Clean copy-paste from Microsoft Word
• Cross-browser support
Link: https://textbox.io

5.3.2 Research on Learning with Word Processors

A considerable number of researches have been done on the effects roles of word
processors on the writing, reading, comprehension and learning of students at different
levels and in different subjects.

Activity 5.1: Search at least three articles on “effects of word processors on enhancing
writing skills of students”.

Activity 5.2: As a teacher conduct an action research on “role of word processors in

developing understanding in science concepts”.

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Research on word processing can be grouped into two large classes. One trend has been to
study word processing in the context of its operation. Researchers working in this vein
argue that little can be usefully known about the effects of word processors per se and that
word processing is affected by the culture in which it is used and, in its turn, affects that
culture. Such research assumes that word processing cannot be understood apart from its
context (Cochran-Smith, Paris, & Kahn, 1991).

Although it is irrefutable that word processing is influenced by many factors in its context,
another line of research has involved asking what contribution the word processing itself
might make to any measurable changes in writing proc- esses or products. This literature
has been difficult to interpret, however, per- haps fueling the interest in studying word
processing in context. One reason this literature has been difficult to interpret is the
diversity of research designs. Individual case studies, classroom case studies, surveys of
student attitudes, alternating designs (where writers alternate between using the pen and
the computer to compose), and comparative designs (where one group of writers using
word processors is compared with another group writing by hand) have been used with
varying sophistication. Furthermore, the effects of word processing are measured in very
different ways in different studies. For example, revision frequency, type of revision,
length of document, number of syntactic or spelling errors, and holistic ratings of writing
quality have been used to measure word processing effects. Another reason why the
literature on word processing is difficult to interpret is the differences in study findings.
Cirello (1986), for example, concluded that word processing has a significant positive
effect on writing; Rosenbaum (1987), on the other hand, concluded exactly the opposite.
If the effect of word processing is weak and easily influenced or overwhelmed by
contextual factors, then it is too much to ask any individual study to definitively determine
the kind of impact this instructional tool has on students. One might, however, detect
patterns of effects over collections of studies. Reviewers also struggle to make sense of the
research on word processing. In their review, Cochran-Smith et al. (1991) summarized the
literature by saying, "Repeatedly the effects research demonstrates that the answer to its
bottom-line question, 'Do students write better with word processing?' is 'It depends"' (p.
61). The effects of word processing depend on any number of factors: the writer's preferred
writing and revising strategies, keyboarding skill, prior computer experiences,
supplementary instructional interventions, definitions of "better," the teacher's goals and
strategies, the social organization of the learning context, and the school and community
culture. In spite of the many contextual factors in which it is nested, Cochran-Smith et al.
ventured several general propositions about word processing that the literature seems to
justify: 1. In instructional contexts, students make more revisions when writing with word
processing than they do when writing with paper and pencil. 2. Word processing students
tend to write longer texts than students using paper and pencil. 3. Students produce neater
and more error-free texts when writing with word processing. 4. Word processing alone
does not improve the quality of students' writing. 5. Students generally have favorable
attitudes toward word processing. Hawisher (1989) also cautions against attributing effects
to the computer without accounting for the culture in which it exists. However, she too
offers some observations particularly drawn from 26 comparative studies (i.e., studies that
use an alternating treatment design or compare treated and un-treat groups). Like Cochran-

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Smith et al., Hawisher notes that word processed products are generally longer and freer of
mechanical errors than products written with paper and pencil. Frequency of revision and
quality of writing were too varied from study to study to draw a general conclusion.
Hawisher found, however, that word processing students report more positive attitudes
toward writing. She also noted some evidence that suggests that basic writers benefit most
from word processing. Russell (1991) reported a meta-analysis of 21 studies of instruction
involving word processing and keyboarding. Effect sizes in this review varied to extremes
(lows of - 2 standard deviations to highs of 4.5 standard deviations), so median values
would be the best indicators of central tendency. Median effect sizes for different types of
writing outcomes hovered near zero: 0.09 for writing quality, 0.02 for revision, and - 0.03
for attitude toward writing and computers. Russell noted that in cases where word
processing seemed beneficial, the benefits may not be due at all to the word processing
itself but to the kinds of social interactions that computer laboratory environments permit.

5.4 PUTTING IT ALL TOGETHER: GOING DEAPER

The word DEAPER in the question represents designing, encoding, assembly, publishing,
evaluation and revision or version of software. While developing software the first step is
the designing process. During designing process, the software specifications are converted
into design model. Model tells us about the details of the data system architecture, structure,
interfaces, and components. Each design product is quality reviewed before proceeding to
the next stage of software development. Design model and specification document is
produced at the end of the design process. This document consists of a design model that
describes the data, architecture, interfaces, and components. The second step in developing
software is the encoding. Encoding is a process of compressing the files of video, audio
etc. in such a way that they can be uploaded to the internet for streaming. The recorded
videos are read by the encoder on your camera and generate a format that can be published
online. Third step in developing software is the assembly. A software assembly is a
collection of several "built in" configuration items, some or all of which have their own
development process and version identifier. These complete elements are combined into
one. The mounting aspect is key to this technique. Two separate products in different
markets developed in parallel are not assembly; they are two separate examples of
Monolithic Development techniques [1]. Assembled components can be any type of
artifact. Complete application, many documents, and public routine library. Anything that
makes sense to manage separately can be components of software assemblies, including
lower level assemblies.

Software assembly techniques are useful when individual members have different
development teams, different technologies, or are at different levels of maturity. To justify
this technique, at least one assemblyman had to be removed separately from the assembly.
If members were only available as part of the assembly, it would be simpler and easier to
stick to a monolithic approach. After that the next steps in the development of software is
publishing, evaluation and revision which are elaborated below in detail.

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5.4.1 The Design Process in DEAPER
An Iterative process of translating requirements into blueprint is called designing software.
The blueprint depicts a holistic view of software in the beginning. During the design
process, the software specifications are converted into a design model. Model reveals about
the details of system architecture, data structure, interfaces, and components. Each design
product is quality reviewed before proceeding to the next stage of software development.
Design model and specification document is produced at the end of the design process.
This document consists of a design model that describes the data, architecture, interfaces,
and components.

Components of the design models

Data Design:-Data design is created by converting the analytical information model (data
dictionary and ERD) into the data structures needed to implement the software. Part of data
design may occur in conjunction with software architectural design. More detailed data
design occurs when each software component is designed.

Architectural Design: Architecture design defines the relationships between the main
structural elements of the software, the "design patterns" that can be used to achieve
predefined requirements for the system, and the boundaries that affect the way in which
architectural patterns can be applied. These patterns are extracted from the system
specification, analysis model, and subsystem interactions defined in the analysis model
(DFD)

The Interface Design: Interface design describes about the way of communicating of
software elements with each other and also with human users and other systems. Data flow
and control flow diagrams provide a lot of necessary information.

Component level Design/Procedural: Procedural design created by converting structural

elements defined by the software architecture into procedural descriptions of software
components using information obtained from process specifications (PSPEC), control
specifications (CSPEC), and state transition diagrams (STD).

Basic Concepts in Designing a Software: Basic concepts in Designing software are

Abstraction, Architecture, Patterns, Modularity, Information hiding, Functional
independence, Refinement and Refactoring.

5.4.2 The Encoding in DEAPER

Encoding is a process of compressing the files of video, audio etc. in such a way that they
can be uploaded to the internet for streaming. The recorded videos are read by the encoder
on your camera and generate a format that can be published online. Many different formats
for streaming are acceptable but the most widely used is the RTMP (Real-Time Messaging
Protocol). The information from the camera get transferred and converts it into 'codec’s',
allowing you to read the data and transform it into a new file format, compressing the video.
The standard video compression format is H.264 is one its example which is great for HD
streaming. Each video file must be translated into codec through encoding software for it
to stream.

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While choosing your Encoding software the following things should be kept in mind
• How many camera feeds are needed for you called shooting requirements?
• To make ensure that the encoder possess all the features you need that is the Editing
requirements.
• Make sure that Compatibility of the encoding software with your operating system.
• Make sure that the Pricing of the encoding software is within your budget.

5.4.3 The Assemble in DEAPER

A software assembly is a collection of several "built in" configuration items, some or all of
which have their own development process and version identifier. These complete
elements are combined into one. The mounting aspect is key to this technique. Two
separate products in different markets developed in parallel are not assembly; they are two
separate examples of Monolithic Development techniques. Assembled components can be
any type of artifact. Complete application, many documents, and public routine library.
Anything that makes sense to manage separately can be components of software
assemblies, including lower level assemblies.

Software assembly techniques are useful when individual members have different
development teams, different technologies, or are at different levels of maturity. To justify
this technique, at least one assemblyman had to be removed separately from the assembly.
If members were only available as part of the assembly, it would be simpler and easier to
stick to a monolithic approach

The common scenario is that the members are divided into two products. If you have, say,
a Mac music player and a Windows music player, and both use a single set-top library for
music formats, you can have two separate assemblies with common components. You can
still launch both products in a total key step, using Monolithic Development. This can
happen with a Java-based music player, for example. But if they really are separate
products, maybe not.

When changes or problems are reported, it is important to correctly identify the affected
members. Members of separate team will have separate schedules, separate release
sequences, and perhaps separate development teams. The initial stage of a problem or
workflow change should send tickets to the correct team members. Separate developments
teams involve separate modify tracking systems. Obviously, the system must be integrated
to allow tickets to cross the border. If members are managed by the same system, several
types of virtual repositories must be implemented, using separate databases or
identification fields in one database.

The Interface Design:-Interface design describes about the way of communicating of

software elements with each other and also with human users and other systems. Data flow
and control flow diagrams provide a lot of necessary information.

Component Level Design/ Procedural- Procedural design created by converting

structural elements defined by the software architecture into procedural descriptions of
software components using information obtained from process specifications (PSPEC),
control specifications (CSPEC), and state transition diagrams (STD).

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Basic Concepts in Designing a Software: - Basic concepts in Designing software are
Abstraction, Architecture, Patterns, Modularity, Information hiding, Functional
independence, Refinement and Refactoring.

5.4.4 Publishing of Software

The term publishing used for computer software production and distribution, such as
designing, providing documentation, assisting with installation, and providing support
services to customers. Software industries also produce and distribute information in the
form of CD-ROMs, or through the distribution of computers preloaded software or internet.
All Companies in this industry can design, develop, and publish software, or just publish.
• As of 2006, there were about 10,000 companies mainly engaged in computer
software publishing, or in publishing and reproduction.
• The Internet has greatly changed the style of the software publishing industry over
the past decade. Many applications and system software currently under
development are intended for use on the Internet, and for connection to the Internet.
• In 2006, there were approximately 243,000 wage and salary jobs in the software
publishing industry.
• Employment criteria in software publishing industry require different levels of
education, but as of 2006, more than 8 in 10 workers had college degrees.
• As companies continue to invest heavily in information technology, and as demand
for custom software increases Employment in the software publishing industry has
more than doubled since 1990. Employment in software publishing is projected to
increase by 32 percent year- to-year. for this year. 2006 to 2016, nearly three times
the projected 11 percent growth for all industries combined.
• As a result of increasing reliance on information technology, combined with falling
prices for computers and related hardware the demand for software publishing
services will grow.
• The increased integration and adoption of software in all sectors of the economy. Job
opportunities in software publishing should be excellent for most workers, given the
expected pace of industry growth, and employees in the software publishing industry
generally earn more than the national average. All production or non-supervisory
workers in the industry averaged $ 1,444 a week in 2006, much higher than the $
568 average for all industries Professional workers should enjoy the best
opportunities, reflecting the persistent demand from employers for high-level skills
to keep up with technological changes.

5.4.5 The Revise in DEAPER

Revision in the development of software process is also known as version control or source
control which refers to the changes in the management made over time. These changes may
be in the form of source code, project assets or any other information within the finished
product. It allows public to work on the same parts of the project with no danger of
overwrite on the work of anyone else.

The repository or repo which is the collection of revisions and their metadata represents a
stepwise chronological record of every change made to help project managers.

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How are Revisions made in DEAPER?
Revision involves the following steps.
• The new file developed by the developer must be added to the repository. The
uploaded file on repository can be used by anyone who works on the project.
• After editing the file is ready to add to the official version of the project for checkup.
The reason of changes made in the file is asked from the developer in form of
summary that why these changes were made? The comments are uploaded along
with the updated version of file to the repository.
• 1. Someone else if has checked the version of the same file since the last time has
been checked by the developer, the system announces that there is a conflict. It
calculates the differences line by line, and developers who make changes must agree
on how their individual changes should be merged. Merging is usually done
manually — the developer compares the conflicting versions and decides how to
resolve them in a single document.

• In case if there is no conflict, then the new version is updated in the repository and
the entire project receives a new revision number, permanently and uniquely
identifying its current state.

KEY POINTS

• Word processors are the software or program which supports input, editing,
formatting and output of a text.

• Document creation, editing, formatting and document sharing are basic features of
word processors.

• Microsoft word, open office and google docs are some popular word processors.

• Footnotes are always double spaced.

• Citations and bibliography is a way to acknowledge the hard work of authors or

researchers.

• We can customize documents like emails, newsletters by using mail merge.

• GMass is a powerful mail merge software that lets you easily create and send tons of
emails from your email account.

• Adobe in design, Scribus, Adobe Acrobat, Latex, MS office family and Libre Office
Writer are some important desk top publishing softwares.

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 SELF-ASSESSMENT QUESTIONS

Q. 1 Write features and functions of Word Processors.

Q. 2 Describe anatomy of word processors.

Q. 3 Elaborate anatomy of desk top publishers.

Q. 4 Write role and importance of web-based editors in science education.

Q. 5 Explain features and functions of web-based Editors.

Q. 6 What is design process in DEAPER?

Q. 7 Explain encoding process in DEAPR.

Q. 8 Write assembling process in DEAPR.

Q. 9 Write procedures of Publish in DEAPR.

Q. 10 Why Revise process is important in DEAPR.

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 BIBLIOGRAPHY

1. Abdullahi, H. (2013). The Role of ICT in Teaching Science Education in Schools.

International Letters of Social and Humanistic Sciences, 19(2011), 217–223.
https://doi.org/10.18052/www.scipress.com/ilshs.19.217

2. Amanda Presley, Bright Hub (2010, retrieved in 2019). "What Distinguishes Desktop
Publishing from Word Processing?"

3. Bear, Jacci Howard. (retrieved in 2019) "What's Involved in Desktop Publishing?"

4. Gay, Greg et al.Introduction to Web Accessibility, Ryerson University Pressbooks,

2019.

5. Kibble. (2008). ICT and Science-Training for Teacher in Scotlan. In Effective use of
ICT in science education. http://www.fizyka.umk.pl/~pdf/EU_ISE/files/new/
EUISEBookHR.pdf

6. McCall, Karen. Styles in Word: A Primer for Accessible Document Design,

pubcom.com, 2017.

7. Williams N. (1991) Desktop Publishing. In: The Computer, the Writer and the
Learner. Springer, London.

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Unit–6

TEACHING AND LEARNING WITH

TELECOMMUNICATION

Written by: Arshad Mehmood Qamar

Reviewed by: Kamran Mir
 CONTENTS
Page #
Introduction ................................................................................................................ 177

Objectives ................................................................................................................... 177

6.1 Defining Telecommunication............................................................................ 178

6.2 The Features and Functions of Telecommunication Tools ............................... 178

6.2.1 Asynchronous Communication ............................................................... 181
6.2.2 Synchronous Communication ................................................................. 181
6.2.3 An Integrated E-mail Lesson ................................................................... 183
6.2.4 Telecommunication Tools for Accessing Information ............................ 183

6.3 Learning with Telecommunication Tools ......................................................... 187

6.3.1 Netiquette ................................................................................................ 187
6.3.2 Dos and Don’ts ........................................................................................ 189
6.3.3 Search Strategies ..................................................................................... 191

6.4 Teaching with Telecommunications ................................................................. 191

6.4.1 Five Patterns of Telecommunication Use in Classrooms ........................ 191
6.4.2 Ten Telecommunication Strategies ......................................................... 192

6.5 An Integrated Internet Lesson ........................................................................... 194

Self-Assessment Questions ......................................................................................... 197

Bibliography ............................................................................................................... 198

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 INTRODUCTION

Teaching and Learning with Telecommunication is the sixth unit of this course.
Telecommunications refers to the exchange of information by electronic and
electrical means over a significant distance. A complete telecommunication arrangement
is made up of two or more stations equipped with transmitter and receiver devices. A single
co-arrangement of transmitters and receivers, called a transceiver, may also be used in
many telecommunication stations. Telecommunications devices include telephones,
telegraph, radio, microwave communication arrangements, fiber optics, satellites and the
Internet. In this unit features and functions of communication tools, telecommunication
tools for accessing information is given to develop skills among teachers, so that they may
teach with the help of ICT. Netiquette is very important where you learn how to use online
tools. Ethical considerations are given in this topic. Hope that after reading this unit you
will get skills of using telecommunication tools for teaching and learning of science
education area effectively.

OBJECTIVES

After completion of this unit, you will be able to:

• define the terms related to telecommunication

• explain features and functions of telecommunication tools

• differentiate between synchronous and asynchronous communication

• use telecommunication tools for accessing information

• explain the netiquette of communication

• teach with the help of telecommunication tools

• employ different telecommunication strategies for teaching and learning science

education.

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6.1 DEFINING TELECOMMUNICATION
Telecommunication/ telecom is the process in which information gets exchange, like video,
data, voice transmission through electronic technologies, e.g. telephones, fiber optics,
internet, microwave communication, radio and television broadcasting, and satellites. A
telecommunication circuit is the one which consists of at least two stations, each one
equipped with a receiver and a transmitter. And the method of information transmission
across the circuit depends upon the telecommunication technology being used, it could be
optical fibre, electrical wire, wireless.

In context of education, telecommunication means the use of OCs to transmit or receive

information via standard telephone lines or school wide network. Telecommunication
provides many services.

6.2 THE FEATURES AND FUNCTIONS OF

TELECOMMUNICATION TOOLS
There are so many tools for telecommunication. Here I will discuss some general features
and functions of telecommunication tools.

Functions
There are different telecommunication tools which are most frequently and commonly
being used for telecommunication. They all function almost in a similar manner.
Telecommunication tools are actually electronic devices that are used for manipulating data
or information. They can also store, retrieve, and send or receive data. They can also have
the ability to process. So telecommunication tools work in very easy way. Their functioning
is very easy to understand. They take data as input and then work on data or process that
data. And after that they may give output or they can also provide the facility to store that
data.so their functioning is very easy to understand. They can easily be used for sending
and receiving data. They are actually data processing machines and they does nothing by
themselves until the user gives command or data that is to be processed and also they need
instructions for processing the data. And their components which user can use for
instructing the computer are known as input devices. And once they get instruction from
input devices then they start the function of processing and here in this part each process
received data from input according to given instructions. For processing the data they uses
the central processing unit or processing unit. It is the most important component of the
telecommunication tools without which they cannot work. Then after data processing now
the data will be sent to output function or it can also be stored also.

Features of Telecommunication Tools

• These telecommunication tools have very high speed. They work with very high
speed. These tools can perform very complex calculations within few seconds that
take hours to solve without them.

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• Another feature of the telecommunication tools is that they work with very accuracy
as there is no chance of error while processing the data.
• Another feature of the telecommunication tools is their diligence. It means that
telecommunication tools can perform same task how many times you want without
getting tired. So the word tiredness is not in their dictionary.
• Another feature of the telecommunication tools is their versatility. It means that
telecommunication tools can perform more than one tasks at a time.
• Another feature of the telecommunication tools is their storage capacity. The
telecommunication tools has a greater capacity to store a large volume of information
or data for the sake of using it in future. And that data can be retrieved within seconds
whenever we need it.
• Another feature of the telecommunication tools is their ability to perform the tasks
automatically without the user intervention. The user just have to give data and they
utilize results. But when it comes to processing that is automatic.
• Another feature of the telecommunication tools is their processing that is they can
process very large amount of data with very greater speed.

Explain different modes of telecommunication with the help of examples from

science education
There are different modes of telecommunication. Here I will discuss some of them in
context of science education.

Video conferencing
It is the most important mode of telecommunication. With the help of video conferencing,
audio, text, video data or information can be sent very easily. This video conference can
be carried out anywhere easily. And it is same like as real time. With the help of it, online
classes can be conducted very early.
Example: For example, if we want to conduct a science class online, then this video
conferencing will be very helpful for that purpose. With its help science video class can be
conducted in which all students and teacher can interact with each other very easily. This
is equal to real time interaction. They can interact with each other, discuss science quries,
and ask questions from teacher. Also teacher can show them different videos or share his
screen/slides easily. So it is very helpful telecommunication mode for science education.

Email
It is the most important mode of telecommunication. With the help of email, audio, text,
and video clips or information can be sent very easily. This emailing is the most important
mode of telecommunication. With its help we can send or receive data from anywhere in
the world.
Example: For example, if we want to send our science assignment then this
communication tool will be very helpful for that purpose. With its help science education
can be improved as we can send or receive any science related data, article, journal etc. can
easily be sent to each other. This is not equal to real time interaction like video

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conferencing. But most important and commonly used mode of telecommunication for
science education.

Fax
Fax is also the most important mode of telecommunication. With the help of fax scanned
printed material in the form of images or text can be sent or received through telephonic
transmission very easily. Through fax scanned printed material can be sent anywhere easily.

Example: For example, if we want to send any science related article etc. or any science
assignment through scanning. Then it can be sent through fax machine very easily and
quickly. It is very helpful telecommunication mode for science education.

VoIP
It is the most important mode of telecommunication. With the help of VoIP, multimedia
sessions and voice communications can be delivered very easily with the help of internet. This
v multimedia sessions and voice communications can be delivered anywhere easily. And it is
same like as real time. With the help of it, online classes can be conducted very easily.

Example: For example, if we want to conduct a science class online, then this VoIP will
be very helpful for that purpose. With its help science voice and multimedia sessions can
be conducted in which all students and teacher can interact with each other very easily.
This is equal to real time interaction. They can interact with each other, discuss science
queries, and ask questions from teacher. Also teacher can show them different videos or
share his screen/slides easily. So it is very helpful telecommunication mode for science
education.

Identify Tools of Telecommunication for Accessing Information

There are many tools of telecommunication for accessing information. Let’s discuss.

Computer
Computer is the most important and most commonly being used tool for
telecommunication. It is most useful telecommunication tool for accessing information.

Mobile phone
Mobile phone is also the most important tool for telecommunication. It is most useful
telecommunication tool for accessing information.

Tablet
Tablet is also the most important tool for telecommunication. It is most useful
telecommunication tool for accessing information.

Video Conferencing Software

Video conferencing software is also the most important tool for telecommunication. It is
most useful telecommunication tool for accessing information.

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Tele printers
Tele printers are also the most important tool for telecommunication. They are used to send
and receive typed messages. It is most useful telecommunication tool for accessing
information.

Communication satellites
Communication satellites are also the most important tool for telecommunication. These
are the most useful telecommunication tools for accessing information.

Modems
Modems are also the most important tool for telecommunication. As they convert the
digital data into the transmission friendly medium. So these are also most useful
telecommunication tool for accessing information.

Fibre optics
Fibre optics is also the most important tool for telecommunication. It is most useful
telecommunication tool for accessing information.

Laptop
Laptop is also the most important tool for telecommunication. It is most useful
telecommunication tool for accessing information.

6.2.1 Asynchronous Communication

In this type of learning, group of students participate in a learning activity together at the
same time and same place in the world. In this type of learning online chat and video
conferencing acts as a tools which permits the learners and instructors to participate with
answer questions techniques. This new E-learning mode is very useful and popular in all
over the world. Because due to this type of learning, students concepts about critical topics
becomes clear due to interaction of students and teachers

6.2.2 Synchronous Communication

In this type of learning, groups of student’s study independently at different times and location.
It facilitates the learners that they work with their own choice and pace. It is student centered.
Students set their own time frame for study. This new E-learning mode is very useful and
popular in all over the world. Because due to this type of learning, student’s concepts about
critical topics becomes clear due to interaction of students with instructor.’

Common Examples of Asynchronous Communication

We ran through a few general ideas about what asynchronous communication looks like
above. Now, let’s get a little more specific with some detailed examples of asynchronous
interactions and how they may play out for a team and a company.
• Email: Like traditional mail, email is asynchronous, too. You’re sending out your
message and allowing the other person to respond as they can. Even if you feel like
this is an urgent request, email doesn’t have to interrupt someone. It can be addressed
as they’re able, which may give them enough time to research an issue and come
back with what you need, which a telephone call doesn’t afford.

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• Team documents. Posting a document in a shared Google Drive is the start of one
type of asynchronous communication because people learn the information as they
read it, not as soon as it is posted. Follow-up comments made on this document are
asynchronous too, especially if you have multiple people trying to plan over the
course of hours or days.

• Text and instant messaging services. From the SMS on your phone to options like
Slack and Teams, companies are using asynchronous communication to rely
information that needs to be accessible for an extended period of time without
necessarily having an immediate response. If you’re using these tools for both
asynchronous and synchronous conversations, consider using different tags or
channels to let people know response requirements. This can be as simple as only
using the “@” command or linking priority to a red-yellow-green color scheme.

• Publishing content. This can be website updates, notices on your homepage (like
many are doing to highlight COVID-19 responses), blog posts, newsletters, and
much more. Again, it’s information that is consumed when the audience is ready.

• Chat: Chat messages can be asynchronous when there’s no immediate need for a
response and you’re using them convey general messages. These can just provide
information.

• Workflows: Project management tools, updates, and check-ins can all be

asynchronous, allowing people to update as they finish items and tasks. This helps
keep your team focused on what they need to do, without interrupting them for
information. Basecamp, Trello, and others allow you to provide updates and even
ask people for specific help.

• Video: Recorded Zoom meetings, webinars, and other video can also be
asynchronous when they’re providing a broad update, general details, or sharing
information independent of the audience. On-demand webinars are a great way to
think about asynchronous video because you know the creator wanted to deliver
specific information to their audience — usually a highly targeted audience — but
the content is evergreen enough that they can consume it on their time.

• Customer support: We’ll leave you with a little bit of a surprise element because
customers service can involve asynchronous communications, too. Think about the
support you need from a service provider. If it’s immediate, you’ll likely call or use
their live chat. However, if the issue isn’t immediate or if you need something fixed
but don’t have the time to sit on hold, you can use email and online forms to ask for
support. Even though the task is time sensitive, these options allow you to prioritize
support on your terms, giving you a wide range of benefits and allowing your vendor
to take time to uncover an issue and resolve it.

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6.2.3 An Integrated e-mail Lesson
Electronic mail (e-mail) can be a useful educational tool that can enhance learning in any
curriculum. This article will provide instructors with a conceptual framework and several
examples of how e-mail can be integrated into a variety of classroom and independent
learning situations.

Email can be used to send information regarding lessons in an integrated way. For example,
assigning homework to whole science class, a teacher can send homework in an integrated
way to all just in one click. You all will be aware about generating email accounts and
sharing your emails with your science teacher.

Activity: Just write all the ways you can use email for science learning.

6.2.4 Telecommunication Tools for Accessing Information

There are many tools of telecommunication for accessing information. Let’s discuss.

Computer
Computer is the most important and most commonly being used tool for
telecommunication. It is most useful telecommunication tool for accessing information.
Some computer based communication tools are mentioned in the following.

Blogging
A blog (shortening of “weblog”) is an online journal or informational website displaying
information in the reverse chronological order, with the latest posts appearing first. It is a
platform where a writer or even a group of writers share their views on an individual
subject.

Advantages of Blogging
• Enables you to write down your thoughts on anything of interest
• Very quick and easy to set up
• Easy and quick to update and add a new post
• People can leave comments on your blog

Disadvantages of Blogging
• Whatever you publish is available for everyone to see.
• Personal blogs may be biased
• Blogs can be time consuming
• People may leave rude an inappropriate comment

Activity: Create a Blog for accessing and using online information regarding science learning.

V logging
A video blog or video log, usually shortened to vlog, is a form of blog for which the
medium is video, and is a form of web television. Vlog entries often combine embedded
video (or a video link) with supporting text, images, and other metadata. A vlog is like a

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personal website or social media account where a person regularly posts short videos
Entries can be recorded in one take or cut into multiple parts.

Advantages of V logging
• Easy to connect with an audience
• You do not have to create your own website
• Does not need to be professional

Disadvantages of V logging
• Requires basic recording equipment
• Requires basic video editing knowledge
• Can be very time consuming
•
Podcasting and Vod casting
Podcasting is a free service that allows internet users to pull audio files (typically MP3s)
from a podcasting website to listen to on their computers or personal digital audio players.
The term comes from a combination of the words iPod (a personal digital audio player
made by Apple) and broadcasting. A podcast is an audio programme produced on a regular
basis, delivered over the internet in a compressed digital format and designed for playback
on computers or portable digital audio players, such as the ipod.

A vodcast is a podcast consisting of video recordings, instead of solely audio.

Advantages of Podcasting and Vodcasting

• Good to listen to while travelling
• A good way to get a daily update
• Can be professional or relaxed
• Can be very informative

Disadvantages of Podcasting and Vodcasting

• Can be time consuming and difficult to make, especially scripted podcasts
• Needs a good reader, good information and good writing in order for it to be interesting
• Audience for podcasts is smaller.
Wikis
Wiki websites are a form of digital communication that are used to obtain and share
information with other users. The website can be accessed and edited by any user across
the world, so long as that person has a computer and an internet connection. Due to this
reason, it is very important to verify any information obtained from a wiki.

Advantages of Wikis
• Anyone can edit the information and, therefore, is updated regularly
• Easy and free to use
• Can be accessed from any device that has an internet connection

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Disadvantages of Wikis
• Anyone can edit the information, which means it can lead to misinformation
• Open to spam and vandalism if not moderated
• Needs an active internet connection

The most famous wiki website is Wikipedia, an online encyclopedia. However, there are
many other wiki websites; each covering a specific topic.

GPS
GPS is a form of digital communication that uses satellite-based radio navigation in order
to determine where you are in the world. This information can then be used to navigate to
a new destination, or to let others know where you currently are.

Advantages of GPS
• GPS is available from anywhere in the world
• GPS can be used to locate a person quickly and efficiently if he or she is in trouble
• GPS software is updated regularly to account for any change to the landscape
• GPS can be used to plan your route, get directions and find retail outlets

Disadvantages of GPS
• GPS devices use a lot of power, which requires that the battery be charged regularly
• GPS signal might be affected by weather, tall buildings and structures
• GPS accuracy depends of the strength of the signal; a weak signal can lead to
inaccurate information, which is why we recommend that you always bring a map
as backup
• GPS devices are expensive to purchase

In the past, users had to buy a GPS device, such as a TomTom, in order to receive and
analyze signals from a satellite network. This is no longer the case. Modern smartphones
come equipped with a built-in GPS, as well as navigating software, such as Google Maps.
Social Networks.

A social networking service is an online platform that allows the user to communicate and
share information with other users from around the world. In simple terms, it is a website
that connects you to people by making friends and seeing what they are up to. You can
usually also post pictures and share photos, videos and ideas with an individual (through
direct message) or group of friends (through posting a message).

Advantages and Disadvantages of Social Networks

• Helps the user to stay connected with friends and family
• Helps the user to meet people with common interest
• Can be used to promote a product and find products in which you are interested
• Lets the user stay up to date with the latest news from around the world

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Advantages and Disadvantages of Social Networks
• Cyberbullying is a growing problem in social media
• Information obtained from social media can be used to profile and discriminate
against people
• Some people can get addicted to using and posting on social media
• Social media is a big source of false and misleading information

Mobile phone
Mobile phone is also the most important tool for telecommunication. It is most useful
telecommunication tool for accessing information.

Tablet
Tablet is also the most important tool for telecommunication. It is most useful
telecommunication tool for accessing information.

Video Conferencing Software

Video conferencing software is also the most important tool for telecommunication. It is
most useful telecommunication tool for accessing information.

Tele printers
Tele printers are also the most important tool for telecommunication. They are used to send and
receive typed messages. It is most useful telecommunication tool for accessing information.

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Communication Satellites
Communication satellites are also the most important tool for telecommunication. These
are the most useful telecommunication tools for accessing information.

Modems
Modems are also the most important tool for telecommunication. As they convert the
digital data into the transmission friendly medium. So these are also most useful
telecommunication tool for accessing information.

Fibre optics
Fibre optics is also the most important tool for telecommunication. It is most useful
telecommunication tool for accessing information.

Laptop
Laptop is also the most important tool for telecommunication. It is most useful
telecommunication tool for accessing information.

6.3 LEARNING WITH TELECOMMUNICATION TOOLS

6.3.1 Netiquette
Netiquette is the correct or acceptable way of using the internet. Netiquette (net +
etiquette) is the code of proper conduct applied to virtual online spaces. This code is
dictated by common sense rules (manners) and social conventions. Teaching students about
netiquette is just as important as teaching them to use technology in their learning. Crafting
a netiquette memo for your class and informing your students about the importance of these
rules will definitely help you create an engaging, respectful, and meaningful learning
environment where collaboration and diversity of opinions are celebrated.

If you have created some sort of learning virtual space where students get to interact, talk,
discuss, share, and learn together then make sure you share this visual with them or better
yet, print it off and hang it in your classroom. This visual, created by Touro
College, outlines 15 netiquette rules students should abide by while interacting in online
discussion boards. However, these netiquette rules are also valid for any other virtual space
and not only discussion boards.

Here is a quick round-up of these 15 netiquette rules:

• Before posting your question to a discussion board, check if anyone has asked it
already and received a reply.

• Stay on topic. Don't post irrelevant links, comments, thoughts or pictures.

• Don't type in ALL CAPS! If you do it will look like you are screaming.

• Don't write anything that sounds angry or sarcastic even as a joke, because without
hearing your tone of voice, your peers might not realize you're joking.

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• Always remember to say "please" and "thank you" when soliciting help from your

classmates.

• Respect the opinion of your classmates. If you feel the need to disagree, do so
respectfully and acknowledge the valid points in your classmate's argument. If you
reply to a question from a classmate, make sure your answer is accurate!

• If you ask questions, many people respond. Summarize all answers and post that
summary to benefit your whole class.

• Be brief. If you write a long dissertation in response to a simple question, it's unlikely

that anyone will spend the time to read through it all.

• Don't badmouth others or call them stupid. You may disagree with their ideas but
don't mock the person.

• If you refer to something your classmate said earlier in the discussion, quote just a
few key lines from their post so that others won't have to go back and figure out
which post you're referring to.

• Before asking a question, check the class FAQs or search the Internet to see if the
answer is obvious or easy to find.

• Check the most recent comments before you reply to an older comment.

• Be forgiving. If your classmate makes a mistake, don't badger him or her for it. Just
let it go.

• Run a spelling and grammar check before posting anything to the discussion board.

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6.3.2 Dos and Don’ts
Every successful project requires a great deal of communication. It is the cornerstone of
every interaction in today’s business world. To help you keep your communication skills
in tip-top shape, I've outlined a quick list of “Dos and Don’ts”. Follow these pointers, and
you’re sure to get your message heard loud and clear.
The Dos
1. Do Be Clear & Direct. Say what you need to say. Whether it is spoken or written,
ensure your language is clear and unambiguous and your message is directly
communicated. Don’t beat around the bush; go for the throat. Check that the receiver
understands the message as you intended, and avoid acronyms when there’s a chance
they will be unclear.

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2. Do Paraphrase. When in doubt, talk it out. The goal of paraphrasing is to ensure
you are clear about what has been said and let the speaker know that you care about
what he or she is communicating. Both are equally important in effective
communication. Use a variation on “What I hear you saying is . . .” to accomplish
this.
3. Do Be Respectful. This means using the other person’s name, looking them in the
eye, and nodding to aid in demonstrating you understand what they are saying. If
you are communicating in writing, reread before sending your message to ensure that
it could not be misinterpreted or taken as disrespectful. When on the phone, don’t
multitask even if you think the person on the other end of the line does not know you
are.
4. Do Tailor Conversation to Audience. Communicating with your boss, co-worker,
customer or supplier may require a slightly different style. With your boss, be careful
to pick the right time and ask for what you need and what you expect they can
reasonably deliver. For a co-worker, be direct, transparent, and open-minded. And if
a customer or supplier calls with a problem, listen carefully, apologize if necessary
even if it wasn’t your fault, and offer a solution.
5. Do Face-To-Face. Whenever you have difficult information to convey or something
that could result in many questions, choose to have a direct face-to-face conversation.
You will also have the huge benefit of non-verbal communication cues including
tone of voice, facial expressions, and other body language.

The Don’ts
1. Don’t Give More Attention to Cell Phones Than People. This practice is rude and
gives your audience the message that their company is not important. In addition,
constant texting, or checking your phone means you are not engaged in your current
interaction.
2. Don’t Overuse Abbreviations. This keeps people from practicing their spelling and
from writing clear, articulate messages. It can put them at a disadvantage in getting
their points across, which can be a particular liability at many jobs.
3. Don’t Monopolize the Conversation. For communication to be effective, it must
flow both ways. If you focus on solely getting your point across, you could miss
some very important information from others involved in the conversation.
4. Don’t React or Get Upset. Many things involved in difficult discussion can and will
illicit the urge for an emotional response. Remember that getting upset will not help
you think clearly and will leave a bad impression on all parties involved in the
interaction.
5. Don’t Interrupt. Allow everyone their share of the floor. Everyone involved in a
project meeting is there for a reason and has a valid need for speaking time. Don’t
make someone feel slighted by dominating the entire meeting.

Keep these pointers at the forefront when preparing for your next meeting or project, and
you’re sure to leave everyone well informed.

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6.3.3 Search Strategies
There are number of search strategies which depend upon the objectives of searching.
Searching for earning is very important. If correct searching strategy is used, it is helpful
for reliabe and vaid information.

For example google search strategies may be used in the following ways;
Advance Google searches include phrase searches, specific fie types, site searches, URL
Searches, title searches,definitions searches and data base searches.
Activity use different search strategies to locate your required information.

6.4 TEACHING WITH TELECOMMUNICATIONS

6.4.1 Five Patterns of Telecommunication Use in Classrooms

The importance of establishing good communication at a young age is critical in a child’s
development and future learning. The communication skills that students learn at school
are fully transferable and essential across all aspects of life. Furthermore, it has been proven
that supportive teacher-student relationships have a positive impact on class participation,
engagement and ultimately a student’s achievements.

Communication can be described as the process where people exchange thoughts or ideas
with one another. The benefits of fostering such relationships enables students to freely
discuss thoughts and ideas and creates an open environment in which questions can be
asked without the risk of being judged or humiliated.

Poor communication is the main reason why students lack motivation, perform badly and
consequently dropout of school. According to many studies, success of students is directly
related to effective communication of their teacher. Nurturing this kind of interactive and
engaging teaching environment demands regular and effective communication. We have
compiled our top techniques to create a positive dialogue between students and teachers.
1. Create a safe environment
Create a safe and supportive environment where students feel comfortable to open up and
express their thoughts and ideas. An atmosphere that allows students to ask if they need
help is crucial to their academic success. It is important that at all stages of the teaching
process that you nurture this kind of non-judgmental environment. By having an open door
policy and allowing students to pop in and talk about anything that may occur is a great
way to promote good communication. Giving students extra support, tuition or
explanations before and after class helps shy students that don’t feel comfortable in class
to ask questions to learn.

2. More teamwork
Doing more team activities, and group work is a great way to take the focus off competing
with one another and concentrate more on working together to get the best results. It can
encourage communication, cooperation and collaboration and help students talk more and

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effectively express themselves with their peers. Something that is transferable across all
aspects of life and particularly important in their future working lives.

3. Don’t stand at the front of the classroom

Moving around the classroom, and getting involved with the students will create less of a
student-teacher feel. By moving away from the front of the classroom and joining them
either at their desks to discuss ideas and getting involved in small discussions will help
them feel more comfortable and more likely to open up.

4. Active listening
Listen to hear your students, not just to respond and give an answer. Sometimes just lending
an ear can be extremely useful in promoting a supportive and caring environment. Other
times, students have a question about homework or need some clarification about a topic
that has been discussed where an answer is needed. Listening to your students enables you
to provide better assistance and consequently a better education.

5. Positive feedback
Often teachers forget to mention when a student has performed well and instead focus on
the negative aspects such as bad behavior. This can have significant effects and demoralize
students. Although negative feedback can create positive outcomes by helping students to
improve, giving positive feedback is a necessary part of promoting effective
communication in the classroom. It has been shown that students that receive praise are
more likely to believe that they can accomplish tasks and be successful. Other benefits are
that it can help to build a student’s confidence, create a good rapport and supportive
environment. On the reverse side, it can be beneficial to encourage your students to give
you feedback. Allowing them to share their feedback on lessons or teaching styles shows
that you appreciate and value their opinion as well as helping to improve learning.

6.4.2 Some Telecommunication Strategies

1. Encourage One-to-One Communication
One-to-one communication is important to develop a bond and understand your
teammates in a better way. When you talk to others on a personal level, you get to
know more about them. You can read their body language, know about the
communication methods that they are most comfortable with, know about the visual
cues that they use more, etc.

Additionally, when you need to share some confidential information with someone,
you need to communicate one-on-one with someone who you trust. You can easily
talk about matters in private, and get suggestions from a single person without
involving other people of your team.

2. Let Everyone Speak in Meetings

Yes, I also agree that team meetings are boring and seem more like a formality. But
this usually happens when a limited number of participants have the privilege of

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 sharing what’s on their mind. Meetings with defined agendas and involvement of
only those who are directly related to the issues being discussed are not productive
for everyone.

It doesn’t matter whether you are a team leader or a team member, you need to express
your thoughts openly during a meeting. It’s the responsivity of the manager or the
meeting organizer to ensure that every participant gets an equal chance to express what’s
on their mind. Moreover, participants need to listen carefully to what others have to say
without interrupting them. This will not only make the meeting more open but also gives
a fair chance to everyone to hone their speaking and listening skills.

3. Make Use of Multiple Modes of Communication

Some people prefer talking face-to-face while others find it more effective to send
text messages to convey information. You may want to stick with your favorite
communication channels but this isn’t going to make communication with others
easy for you in the long run.

Just like you, everyone has their own set of preferred modes of communication.
However, to convey your messages with everyone on your team without any friction,
you need to make yourself comfortable with different modes of communication. You
can get yourself one step closer to become a communication expert by making use
of different channels for communicating with your team.

4. Bring in Some Humour: Why So Serious?

Too serious conversations can put you and other participants in a negative state of
mind. And this will affect how you perceive information and draw conclusions.
Moreover, when a communication session becomes too serious, everyone wants to
leave it at the earliest and the flow of information gets hindered significantly.

Sometimes, you need to put across information that is intense, and it is not possible
to avoid a stressful communication session. In such a case, you should know how
to lighten the mood of yourself as well as others. A good joke can do the trick and
help everyone to relax and retain their interest in the matter being discussed.

5. Prepare Yourself Beforehand

Don’t take things too lightly and always ready yourself beforehand when you have to
share some important information with your teammates. You don’t want any piece of
information from getting skipped while communicating the message with your team.

It’s always a good idea to note down all the important points that you want
to communicate with your team. Also, you need to focus on presenting information
in an interesting and engaging manner. It’s a good practice to customize the
information that you want to share with a particular audience.

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6.5 AN INTEGRATED INTERNET
For internet integrated lessons visit following websites.
1. Lessonhttps://lrt.ednet.ns.ca/ICT_Integrated_Lessons
2. https://lrt.ednet.ns.ca/PD/ict_projects/logo_project/index.htm

A Directory of Lesson Plan Web Sites for Computer and Internet Use Instruction
Computers and Internet Searching

General Technology Lesson Plans

• Read Write Think Lesson Plans - There are many technology and internet related
lesson plans here. Use the search box to locate appropriate plans for your class.

• Tutorial on Computer Basics - This is a tutorial for those who know nothing about
computers, cell phones, tablets or the Internet. From LearnFree.org. Note that
LearnFree has other technology tutorials such as one for Windows.
• EdTech - Technology with a focus on K - 12 educations. This site may be useful in
these times of online education.
• Zoom - How the world communicates now.
• Educational Technology Lesson Plans - for all grades from Education World.
• Digital Wish - Check out their lesson plans for interesting ways to integrate
technology into the subject areas.
• Technology Lesson Plans - From the Teacher's Corner.
• The Khan Academy - Online lessons on computer use and coding.
• Get Started with Coding in the Classroom From Common Sense Education.
• Coding in the Classroom - Information from Edutopia. Good for beginning to teach
coding.
• Cool Coding Apps and Websites for Kids - From Commonsense Learning.
• Bring Coding to Your Classroom Tomorrow - Help for beginning to teach coding
from PBS.
• Coding in the Classroom - Many, many coding resources. Kathy Schrock's Guide to
Everything.
• Code.Org - Site to assist teachers in teaching coding.

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• Coding - Coding resources from Apple.
• Beyond the Genius Bar: Cultivating Leadership With a Student-Led Tech Team -
Students teaching other students and teachers. A great opportunity for student
involvement. This is an article by Laura Busch, July, 2016.
• Set up your own digital media lab for next to nothing - Start with a Mac and a green
screen. An article by Donna DeLuca in eSchool News, April, 2015.

Searching the Web

• Basic Search Lesson Plans from Google
• Wading Through the Web - a lesson plan for internet searching for grades 6 -8. From
ReadWriteThink.
• 11 Ways to Teach Savvy Search Skills - From We Are Teachers.Dec. 12, 2015.

Web Quests
• The Web Quest Page - Help in designing web quests and many examples.
• Web Quests - From Technology
• The Adventures of Cyber Bee - Lots of great idea for integrating the internet. The
treasure hunts are lots of fun.
• Internet Scavenger Hunts - Hunts for each month of the year. This is from Education
World.

Internet Safety and Digital Citizenship

• Digizen - A good introduction to digital citizenship.
• Commonsense Media - Internet safety lessons, and professional development
materials.
• Internet Safety - Lesson plans for grades 3 -12. From Safe Surfing for Kids
• Teacher's First Internet Safely Resources - Many resources for teaching the safe use
of the internet.
• 23 Great Lesson Plans for Internet Safety - For grades 1 - 12. From Common Sense
Education.
• Kid Safe Search Sites - Safe sites for web searching and links to sites which provide
information on safety on the Internet.
• Child Safety on the Internet - More sites for teaching web safety. This list is from
the Resources for School Librarians web site.

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• Teaching Media Literacy - Links to sites with media literacy lesson plans.

Resources for Technology Teachers

• Kathy Schrock's Guide to Everything - Just about everything that a technology using
teacher could use.
• The National Educational Technology Plan - 2020. From the US Office of
Educational Technology.
• Free Technology for Teachers - a blog by Richard Bryne
• Microsoft for Educators - Guides for using Microsoft products in the classroom.
• Apple in Education - Using Apple products in the classroom.
• Google for Educators - Lessons for all grades using Google Earth and other Google
Tools.
• Open Educational Resources - These are freely available resources from all over the
world. This Crestive Commons site tells you about these resources and tells you how
to get started. Note the PDF which tells you about them, and the getting started
section at the bottom which has links to k-12 lesson plans.
• Browse OER Resources - From the OER Commons.
• Digital Learning Day
• Edutopia - Articles on technology in education. From the George Lucas Educational
Foundation.

Blogging, Wikis, Podcasting, and Social Media

If you are looking for lesson plans for these, then go to Social Media in School Libraries
eReaders, eBooks and eReaders

If you are looking for more information on these, then take a look at E-Books and
E-Readers in School Libraries
Phones, Apps, and Tablets

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 SELF-ASSESSMENT QUESTIONS

Q. 1 Select the most appropriate option

1. Which of the following is a disadvantage of electronic communication? (1)
A. Fast and easy to use.
B. Can be used for a wide variety of applications.
C. People can become addicted to certain forms of digital communication.
D. Saves you money as it is cheaper than traditional communication
methods.

2. Which of the following is NOT proper netiquette? (1)

A. Show people on the internet the same respect you would show to them
in real life.
B. Make sure your messages are clearly written and easy to understand.
C. When joining an existing conversation, speak about subjects that interest
you.
D. Try to make useful contributions and help people out on the internet.

3. Which of the following uses asynchronous communication? (1)

A. Email
B. Instant messaging
C. Video conferencing
D. VoIP

4. Which one is not advantage of social networking?

A. Remain connected
B. Cyber bullying
C. Interaction with people with same interest
D. stay up to date with the latest news from around the world

Q. 2 Define the following terms

Communication, Synchronous Communication, Netiquette, email

Q. 3 Write features and functions of some telecommunication tools.

Q. 4 Describe common examples of Asynchronous Communication Tools.

Q. 5 In what ways Social networking is useful for learning science. Identify different
social Networking sites.

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 BIBLIOGRAPHY

A model for e-assessment. (2015).

Abdullahi, H. (2013). The Role of ICT in Teaching Science Education in Schools.
International Letters of Social and Humanistic Sciences, 19(2011), 217–223.
https://doi.org/10.18052/www.scipress.com/ilshs.19.217
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and Challenges of Using
e-Assessment. International Journal of Information and Education Technology, 8(1),
34–37. https://doi.org/10.18178/ijiet.2018.8.1.1008
Anderson, T. (2000). T E Ac H I N G I N a N on L I N E L E a R N I N G. 273–294.
Education, E. T. (2011). ICT in education. 464–464. https://doi.org/10.1109/iti.2008.4588454
Gaylard Baleni, Z. (2015). Online formative assessment in higher education: Its pros and
cons. Electronic Journal of E-Learning, 13(4), 228–236.
Hussain, F. (2012). E-learning 3.0 = e-learning 2.0 + WEB 3.0? IADIS International
Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2012, Celda,
11–18. https://doi.org/10.9790/7388-0333947
Khlifi, Y., & El-Sabagh, H. A. (2017). A novel authentication scheme for E-assessments
based on student behavior over E-learning platform. International Journal of Emerging
Technologies in Learning, 12(4), 62–89. https://doi.org/10.3991/ijet.v12i04.6478
Kibble. (2008). ICT and Science-Training for Teacher in Scotlan. In Effective use of ICT in
science education. http://www.fizyka.umk.pl/~pdf/EU_ISE/files/new/EUISEBook HR.pdf
NEP. (2009). Ministry of Education Government of Pakistan. Government of Pakistan
Ministery of Finance, 1–18. http://www.finance.gov.pk/survey_1617.html%0A
http://www.finance.gov.pk/survey_0102.html
Olson, J., Codde, J., DeMaagd, K., Tarkleson, E., Sinclair, J., Yook, S., & Egidio, R.
(2011). An Analysis of e-Learning Impacts & Best Practices in Developing Countries:
With Reference to Secondary School Education in Tanzania. Michigan State University,
February 2015, 53. http://cas.msu.edu/wp-content/uploads/2013/09/E-Learning-White-
Paper_oct-2011.pdf
Poe, M., & Stassen, M. L. A. (n.d.). Teaching and Learning Online Communication,
Community, and Assessment A Handbook for UMass Faculty Coordinator of Teaching
Technologies, Center for Teaching. Office of Academic Planning and Assessment Mei-Yau
Shih, 1–47. https://www.umass.edu/oapa/sites/default/files/pdf/handbooks/teaching_and_
learning_online_handbook.pdf
Rourke, L., & Kanuka, H. (2009). Learning in Communities of Inquiry: A Review of the
Literature (Winner 2009 Best Research Article Award). International Journal of E-Learning
& Distance Education, 23(1), 19–48. http://ijede.ca/index.php/jde/article/ view/474/875
Wan, Y. S. (2020). Education during COVID-19. Brief Ideas, no 19(April), 3–9.

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Unit–7

TEACHING AND LEARNING

WITH SIMULATIONS

Written by: Arshad Mehmood Qamar

Reviewed by: Dr. Aftab Ahmed

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 CONTENTS

Page #
Introduction ................................................................................................................. 201

Objectives ................................................................................................................... 201

7.1 The Features and Functions of Simulations ...................................................... 202

7.1.1 Definitions and Categories of Simulations ............................................ 205
7.1.2 Characteristics, and Sources of Simulations .......................................... 205

7.2 Learning with Simulations ................................................................................ 207

7.2.1 Research on Simulations in Educational Setting ................................... 207
7.2.2 Advantages Associated with Computer Settings ................................... 208
7.2.3 Limitations Associated with Computer Simulations ............................. 209

7.3 Teaching with Simulations: Preparations.......................................................... 210

7.3.1 Debriefing, Group Work........................................................................ 210
7.3.2 Simulations as an Integral Part of Classroom Instruction...................... 211

Self-Assessment Questions ......................................................................................... 213

Bibliography .............................................................................................................. 214

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 INTRODUCTION

Teaching and learning with simulations is seventh unit of this course. Computer simulation
was pioneered as a scientific tool in meteorology and nuclear physics in the period directly
following World War II, and since then has become indispensable in a growing number of
disciplines. The list of sciences that make extensive use of computer simulation has grown
to include astrophysics, particle physics, materials science, engineering, fluid mechanics,
climate science, evolutionary biology, ecology, economics, decision theory, medicine,
sociology, epidemiology, and many others. There are even a few disciplines, such as chaos
theory and complexity theory, whose very existence has emerged alongside the
development of the computational models they study.

OBJECTIVES

After Completion of this unit, you will be able to:

• define simulations and related terms

• describe features and functions of simulations

• explain characteristics of simulations

• use different sources of simulations

• elaborate advantages and imitations associated with computer simulations

• describe simulations as an integral part of classroom instruction

• discuss on debriefing and group work for science education.

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7.1 THE FEATURES AND FUNCTIONS OF SIMULATIONS
There are many simulations for science teaching with the help of which science concepts
can easily and effectively be taught in classroom. Students would have better understanding
of science subjects with the help of these simulations/simulation software. So let’s discuss
some of the useful simulations and their features and functions.

Solar System 3D Simulation

There are different simulations which can be used for science teaching. Solar system 3D
simulation is an important simulation. It is a Physics simulation. So here I will discuss its
features and functions.

Functions
It is a Physics simulation. And it will take you to real time space adventure. You can
explore solar system with the help of this simulation, as it shows animation of nine planets
revolving around the Sun.

This educational simulation gives you basic information about nine planets of our Solar
System. It have a button ‘planetary information’ on interface and by clicking that button
basic information like mass, orbital radius, density, diameter etc. of all nine planets will be
opened. And it also displays number of moons on each planet. This is very helpful for
students in knowing about the planets and their basic information.

Features
a. It includes zoom in and out feature, which helps a lot in understanding those planets.
b. In this software, you can vary revolution speed of planets.
c. Orbits can be viewed or hided by clicking on orbits button.
d. You can click on view button for looking 3D simulation in different angles.

PhET Interactive Simulations

Functions
It is online simulation which helps you for looking simulations of all science subjects and
for biology as well. With the help of these simulation, students can understand biology
concepts.

Biology Simulations aids teachers and students in teaching and learning about bio &
practice skills of data analysis. Biology simulations allow students to perform those
experiment with concepts which may take too many resources or too much time to
complete that experiment in a traditional science lab setting. With the help of this software
all science and biology simulations can easily and quickly be run and each simulation has
random components, which allow students to gather data easily from multiple trials. Some
simulations are conducted in virtual labs and others can be utilized for science inquiry

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approach through allowing the teachers and students to control multiple variables and make
decisions.
Features
a. These features can be played online and can also be downloaded.
b. These simulations are interactive, animated and provide game like environments.
c. These simulations are very engaging, and fun integrated.
d. These simulations contains cartoon like images.
e. These simulations have silly features.

7.1.1A). It is an act of imitating the behavior of some situation or some process by means
of something suitably analogous (especially for the purpose of study or personnel training).
It is an imitation of real – world activities and processes. It is a teaching approach/method
in which learners are provided an experience of real – world phenomena in a safe
environment through imitation.

Simulations have long been used in a variety of form in different fields. For example, it has
been used since long in business education, military training, training of drivers and pilots,
and in games, such as monopoly and chess. Its use in business education dates back to 1957
when at Rand Corporation a group of people developed a computerized business game.
However, Application of simulation as an instructional method in education is
comparatively recent.

The principles of cybernetics, a branch of psychology, are applied in the development of

simulations. Cybernetic psychology, as a discipline is a comparative study of the human
control mechanism, and a self-regulatory feedback electromechanical system such as
computers. The main focus is the similarity between feedback control mechanisms of
electromechanical system and the processes involved in learning. A feedback control
system of an electromechanical machine performs three primary functions: it generates
movement of the system toward a target or defined path; it compares the effects of this
action with the true path and detects error; and it utilizes this error signal to redirect the
system. According to the cybernetic psychologist human mind also have a control system
that generates a course of action and then redirects or corrects the action by means of
feedback. The consequence of the action serves as the feedback, and feedback helps to
decide whether or not there is a need to modify the action. On the basis of apparent
similarities between an electromechanical system and working of human mind
psychologists have concluded that performance and learning must be analyzed in terms of
the control relationships between a human operator and an instrumental situation”. That is,
leaning is dependent on the nature of the individual, as well as by the design of the learning
situation.

According to cybernetic psychology, human behavior has a discernible pattern of motion.

It includes both covert behavior, such as thinking and overt behavior. Human beings
receive the feedback through their sensory motor system. On the basis of the feedback they
receive from the environment through their senses they modify their response patterns and
actions. The ability to receive feedback constitutes the human system’s mechanism for

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receiving and sending information. Greater linguistic capability in human beings enables
them to use not only concrete realities of the environment but also its symbolic
representation i.e. they can use direct as well as indirect feedback. This ability helps them
to expand their control over the physical and social environment. The essence, then, of
cybernetic psychology is the principle of sense-oriented feedback that is intrinsic to the
individual (one “feels” the effects of one’s decisions) and is the basis for self-corrective
choices. Described in cybernetic terms, learning involves sensorial experiencing the
environmental consequences of one’s actions and engaging in self-corrective behavior.
Instruction in cybernetic terms is designed to create an environment for the learner in which
this full feedback takes places.

Simulations in Education
As discussed in the previous section simulations have their origin in Cybernetic
Psychology. In education principles of cybernetics are applied in the development and use
of simulators for instruction and learning. A simulator is a training device that is a replica
or imitation of an event, system or process in simplified form. However, it contains all
substantial features of the reality so that the learner can have an experience as close to real
life situation as possible. For example, a simulated automobile has all the devices of a real
automobile; a driver seat, steering wheel which can be turned, clutch, break and a gearshift.
The learner could see a road and can operate the devices to move the automobile on the
road (by mean of a motion picture). A simulated automobile provides ample opportunity
to learn from the feedback learner receives from consequence of his or her actions, e.g.
when the learner presses the accelerator, just like the real automobile change in the level
of engine noise indicates that the flow of fuel has increased. Similarly, a wrong move may
result in an illusion that the automobile has crashed into another vehicle or tree. But these
are only illusions no real risk is involved in driving a simulated vehicle. With the help of
simulators student learns from the consequences of their actions, although the
consequences are not truly real. Similarly, through simulations students can perform
experiments without exposing themselves to laboratory hazards. This is a great advantage
of using simulations in teaching science. In simulations learner initiates actions in terms of
a specified goal and depending on the feedback or error signal, redirects the initial action
and in this way learns from the consequences of his/her actions which are the basic
principle of cybernetic psychology.

Simulators make the task less complex than the tasks one has to execute in the real world.
A trainee driver learning the skill using a simulated automobile can practice and acquire
the skills one by one, for example, in a driving simulator the student can simply practice
shifting from a gear to another until he or she has mastered the tasks. The student can also
practice applying the brakes and turning the wheel, thus developing a feel for how the
automobile responds when he or she does those things.

Simulation allows the learner to develop and demonstrate knowledge, skills and behavior in
a controlled environment which provides opportunities for exploration and rehearsal
(Humphrey, 2013). In simulations based instruction engineered situations are presented to

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provide a sufficiently authentic experience to promote learning in all domains i.e. cognitive,
psychomotor and affective domain. Simulation based instruction is interactive in nature
learners manipulate simulators receive a feedback in the form of consequence of their action,
in the light of feedback assess their action and if needed modify their line of action.

Many concepts in science are abstract and are very difficult to explain through direct
instruction for example the concept of interaction between molecules in a chemical reaction
and its effects on rate of reaction, or fission and fusion reactions or even reduction of
chromosome number in meiosis etc. in science teaching and learning simulations can be
used to serve a number of purposes.

7.1.1 B) Categories of Simulations

Simulations
Simulation is the artificial creation of processes of real world in a particular controlled
environment. Modelling is used for figuring out the simulation result. When a phenomenon
cannot be experienced directly, then a model is actually a depiction of a process or object
which explains the phenomenon. In simulation we actually implement a model. There are
three categories of simulations. Here I will discuss them one by one.

7.1.1 Definitions of Categories of Simulations

Live Simulations
This is the simulation which involves real people while operating real systems also in real
environment. Live simulations may use actual equipment, can involve both individuals and
groups. Live simulations should offer same area of operations and should be very near to
replicate the actual activity.

Virtual Simulations
These simulations involve real people while operating simulated systems, in synthetic
environment. These simulations insert humans in the loop as a central role by exercising,
the motor control skills, decision skills and communication skills.

Constructive Simulation
Constructive simulations involve simulated people while operating simulated systems. It
includes both human/non-human systems while using models of behavior in synthetic
environment. And when it comes to real people, they can make inputs or simulate these
simulations but they are not involved in outcomes determining process. The constructive
simulations provide the ability to predict possible results, analyze the concepts, make
measurements, stress large organizations, generate stats, and also perform analysis.

7.1.2 Characteristics, and Sources of Simulations

Characteristics of simulations
There are many characteristic of simulations. I will discuss some characteristics here.
• These simulations provide the students with an experience very closer to real time
experience.

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• With the help of simulations, students can even see and visualize those experiments
which are not possible for them to even imagine without simulations.
• These simulations are very cost effective way of seeing and understanding even a
complex model.
• Simulations provide students the opportunity to interact with a complex real world
situation.
• Simulations offer the facility to vary the conditions and then investigate outcomes as
per their requirement.
• Simulations can also be sped up for studying the behavior for a long time easily.
• For studying the behavior more closely these simulations can also be slowed down.
• Simulations avoid danger and any loss of life.
• Simulations provide the opportunity to keenly and thoroughly have the understanding of
the phenomenon.
• Simulations include zoom in and out feature, which helps a lot in understanding the
phenomenon clearly.
• Time compression is also another characteristics of simulation. Those experiments
which are performed in hours in real time, can be simulated in just few minutes.

Sources of Simulations
There are many sources of simulations, here I will discuss few sources.

PhET
It is the most common source of simulations. It provides online simulation which helps you
for looking simulations of all science subjects. With the help of these simulation, students
can have understanding of all science concepts.

Science simulations aids teachers and students in teaching and learning about bio & practice
skills of data analysis. Science simulations allow students to perform those experiment with
concepts which may take too many resources or too much time to complete that experiment
in a traditional science lab setting. With the help of this software all science and biology
simulations can easily and quickly be run and each simulation has random components,
which allow students to gather data easily from multiple trials. Some simulations are
conducted in virtual labs and others can be utilized for science inquiry approach through
allowing the teachers and students to control multiple variables and make decisions.

Google earth
It is another common source of simulations. It is an app that is downloadable. With the
help of chrome browser, it can launch quickly. It is best source of simulations with its help
we can explore planet.

Explore Learning
It is another common source of simulations. It has a collection of teaching related
simulations for mathematics and science. With this source, you can have better
understanding of mathematics and science xoncepts.

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Molecular workbench
It is another common source of simulations which provide Concord Consortium for
molecular simulations and modelling.

Brainpop
It is another common source of simulations in which there are a lot of animated films
regarding elementary school topics.

7.2 LEARNING WITH SIMULATIONS

7.2.1 Research on Simulations in Educational Setting

Simulation in a classroom is a technique of teaching-learning process or evaluation, which
involves real life situations or experiences. In simulations, actual-life situations are
replicated with a desired proximity. In simulations, the learners take over roles when they
analyze the data, decisions are made and problems are solved in the inherited environment.
By using the results of their decisions, students react to the alterations of the situation, as a
result actions are made, in the light of his future solutions are made. Students meet the
tasks, which make them able to study and enable them to evaluate their learning.

Simulation is comprised of reflection and processing of the things, which enable them
sharing of their experiences, make assessment and evaluation of their learning, regarding
the intended outcomes of the simulation. Along with the, accomplishment of the goals of
simulation activity, students started to take interests in actual world systems, and the
working of all that systems.

• Implementation of the Simulation in Educational Setting

Before the implementation of the simulation in the class room, it is really necessary, to
prepare the students for the simulations, or regarding all the learning outcomes of the
simulations. In this way the students will become excited about the things and the learning
activity, which is being carried out in the class rooms. Following are the steps which must
be keep in mind regarding the setting of the simulation in the classrooms.
1. Targeted learning outcomes.
2. Importance of simulation as a best possible method of teaching.
3. Effectiveness in role playing.
4. The basic difference between role playing and simulation.
5. Why discussions and debriefing are important.
6. Significance of creative ideas, unique observation, divergent thinking in learning.
7. The effective management of classroom; description of students’ responsibilities and
role of teacher.
8. Evaluating the participation of the students and keeping many other records.
9. Input from the student in planning and improving the classrooms’ activities.

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• Setting Stage for the Implementation of Simulation in the Classrooms
Now, there is an option for the teacher either present the simulation directly or indirectly.
The teacher will persuade the students by saying that they will play roles in a scenario just
like a real-life situation. The main focus of this simulation is to learn a particular content
which is part of curriculum. In next step, the teacher will describe the points, why we have
chosen, simulation as a method of teaching. The teacher will elaborate all the activities,
questions and comments involving in this learning activity. So, to make simulations as
effective and realistic as possible, it is necessary for the students to carry out their roles in
great reality. For this, teacher needs such students, who are absolutely will fit for a
particular role in the simulation. In addition to this, simulation needs equipment and the
type of complication, which cannot be replicated.
In the end, the teacher will ask the students, whether they are feeling comfort with all the tasks
and expectations, he has narrated in front of them. The teacher will direct the students, owing
to utilize the time effectively, and will explain the evaluations of their grades and performances.

7.2.2 Advantages Associated with Computer Settings

The main quest of individual’s life is to attain the peak of progress in their lives. There is
not even a single sector of our lives, which has not been influenced by the technological
developments, for instance; communication, health, education, transportation.
Technological developments have caused vast changes in our lives, either positive or
negative. A Computer Setting in a classroom is defined as; the electronic devices, which
enable the learners to get access to Internet researches, creating something, and completing
work. So, this means, a laptop or a tablet also comes under a classroom computer. So, usage
of computers at educational institutions has brought revolution in the education. Following
are some advantages of setting computers among the class rooms;
 Access to Global Libraries
Access to global libraries is a major milestone, which has been achieved owing to
computers, among the students and teachers. Online video and audio tutorials, access
to free e-books, and many FAQs regarding different topics are in the grip of students
and teachers. While, without the computers, there were mere facility of either course
books or the school library. So, computers are playing vital role in this regard.

 Revolution Associated with the Internet

Along with the computer, the internet has opened up infinite sources of the
information and knowledge. With the arrival of internet, the world is just a click
away. There are number of ways to solve a question, a n umber of answers is
available for a single question, which are helping both teachers and students to polish
their learning and teaching abilities.

• Time Saving
Computer has enabled the students to save their time in a number of ways. As, through
computer, infinite number of sources are just a click away, students and teachers finish
their time with in no time. Many other useful tools like; spreadsheets, Microsoft offices
have really brought ease and efficiency in the work of both students and teachers.

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• Online Tools
With the arrival of computer, in the class room, a number of online learning tools are
available, which are making teaching-learning process more interesting, and
understandable. These tools add a very innovative taste to the learning in the class
room, for instance; FunBrain, Classtoo.com etc. a number of ICT tools like
simulations, modelling and many software are available, which has made teaching-
learning process more interesting and engaging.

• Tutoring
Tutoring is another advantage of computer setting in the class room. The schools,
where a large number of students are there, and the teacher doesn’t have enough time
to attend each student effectively. So, the computers and laptops help in this scenario.
A number of educational websites have been designed specifically for this purpose.

• Boost More Engaging Activities for Students

Computer assistance among the classrooms, has really boost the students’ ability to
engage themselves more in different learning activities. The computer has made the
learning so interesting, engaging and interactive, that students do not take learning
as burden but an enjoyable thing

7.2.3 Limitations Associated with Computer Simulations

Simulations where have a number of advantages in the educational setting, at the same
time, they also having disadvantages as well. Some of the disadvantages are listed below;
• Designing and development of simulations is a very lengthy and expensive process.
It became really expensive to take measurement that how two things or factors affect
each other, or for the creation of model; take initial measurements, for instance,
modelling of aerodynamics (wind tunnels).
• For the creation of any simulation, a complete and thorough comprehension of all
the factors is required. A complete guidance, knowledge and understanding of the
events and operations leads to the development of an effective simulation. So, this is
the backdrop, that mostly simulations development doesn’t have enough knowledge,
which leads to development of in-efficient simulations.
• Most of the simulations are processed by intensive computations, these computations
take much time to proceed, so the results of such simulations do not readily available
well on time, when the simulations get started. This result, that any event, which may
start at once or abruptly in actual life, in simulations it takes hours even days to start
or complete. These delays are due to the fact, that a number of entities are present
in the simulations. The simulation performs as a result of the complex interactions
among these entities. So, due to the limited hardware performance, simulators get
restricted to perform all these computations, which delayed the results.
• Another limitation of the simulations is that, it cannot be used in all subjects. There
are a few numbers of subjects, where we can use them.

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• As to handle the simulations is not an easier task, it really needs an extensive
homework at the part of teachers, so the teachers don’t get willing to use them in
their teaching-learning process.
• To play the role in the simulations, there is dire need to understand the particular role
that has to play in the simulations by the students. So, mostly students don’t
understand their role, consequently, unable to play their role effectively.
• Simulations are meant to create a mean of evaluating solutions of different
problems, while they are totally unable to create or develop the complete solutions
of that problems by themselves.
• The systems’ responses given by the simulations to specific number of operating
conditions, usually lack precision. Moreover, sometimes this precision lack is unable
to measure.
• Simulations work on the principle of trial and error, which generate a number of
contrasting solutions in repeated manner.
• As simulations work on number of parameters, so the difficulty to get the optimal
values for a particular question, gets increased.

7.3 TEACHING WITH SIMULATIONS: PREPARATIONS

7.3.1 Debriefing, Group Work

Sometimes students get entangled in a simulation, so there is need that students rectify their
thinking and make clarification of their vague notions regarding simulations. They feel
uncomfortable while doing their role play during simulation, and then again come into real
scenario. “If their experiences in the simulation are not examined sufficiently, they may
see the simulations an isolated experience rather than as an experience that provides
significant insights into real systems.” (Fishbanks). So, if we provide a right direction to
the students, they will handle system dynamics tools more efficiently. So, debriefing of
simulations is to unravel the system dynamics underlying the actual situation, upon which
the simulation is based. These are the objectives, which determine the precision of
debriefing. Discussions play vital role in debriefing, because the students not only reveal
their own ideas, but get polish their thinking from other students’ ideas.

Stages of Debriefing
In debriefing, thoughts and ideas are recorded into different categories. Mostly, the
categories are intended learning outcomes, improvements, personal reactions, events,
dynamics elemental system, and some comparison with real life situations. Debriefing
helps in giving feedback to accomplish all these categories. (Fishbanks)

The debriefing always consists of seven stages, whichever the goals, upon which it is
based:
• Construes the problems and the events which occurred
• Resolve the extent at which they also happen in real life system
• Describe those, which occur in the real system

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• Pinpoints and decide all those factors, in the simulation, which are responsible for
all the problems and events.
• To address the gravest problems, changes are designed in the simulation
• Commitments are made from the players, which will help them to get the important
alterations in the real-life systems. (Fishbanks)

Categories of Suggested Debriefing Questions

Personal Reactions
• Which things you liked most regarding simulations?
• What is your perception about the role playing in simulation?

Events
• Which were the specific events of simulations?
• Which type of decisions you were supposed to make?

Problems
• What types of hurdles, did you face in taking decisions?
• Which things raised those problems?

Suggested Improvements
• Which parameters are required to improve the simulations? Or how we can improve
the simulations?
• To extend the learning areas of students, which type of simulations can be created?

Learning Outcomes
• What sort of new learning you experienced during simulations?
• What type of difference you feel between in acting in a play or playing role in
simulations?

System Dynamics
• What do you think? That the teacher has used simulation for this content?
• How SD tools assists in you while simulations?

Real World
• How can you describe the simulation’s connections with a larger situation?
• During simulations, what decisions were made, which could not be tried in real life
situations?

7.3.2 Simulations as an Integral Part of Classroom Instruction

Simulation is defined as the narrative of reality. It is a 3rd mean of conducting science, so,
an influential tool to discover surprising results of basic suppositions. It may also define
as; it provides an instructional environment for the training of both teachers and students.
It also provides a form of experiential learning, for instance; role-play, a game, or any
activity which acts as a metaphor. In simulations, we drive a model of a specific system
with certain inputs, and then observe the outputs of those inputs. The main purpose of
simulations is to predict, perform, train, entertain, educate, provide proof and discover. It

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is a way of performing thought processes, based upon the simple assumptions, which
results may not be simple or obvious.

Why Simulations should be an Integral Part of Classroom Instructions?

Simulations should be an integral part of classroom instructions, because it ameliorates the
teaching-learning process in following ways;
• Simulations play a vital role in promoting the use of critical and evaluating thinking
among the students. As it involves experiential practices, these practices make
concept attainment easier and everlasting. It also reinforces many other skills like
researching, debating and critical thinking skills.
• If we compare the construction of simulations and their real-life counterparts, designing
of simulations are much easier, because they finish any element of danger from the
situations, as in real life experiences. As they can be paused, this option allows the
students to understand the concepts more efficiently than real life phenomena.
• As we know that for the development of quality type of learning experiences in the
classroom, much time and resources are needed. While, as compared to them
simulated experiences are more realistic, because they involve, absorb and engage
the students more than the other methods of teaching. The main purpose of
simulations is to get knowledge and acquire necessary learning skills, so they could
be implemented in the class rooms.
• Through Simulations, students get multiple chances of practice, involving attempts
with higher risks and failures, which help in learning, retrying, and helps in mastering
new skills faster than in real situations with less efforts.
• The goal of using advanced technologies in education can easily be attained with
creative applications of educational simulators. There are a number of Online
learning environments for pedagogical skills, and for the learner’s needs.
• Simulations do not make students mere passive listeners and observers, because they
themselves carry out the activities, so they become the active participants. Students
own learning experiences affect more than the others’ experiences.
• As simulations are totally designed for the students, so they keep the developmental
levels of the students into considerations. So, such activities are designed, which
actually inspire the students and encourage them to learn according to their pace and
intelligence. So, they are called as developmentally valid.
• The last but not the least is, simulations are empowering the students and making
them responsible for their learning. So, while in role playing, they themselves make
decision, which polish their decision-making and problem-solving skills

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 SELF-ASSESSMENT QUESTIONS

Q. 1 Define simulations, write types of simulations.

Q. 2 What are different categories of simulations? Give examples of each category.

Q. 3 Write characteristics and sources of simulations?

Q. 4 What are advantages and limitations of simulations?

Q. 5 Justify simulations as an integral part of classroom instructions.

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 BIBLIOGRAPHY

1. Donald Craig. (1996). Disadvantages of Simulations. Retrieved from:

http://web.cs.mun.ca/~donald/msc/node7.html

2. Edson Flix. (2015). Learning and teaching with simulation. Retrieved from:
https://www.slideshare.net/

3. Tanya Slavin. (2018). What Are the Benefits of Computers in School? Retrieved
from:https://classroom.synonym.com/

4. Universal Teacher Publications. (2017). Limitations of Simulations. Reprieved from:

http://www.universalteacherpublications.com

5. Victoria Williamson. (2018). Advantages of having computers in Education.

Retrieved from: http://olpccanada.com

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Unit–8

TEACHING AND LEARNING

WITH MULTIMEDIA/HYPERMEDIA

Written by: Arshad Mehmood Qamar

Reviewed by: Dr. Muhammad Tanveer Afzal
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 CONTENTS

Page #
Introduction ................................................................................................................ 217

Objectives ................................................................................................................... 217

8.1 The Features and Functions of Multimedia/ Hypermedia ................................. 218

8.1.1 Defining Multimedia, Creating Multimedia ........................................ 218
8.1.2 The Anatomy of Hypertext and Hypermedia ....................................... 220
8.1.3 Creating Hypertext ............................................................................... 220
8.1.4 Creating Hypermedia ........................................................................... 221
8.1.5 Learning with Hypermedia ................................................................. 223
8.1.6 The Effects of Hypertext in the Classroom .......................................... 225
8.1.7 Hypermedia in the Classroom .............................................................. 227

8.2 Teaching with Multimedia and Hypermedia..................................................... 227

8.2.1 Introducing Hypermedia, Using Templates ......................................... 227
8.2.2 Curricular Ideas for Using Hypermedia ............................................... 239
8.2.3 Evaluation of Hypermedia ................................................................... 230
8.2.4 Going DEAPR...................................................................................... 231

Key Points ................................................................................................................... 233

Bibliography ............................................................................................................... 234

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 INTRODUCTION

Teaching and learning with hypermedia 8th unit of this book. Multimedia means that
computer information can be represented through audio, video and animation in addition
to traditional media (i.e., text, graphics drawings, images). 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.

With the advancement of ICT now different types of technologies are becoming important
for teaching and learning purposes. In this unit anatomy of multimedia, creation of
hypermedia, learning with hypermedia effects of hypermedia in classroom and teaching
with multimedia and hypermedia are discussed with greater ease. You will find the material
useful.

OBJECTIVES

After reading this unit, you will be able to:

• define different terms related to hypermedia, and multimedia
• create hypermedia and hypertext
• describe hypermedia as educational tool
• use hypermedia for teaching and learning
• explain curricular ideas for using hypermedia.

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8.1 THE FEATURES AND FUNCTIONS OF MULTIMEDIA/
HYPERMEDIA

8.1.1 Defining Multimedia, Creating Multimedia

Multimedia is the combination of text, color, graphics, animation, audio, and video. It
refers to any computer-based presentation or application software that uses multimedia
elements. Interactive multimedia describes a multimedia application that accepts input
from the user by means of keyboard, voice or a pointing device such as mouse and performs
an action in response.

Creating or developing multimedia applications involves producing various media

elements defining the elements, relationship to each other, and then sequencing them in an
appropriate order. Individuals often use multimedia authoring software to help complete
these tasks.

Activity: Search more information regarding multimedia and creation of multimedia.

8.1.2 The Anatomy of Hypertext and Hypermedia

The World Wide Web (WWW) combines computer networking (the Internet) and
Hypertext Mark Up Language (HTML) into an easy to use system by which people can
access information around the world from a desktop computer. Hypertext is the medium
used to transmit the information in a non-linear fashion via computer by clicking on a
"link” using a mouse.

We commonly think of links as the underlined text on graphical Web browsers, such as
Netscape and Internet Explorer, which, when we click it, takes us to a new document or
other type of information. Before there was a graphical Web browser, computer users could
access linked material on the Internet by using a program such as LYNX, a non-graphical
Web browser.

Hypertext links can access numerous types of material, for example, educational material
such as course syllabi and resources, explanatory notes for a Web-based document, sources
for references, explanatory notes, commentaries by other writers, links to other relevant
resources or publications, graphics, sound, video. The term "hypertext" is being replaced
by "hyperlink," since text is not the only kind of link. By simply clicking, the user can be
taken to a new bit of information, a new Web page or multimedia such as
sound, graphics or video. For example, if you click on this animated butterfly you will
be sent to my home page. CD-ROM based encyclopedias use hypertext, for example, to
take readers to pictures and additional information about a particular topic. Many
applications, such as word processing programs, can now use links to access other material
accessed via a computer. Web-based e-mail programs and discussion forums allow users
to link to on-line resources by embedding HTML tags in the material.

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Links are not always as obvious as underlined text. Web designers can create links to text
without using underlines. As Web design becomes more sophisticated, the user has to
become more familiar with subtle ways information is linked. Sometimes it is difficult to
uncover all of the links on a given Web page. Moving the cursor over the complete surface
of the page will uncover links, as text or other visual cues appear. Web designers who
want their material easily accessed avoid such subtle handling of links. Cutting edge sites,
designed for sophisticated Web users, delight in challenging the users of their sites. Your
purpose should determine the style you use when creating a Web site. If you are providing
instructions or selling a product, for example, you want your information to be clear and
easily accessed.

Hypertext fiction is interactive with often intricate paths to different threads of the story
and related graphics. With some hypertext fiction, just by clicking on a word, the reader
experiences the story in a way that is not easily repeatable, given the numerous possibilities
to approaching the story. Some stories are designed to not allow the reader to have the same
experience twice.

Hypertext poetry links different passages of the poem that stem from the primary text.
Some hypertext poetry does not have a primary text. By selecting random paths to create
her or his own version of the fiction and poetry, the reader creates his or her version of the
story/poem. Although the author has created a set number of paths, the linking pattern the
reader chooses determines the version of the story. Some hypertext literary works do
provide an overall map of the structure. An early fiction work, Afternoon, a Story, by
Michael Joyce (1991, Cambridge, Mass: Eastgate Press, on computer disk) does not
provide the readers with the overall structure. Some sections have few links, while others
have numerous links. The effect when reading the story is that the reader is creating the
story as she/he proceeds, even though Joyce has written all of the possible narrative threads.

Hypermedia tools focus on the interactive power of computers, which makes it easy for
users to explore a variety of paths through many information sources. As opposed to
conventional documents, such as books, that one normally reads one page after the other
in the order set by the author, hypermedia documents are very flexible and allow one to
explore related documents in any order and navigate through them in any direction.

The hypermedia model is fundamental to the structure of the World Wide Web, which is
often based on a relational database organization. In this model, documents are
interconnected as in a network, which facilitates extensive cross-referencing of related
items. Users can browse effectively through the data by following links connecting
associated topics or keywords. Object-oriented and hypermedia models are becoming
routine for managing very large multimedia systems such as digital libraries.
1. Hypertext
Hypertext is a cross referencing tool which connects the links to other text using
hyperlinks. Hypertext is non-linear and multi sequential and it is different from our
normal text. By the help of hypertext one organized way is achieved to present
information. This makes the user to move from one part of the information to another

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part of the information which is in same page or any other page. It makes the
documentation simple by providing a way of easy accessible to the end user.

Example of Hypertext is that GeeksForGeeks is a computer science portal, when we read

one article it uses hypertext to link other pages and when we click on that hypertext it
takes to us to that page so that we can gather more information related to the topic.

2. Hypermedia
Hypermedia is the extension of Hypertext which includes multiple forms of media such
as text, graphics, audio or video etc. rather than only text based like hypertext. It provides
a facility to connect the web pages to create a network with multimedia elements with a
simple click for a better multimedia experience. Hypermedia allows links to be integrate
in multimedia elements like images and videos and when we click on that it takes us to
that page.

Example of hypermedia is that when we use e-commerce site say flipkart and when we
click on any product it takes us to the specific product page which belongs to that. So
here the link is embedded to the image

8.1.3 Creating Hypertext

When working on word or power point, if you feel that there is not suitable to present each
and every thing on the prescribed time, then you can create a hyperlink for making it
possible for readers to read extra text from the link.
Activity: Create hypertext link for extra text so that your audience may read more text.

8.1.4 Creating Hypermedia

Hypermedia message is a complex collection of a variety of objects.
It is an integrated message consisting of text, rich text, binary files, images, bitmaps. voice
and sound, and full motion video. Creating of a hypermedia message requires some
preparation. A hypermedia report is more complex. It requires the following steps:
1. Planning
2. Creating each component
3. Integrating components

The planning phase for preparing the hypermedia message consists of determining the
various sources of input. These can include any of the following:
1. A text report prepared in a word-processing system.
2. A spreadsheet in a spreadsheet program.
3. Some diagrams from a graphics program.
4. Images of documents.
5. Sound dips.
6. Video clips.

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We should determine which components are required for the message, in what sequence
should they be, and where in the text report they should be referenced. The length of each
component should be determined. Careful planning is necessary to ensure that the
capabilities of the messaging system are used appropriately.

Each component must be created using the authoring tool provided by the application used
for creating it. All applications Involved in creating various components must have common
formats to allow combining these various components. The various components must be
authored, reviewed, and edited as needed, checked for smooth flow when the user launches
an embedded object and stored in the final format in which it will become a part of the
hyperrnedia message. The final step in this process is mailing the hypermedia message.

Activity: Create a hypermedia for your friend and sent to him.

8.1.5 Learning with Hypermedia

Storage-rich hypermedia teaching resources: A wealth of electronic lesson plans and
courseware have been created in hypermedia teaching system. Hypermedia allows teachers
to collect a great deal of information (in various forms of the vector), and it is stored in an
extremely intensive form. Lively electronic materials, lesson plans and courseware are
formed through hypermedia teaching network. These resources not only include text and
graphics, but also present sound, animation, video and simulated three-dimensional scenes,
and the graphics and images series are connected with each other through an invisible chain
to form a complete resource system.

Optimizing classroom teaching: The optimization of classroom teaching of hypermedia

is mainly embodied in the following aspects. First, hypermedia offers individual
instruction. It can show students hypermedia electronic resources which are combined by
maps, text, sound, image in the classroom according to the characteristics of students.
Second, hypermedia offers different-step teaching. Hypermedia network can not only
offers single feedback, but also communication with teachers, with any user in the net so
as to achieve the objectives of teaching. Finally, hypermedia offers a collaborative
approach to learning. The use of desktop systems and application functions, teachers can
operate the system directly, students can see the process of problem-solving.

To achieve teaching simulation: The combination of computer and simulation technology

has spread to all areas of teaching. By means of this technology over the media network,
coupled with QuickDraw3D, Quick Time VR technologies, using 360-degree panoramic
photography technology can generate high-quality images to capture realistic virtual
scenarios. Students control experiment steps through operating the simulation system, and
then go into the real laboratory, which provides students with a kind of environment of
experience and observation so that students can observe and manipulate the object in it and
get a real experience or make new discoveries. In addition, there is also a virtual classroom,
in which asynchronous communication is used to develop teaching and learning activities.

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To achieve resource-based learning: Hypermedia is characteristic of high information
content, many means of information presentation, nonlinear network structure and so on.
It provides a learning environment with a wealth of educational resources and intelligence
on the basis of rich information content, changeable form and dynamic chain so that
learners can use the hypermedia system to obtain the knowledge they need for efficient
learning. commonly available and inexpensive multimedia handheld devices, laptop, and
desktop computers allow students and teachers to connect to this global hypermedia
environment using wired and, increasingly, wireless networks, thus providing countless
opportunities for access to educational hypermedia and information resources [1].
Concurrently, the producers of the hypermedia can control the implicit chain to further
support and deepen the content of the material. For example, lesson preparation in
hypermedia long-distance teaching refers to all resources on the internet to design, copy,
layout, process and forms the corresponding electronic lesson plans and courseware.

To improve the effectiveness of learning: The hypermedia system may decompose the
knowledge system into the network structure system which constitutes by the node and the
chain in order to reduce the learner's cognitive load. Hypermedia information retrieval and
processing is a nonlinear, random, jumpy network. Hypermedia depicts “The relations
among concepts” (Ayersman, 1993), Hypermedia “let the knowledge to adapt to people
rather than people to adapt to the knowledge base” and “make knowledge more accessible to
the individual cognitive structure” (Nelson & Palumbo, 1992). In this way, learners can
choose to follow the locus of explicit chain characterized by clear marks. Hypermedia
systems actually provide an effective method of information presentation so that students can
construct knowledge from a number of angles to improve their efficiency of information
transfer and the depth of understanding. In addition, the interactive nature of hypermedia
promotes interaction mechanism for teachers and students, which is the center of efficient
teaching implementation. By cognitive learning theory, human knowledge is generated by
the interaction of external stimuli and internal mental processes, students must play an active
role in the process to become the subject of cognition. In fact, hypermedia provides a self-
controlled environment for the high-level learners, therefore, learners can choose their
favorite and the most effective form to understand the meaning of the information, and thus
stimulate students’ interest and motivation, and give them the maximum degree of freedom.

To explore a variety of learning styles: Firstly, hypermedia encourages individualized

active learning, which is a student-centered individualized learning. In this style, each
student selects different levels of learning content according to their level, based on their
mastery of knowledge, and personal interests, hobbies, experience and task demands,
different learning approaches and learning progress to achieve the same learning
objectives. But hypermedia enables the students to control the abilities of choosing their
learning content, quantity, speed, path and presentation. Secondly, imitate study. By using
hypermedia teaching, the students make imitate study, the teaching content is broadcasted
to all the students through the hypermedia network, with detailed analysis and discussion
the situation. Thirdly, structured discovery learning. Hypermedia can correlate the
information with related information. In addition, all of the projects in it associate with
both logic and the way of thinking of the human brain of intuition. Hypermedia system can

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establish the relationship links according to the relevance of knowledge through
hypermedia system. Learners will focus on the relationship of the link structure and the
relationship between knowledge. Fourthly, coordinate study. Making full use of
hypermedia network can help collaborative learning, which can improve learning
efficiency through interactive dialogues

8.1.6 The Effects of Hypertext in the Classroom

The advent of hypertext is a new and exciting development that has important implications
for researchers and teachers in English. As Jef Raskin and others have noted, there is as yet
a good deal of “hype” in hypertext and its full impact will not be felt in most English
departments for a number of years. But the fact remains that sophisticated hypertext
systems are increasingly available-- commercially as well as within specific academic and
non-academic communities. Hypertext has the potential to change fundamentally how we
write, how we read, how we teach these skills, and even how we conceive of text itself.

Apart from serving as a tool for writing, hypertext promises other kinds of benefits to
writers of computer manuals or reference materials. These writers typically face the
problem of presenting large amounts of complex information to readers with wide ranging
needs--such as experienced and novice computer users who may seek the “same”
information, but who have quite different needs with respect to appropriate terminology,
format, definitions, examples, and details. The task of these writers is further complicated
by its subject matter, typically computer technology that changes even as writers scurry to
describe it, so that printed material is outdated even as it is published-- the “original sin”
of computer documentation. The hypertext solution to these problems would replace
printed manuals with an on-line network of information reflecting various levels of
technicality (Robertson, McCracken, and Newell; Walker “Authoring Tools,” “Document
Examiner”). Readers with less technical expertise may choose to follow links to nodes with
definitions, examples, explanations, reminders, or advice, which more expert computer
users may bypass completely. Or rather than leaving the choices to the users themselves,
hypertexts may be designed to guide readers on defined “paths” through the network at the
appropriate level for their purpose or level of expertise (Zellweger; Younggren; Carlson
“Incorporating Feedback”). A hypertext reference manual would ideally be suitable for all
users, from novices to experts (and for novices whose skills develop over time) and for a
variety of tasks. Such a system would presumably be easier to update than printed manuals
and reduce the high costs of printing and reprinting.

Hypertext thus has a strong pragmatic appeal: to facilitate the efficient creation and
dissemination of complex documents and sets of documents of all kinds and to allow
people “to access information in the sequence, volume, and format that best suits their
needs at the time”.

Thinking, Learning, and the Organization of Memory Many hypertext designers claim that
hypertexts will facilitate reading and writing (and even thinking and learning in general)
because, unlike linear texts, hypertexts closely resemble the networked, associational
organization of information in human memory. This view probably originated with
Vannever Bush, who first conceived of hypertext, and has been carried forward in various
forms to the present (Shneiderman; Carlson “Incorporating Feedback”; Smith, Weiss, and

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Ferguson; Beeman et al.). While Bush’s view of human memory seems to have been quite
advanced for his time, current hypertext proponents tend to misrepresent modern-day
cognitive psychological perspectives on information processing. The idea that hypertext is
somehow more “natural” or more “intuitive” than linear text assumes a structural
correspondence between networked information in a person’s long-term memory and the
presentation of information in hypertext network. This assumption contradicts some
important long-standing psychological findings about the organization of information in
memory and the process by which new information is acquired. iii First, in contrast to the
view that information in memory is organized in completely amorphous associative
networks, a great deal of knowledge seems to be organized hierarchically and sequentially.
Second, there is no evidence that readers can grasp information more easily or more fully
when it is presented in a network rather than hierarchically and linearly. The opposite may
in fact be true. What people hear and see is not imported wholesale into long-term memory,
but must first pass through a constraining “gateway.” In particular, the processes of
thinking and learning that draw on networks of previous knowledge are crucially
constrained by the limitations of working memory (also referred to as “short-term memory”
or “focal attention”). Cognitive theorists posit working memory to account for the fact that
human beings can only attend to a small number of things at any one time, regardless of
whether these are ideas recalled from prior knowledge or whether they constitute new
information that has just been heard or seen or imagined. Further, the things that people
attend to shift over time; as they recall other ideas or observe new things, items that had
been in focal attention “fade” or become “displaced” or “inactive.” The shifting of attention
imposes a kind of linearity or seriality on thought processes: since we cannot think about
everything at once, we have to focus on a few things at a time in some order. A useful
analogy might be to imagine an auditorium full of students. Like ideas in long-term
memory, we can imagine a variety of plausible principles that might lead them to sit in
certain groupings, or that might cause initially accidental groupings to take on significance
over time. But the students did not enter in those same configurations—their access to the
room from the confused congestion in the hallway is constrained by a narrow doorway that
forces them to enter in some sequence. The most efficient way to create an intentional
configuration — one that facilitates taking attendance, for example, or that optimizes
visibility for the group as a whole — may be to invest some effort in advance to organize
the students while they are out in the hall (as the marshals do at commencement
ceremonies). Similarly, the fact that part of human memory may be organized in associative
networks does not mean that the best formats in which to read or write are also associative
networks (Neuwirth and Kaufer). If the goal is to ensure that readers consider a specific set
of associations, then a highly organized text format is more likely to achieve that goal than
an amorphous network. The implications for hypertext can be stated even more directly.
Because readers cannot import textual (or hypertextual) structures directly into long-term
memory, the putative resemblance of hypertexts to long-term memory is irrelevant. It in
no way entails that hypertexts are superior to linear texts for facilitating reading or
promoting learning.

Several text features have been identified that consistently make it easier for readers to
construct a coherent representation of a text, to reflect on its relationship to prior
knowledge, and to integrate new ideas and new information with what they already know
(Felker et al.; Kieras and Dechert). First, in order for readers to make appropriate

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connections between related ideas, the sentences expressing these ideas should appear in
close proximity. Thus a text is easier to read if its points are developed in coherent
sequences of sentences, paragraphs, and sections and if it contains discourse cues that
signal the relationships among these ideas (Halliday and Hasan, Fahnestock, Britton and
Gülgöz). Second, since readers use high-level ideas to tie portions of the text together, these
should be explicitly stated early in the text and they should be clearly signaled so that
readers can easily recall them as the need arises (Kieras “Initial Mention,” “Model”). Thus
it is easier to read, comprehend, and remember a text if it contains an informative title,
headings, overviews, and topic sentences that introduce key concepts that are repeated and
developed in successive portions of text (Schwarz and Flammer; Glynn and DiVesta;
Mayer, Cook and Dyck; Wilhite). Reading is also easier when the text reminds readers of
relevant points (normally through repetition or reference to the earlier discussion). Finally,
while readers are capable of following innovative text structures (especially when the text
announces its structure explicitly), the easiest texts to read are those that follow a familiar
structural pattern or genre (Meyer and Freedle; van Dijk and Kintsch). The strategies for
structuring texts described here are not unfamiliar ones. They are the product of centuries
of experimentation by writers striving to make their texts more comprehensible to readers.
These strategies, however, place the burden of selecting and arranging information, and
providing signals to the arrangement, primarily on the writer. It should be obvious that
hypertexts, by shifting a large portion of this burden to the reader, by proliferating the
readers’ choices about what portions of a text to read and in what order, compound the
difficulties of creating a coherent mental representation.

8.1.7 Hypermedia in the Classroom

Hypermedia technologies can be extremely powerful tools for teaching and learning
provided one is strategic in implementation and use. In other words, in order to reap the
benefits, the constraints associated with hypermedia must be addressed. A number of
problems associated with the design of hypermedia systems can be addressed using
database systems. Database systems can be defined as a series of programs in which various
forms of information can be stored, organized, and retrieved, and often include database
programs as well as other programs, such as presentation software (i.e. webpages). These
systems can be used to address complexity issues related to navigation, flexibility, and
organization of information, by reducing the sense of being overwhelmed.

Database structures can also help low ability learners and those not experienced with
hypermedia applications or the specific content area, as well as other issues presented by
hypermedia structures (Jonassen, 2000).

There are three primary ways in which database structures can act as intermediaries to
hypermedia environments. First, database applications allow instructors to sort
information. As a result, the instructor can create an environment where the user has less
control over the environment and thus experiences less cognitive overload. More
experienced and proficient users can be provided more control in the environment to
enhance the learning experience. Having experienced database structures in the

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hypertextual learning environment, the user is better prepared for information presented
via other hypermedia applications (Reed & Oughton, 1997). Second, databases are
effective as pre-structuring tools (Brush, 2001). Database applications can be structured to
involve similar tasks as hypermedia (information storage, restructuring, transfer, and
evaluation), but in a manner that is less overwhelming to the learner. Third, Jonassen
(2000) argues that the “greatest problem related to using hypermedia to facilitate learning
is how learners will integrate the information they acquire in the hypertext into their own
Electronic Journal for the Integration of Technology in Education, Vol. 5, (p. 64)

knowledge structures” (p. 210). Database applications address this issue by helping
students make their own content relationships (Jonassen, 2000), and then relate those
relationships to their knowledge structures.

A generic example of this idea is illustrated when “surfing” the Internet. Imagine searching
the World Wide Web without the aid of search engines. Jonassen (2000) refers to the Web
as a “giant, distributed hypermedia knowledge base” (p. 177) and “a vast database of
information that is unfortunately lacking in structure and organization” (p. 180). In order
to effectively access, organize, and manipulate the vast amounts of information available
on the World Wide Web, search engines are used. Search engines are database structures
integrated into the hypermedia environment and allow the user to determine the value of
information presented throughout the “search” process. The more experience users have
with search engines, the more successful they are in accessing specific information via the
World Wide Web. In sum, using web-based database structures in hypermedia applications
assists in the process of “searching” the World Wide Web. In doing so, they act as
intermediaries between the learner and the hypermedia environment. New enhancements
in database design for web searching have tremendous potential but are as of yet unstudied.

To further explore this concept, we present two examples of hypermedia environments

with databases embedded in their structure. The two examples are Reading Classroom
Explorer (http://www.eliteracy.org/rce) and Elementary Level Lessons in Physical Science
(http://ferdig.coe.ufl.edu/pt3physics)

Both of these tools are used in various courses at the University of Florida in a preservice
teacher education program and Elementary Level Lessons in Physical Science (ELLIPS)
has been used for inservice professional development in Duval County Florida Schools.
One focuses on exemplary literacy instruction (Reading Classroom Explorer), and the other
is an online collection of elementary physical science lesson plans based on state standards
(Elementary Level Lessons in Physical Science).

Reading Classroom Explorer

Reading Classroom Explorer (RCE) is an example of a hypermedia environment for
preservice teachers studying literacy instruction. RCE was developed by a group of
researchers at Michigan State University as a tool to allow preserve teachers to “engage

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preservice teachers as actively as possible in classrooms in which they can see teachers
exercising their craft with a wide array of culturally and intellectually diverse student”
(Ferdig, Hughes, & Pearson, 1998, p. 2). It is difficult to ensure that teacher candidates will
be placed in a classroom where their mentor teacher will demonstrate exemplary literacy
instruction. Even if their lead teacher demonstrates strategies that reflect the reform-
oriented practice that the teacher candidates learn about in their studies, there is no
guarantee that the classroom will represent the diversity that students will undoubtedly
face in their teaching position. RCE is a hypermedia environment that was created to
address these issues.

The RCE environment contains movies, transcripts, questions, reading resources and an
interactive notebook. Movies and transcripts of exemplary practices are organized by
themes, keywords, schools, cases, or by free-form text (Ferdig, Roehler, & Pearson,
2001,3). In this example, the hypermedia environment uses a database structure to allow
users to access and organize various media sources in an effort to observe specific examples
of literacy instruction. Without the use of the database structure, users may feel
overwhelmed by the amount of information presented, and the effectiveness of RCE would
be significantly diminished.

8.2 TEACHING WITH MULTIMEDIA AND HYPERMEDIA

8.2.1 Introducing Hypermedia, Using Templates

Multimedia and hypermedia resources (based on computers) are becoming popular
owing to their prime importance for all type of learners. This field of study has become
very active, due to the expansion of scientific study, along with the multimedia and hyper
media. Hypermedia is an exclusive software, a combination of hypertext and multimedia.
While, Multimedia is an integration of graphics, sounds, text, animations, music and video
in an attractive environment. Well, if we talk about hypertext, it was introduced by Ted
Nelson. It is an interactive environment, which enables us to jump quickly to another text
through link electronically. Hypermedia adds many other kinds of media, for instance;
sound, pictures, animations, videos, graphics, text, still photography etc.

I. Introducing Hypermedia, Using Templates

Hypermedia, a non-linear combination of hypertext and multimedia. It provides the
integration of books, magazines and other media like graphs and animations etc.
Hypermedia plays a role of stimulant for collaborative learning and intensifies socially
learning process. Templates are defined as; already structured documents, which are used
as a pattern for different goals and purposes.

Hypermedia Templates are sets of all such documents, which are pre-linked, pre-
determined and can be duplicated, imitated and cloned. So, these are partially generated
accumulation of skeletal documents, which can be formatted appropriately, and can be used

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for fulfilment of further documentation. In hypermedia, Templates are helpful as they
generate hypermedia automatically from skeleton document.

Templates assists us in designing, organizing and presenting a collection of knowledge

present in the form of hypertext. Templates of hypermedia is a composite object that based
upon different nodes and links and they help to speed up the process of hypermedia
construction. Without these templates, we have to start from beginning to create hypertext.
Many applications like collaborative writing and teaching aids have same basis and can be
converted in to hypertext template with particular features and criteria. These templates
should be linked in such a way that when a parent template has changed then its linked
template should automatically change.

Hypermedia template’s construction belongs to constructivist approach, which needs high

order thinking. It is a generic specification, directs the users to develop an actual and real
hypermedia structure and then placed it within data. These hypermedia templates give the
provision of cost-effective source to implement hypermedia at any level. So, templates are
some specific documents along with sub structure, which are used repeatedly, which
capture the design abstraction. When a template has been itemized, any portion of
hypermedia can be observed through this template and can be generated on its own. This
can be updated as well just through relevant data according to template.

Hypermedia Templates are significant, in creation of hypermedia incautiously, increasing

rate of production and can be used again and again. They increase the firmness of
hypermedia, saving time by identical elements and template can describe that how these
homologous elements can be built. These templates contain document as well as link
structure. A variety of techniques are used to build such templates that resembles to
programming and HTML pages are being produced automatically, by using objected

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oriented database through hypermedia templates. These templates appreciate flexibility
and are easy to be updated. Moreover, they can be improved regularly as the instructional
process changes, technological needs and users’ needs. Hypermedia templates facilitates
the users in tackling and construction of hypermedia.

8.2.2 Curricular Ideas for Using Hypermedia

• Hypermedia are extensively used in teaching and learning process as they enhance
the participation of students in learning process and promote high order thinking.
Hypermedia is being used as both; audience and author. The audience of hypermedia
are students, who utilize, investigate and make interaction with hypermedia designed
by others, for instance; multimedia encyclopedia, e-books, number of games on
WWWs. This information is not only in the form of text but videos, sounds,
animations related to different topics are also included to foster the learning process.
As we know that hypermedia ensures the active participation of the learners in the
learning activities. So, the curriculum developers must include different types of
hypermedia at the end of completion of each SLO. This hypermedia must have
relevancy with the learning outcomes.

• Second, the role of author is also played by the students. As an author, they play role
of both designer and creator. Being a designer, they develop their own hypermedia
projects. They conduct research themselves, explore relevant material, select visuals,
design specific layouts for text and media, find how information can be linked, for
instance; HyperCard, Hyper studio, Multimedia scrapbook, by playing author role,
the students boost their exploration and decision-making skills.

• The best outcome of this inclusion of hypermedia in the curriculum, will not let the
students become just book worms. They will be able to learn more content than just
available in the books. The curriculum developers must mention a number of
hypermedia links under each topic, chapter. This will help, Students explore and
construct their own knowledge by using hypermedia. This hypermedia do not let the
students wonder on a single source. Inclusion of hypermedia in the curriculum, will
break the barriers and hindrance of time and place, will enable them to get maximum
flexibility during learning. This helps them to learn things individually with their
own pace. Moreover, hypermedia inclusion in the curriculum, will help the students
to revise the things, and skip all those learning content which they have already
mastered. The main purpose of education is to change in behavior, so the prime goal
of education is to create higher order-skills like; critical and analytical thinking skills,
problem solving skills, which enable the students to be successful in their real-life
situations as well. Hypermedia provides many such provisions and facilities in this
regard. As we have seen in all the advanced countries, the inclusion of hypermedia
in all the subjects, whether they are sciences or social sciences, are equally included.
Efforts have been also made in Pakistan as well, in Single National Curriculum, a

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 number of hypermedia have been included and added under each SLO. This initiative
has been taken in the backdrop of increasing importance of hypermedia in the
learning content. Most important the science subjects, where hypermedia links play
a vital role. We should plan such curriculum which involves hypermedia links and
these links should attach to valuable information about the topic and teachers can
guide the students to explore these links. This enables the student to learn any topic
deeply and are able to clear abstract ideas to develop cognitive and critical thinking
because these hypermedia links also include videos and animations. Hypermedia
helps to recall prior learning, inform lesson objectives, provide learning feedback
and assess performance.

8.2.3 Evaluation of Hypermedia

Evaluation is a very necessary process in the developmental process of interactive systems.
Because, they give beneficial, valid and most reliable info regarding products’ utility and
usage. Moreover, evaluation of any process, assists in the detection of deficiencies and
chances of improvements in the system. So, to check the reliability of hypermedia usability
and adaptability in the education sector, evaluation of hypermedia is very crucial.
Computer plays a role of cognitive instrument in the development of hypermedia software.
So, Hypermedia should also be evaluated for its better working. Evaluation of Hypermedia
is done on the following three aspects; on Technical grounds, Response-based concerns
and 3rd regarding Classroom Issues.

On Technical Grounds: It means, evaluation is made to check its technical quality,

because it’s technology, which is involved in its lucrative implementation. It also makes
content clarity regarding its integrity, accuracy and appropriateness for its relevant content.
In technical concerns, program user interface, easy use and use of multimedia (intrinsic or
extrinsic) is checked. It also focuses on computer-based functions like internal coaching,
non-linearity and management of students.

On Response-based grounds: It deals with the discussion, that how hypermedia programs
back response-based perspectives. Here, we see the efficiency of hypermedia, that how
they response to the work of students. Whether, they support the learning content, and what
is the role of text, student and teacher in this regard. It tells about the type of knowledge
obtained using hypermedia (constructed or static, canonical or evolving). So, they are
related to the type, whether they are fulfilling the criteria of incorporation of students’
responses. This evaluation also evaluates the relationship of hypermedia with students’
concept formation, and role of teacher in hypermedia program.

Classroom-Issues: It discuss that how much hypermedia material is influential, and how
much hypermedia has resolved the classroom issues. Now, it depends upon the type and
quality of the content, which is being used among the classrooms. Absolutely, quality-

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based content material will result in quality consequences. So, here we made an evaluation
of hypermedia usage, whether it has minimized the issues relating to classrooms.
Following are the steps, which are used to evaluate the hypermedia involves:
• Instructions Involving Planning and Support: First there is need to make plan about
hypermedia evaluation. Purpose of evaluation, it means why evaluation is being made.
• Instructional Design: here, decision is made, that which design will be effective to
evaluate hypermedia.
• Relevant Content: Related content will be evaluated.
• Feedback and Interaction: Feedback about hypermedia usage will be given and
evaluation will be made, to which extent it remained helpful in instructions.

8.2.4 Going DEAPR

DEAPER is an acronym, where D is for Designing, E for Encoding, A for Assembly, P for
Publishing and R for Revision. Collectively, it is a process, which is used in designing of
graphics hypermedia or multimedia. To produce a quality graphics, DEAPER is very
necessary.

a) Designing
Planning and formation of layouts of elements in any image, formation of video or
illustration using special software like Adobe Photoshop, CorelDraw and Adobe Flesh
player, is termed as designing. These graphics are designed by the modification of the
existing images. Graphic designing comprised of sketching, lay outing or prototyping
which are used for the fabrication of graphics.

b) Encoding
Encoding is a process, in which we convert data from one form to another. Which is further
used to encode particular type of data. There are different types of Encoding; audio encoding,
video encoding and character encoding. Encoding is used for media files to save disk space
on system. Encoding of audio, video files convert these files into more efficient and
compressed formats. Encoded media files have same quality as of uncompressed counterpart
but they take less space and are in small size as compared to parent files. For example, an
audio file WAVE (.WAV) format is heavier than same file in a format like MP3 (.mp3). In
the same way, a compressed video file in MPEG (.MPG) format covers less space than
original file in digital video (. DV) format.

c) Assembly
Assembly is defined as a low-level language in computer. This language is then converted
in to specific machine code by using an assembler. Assembly language is processor
specific; it means that specific assembly language is designed for specific processor.

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Assembler takes command from specific assembler code and convert it in to binary code.
Assembly creates ease in using the designing tools for graphics.

d) Publishing
A number of publishing software are available in graphics for formatting purpose. It is
based upon the need of design for the creation of software, for instance; Microsoft
Publisher; which is used to generate brochures, post cards and greeting cards. Many options
are available for the right choices and needs.

e) Revision
In revision, things are revised to check, if there is any error or mistake left in the system.
In revision, graphic image or design are modified. It brings change to an existing or in
process design concept. Revision intensifies the already present designs and make them
more effective both in working and layout.

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 KEY POINTS

• Hypermedia technology provides a strong technical support for the development of

education.

• Nowadays, it has become a common phenomenon that teachers choose to complete

the teaching content with the help of such hypermedia as computers, networks,
projectors, touch screen computers and other advanced tools.

• Hypermedia improves the depth and breadth of teaching, changes the teaching
content, teaching methods and so on, which eventually leads to a fundamental
change in education concept, teaching theory and even the whole educational system.

• Now, hypermedia technology has become a core technology in modern educational

technology. And with the development of hypermedia technology, hyper-media
implement a variety of changes. This change is mainly shown in the trend that
hypermedia develops into intelligent hypermedia and collaboration hypermedia.

• It is true that the hyper-media technology is still at the new stage of its development
and it will develop with the new technological innovations and new applications.

• In educational hypermedia application process, there remain many theoretical and

practical problems to be solved.

• It has its difficulties and limitations to apply it to specific educational teaching

environment. For example, how to develop intelligent hypermedia learning
materials, and how to overcome the limitations on learning that hypermedia learning
has brought about.

• Such issues need further exploration and research. With the development of
hypermedia technology, new problems and new challenges for hypermedia
instruction will continue to appear.

• With the increased availability and improved usability of hypermedia authoring

systems, the integration of hypermedia applications into the teaching and learning
environment is likely to continue.

• While this rise in the integration of hypermedia into the learning environment
presents several potential benefits, such as allowing for more.

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 BIBLIOGRAPHY

1. Ginger Parsons. (2015). Teaching with Multimedia and Hypermedia. Retrieved from
https://slideplayer.com/slide/6869530/

2. Karen Swan, Carla Meskill. (2002). Hypermedia and Response-based Literature

Teaching and Learning: A Critical Review of Commercial Applications

3. P. Hasebrook. (2012). Learning with Multimedia and Hypermedia: Promises and

Pitfalls, University of Banking & Financial Management, Frankfurt (Germany).

4. Pan Jianhong. (2005). The Application of Hypermedia Instruction and Its

Improvement School of Politics and Administration, Wuhan University of
Technology, Wuhan, China.

5. Paul Kahn. (1998). Pushing Reuse in Hypermedia Design: Golden Rules, Design
Patterns and Constructive Templates. Retrieved from: https://www.researchgate.net

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Unit–9

TEACHING AND LEARNING

WITH MATHEMATICAL DEVICES

Written by: Arshad Mehmood Qamar

Reviewed by: Dr. Muhammad Tanveer Afzal

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 CONTENTS

Page #
Introduction ................................................................................................................ 237

Objectives ................................................................................................................... 237

9.1 Calculators as Learning Tools ........................................................................... 238

9.1.1 Calculators in Schools: Graphing Calculators......................................... 238
9.1.2 Probware.................................................................................................. 239

9.2 Teaching with Graphing Calculators and Probware ......................................... 239

9.3 Spreadsheets as a Tool for Learning ................................................................. 245

9.3.1 Common Features and Capabilities of Spreadsheets............................... 246
9.3.2 Advantages of Using Spreadsheets ......................................................... 249
9.3.3 Disadvantages of Using Spreadsheets ..................................................... 251
9.3.4 Using Spreadsheets in the Classroom ..................................................... 251

9.4 Programming Language as a Tool for Learning ............................................... 255

9.4.1 Controlling the Computer........................................................................ 255
9.4.2 Flow Charting .......................................................................................... 255
9.4.3 Computer Languages............................................................................... 259
9.4.4 Logo, Learning with Logo, and Teaching with Logo ............................. 260

Key Points ................................................................................................................... 264

Self-Assessment Questions ......................................................................................... 265

Bibliography ............................................................................................................... 266

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 INTRODUCTION

Today, almost everyone uses a calculator in his life to do the calculations except for
schoolchildren. Using the calculator effectively is an important skill. This skill is best
learned by using a calculator regularly and meaningfully. As well as the use of a calculator
at the time of calculation in a shopping center or wholesale.

Probeware is a learning tool that connects probes and sensors to a computer running
suitable software and allows students to view real-time data in a variety of formats. When
placed in an inquiry-based learning context, this capacity can significantly increase speed
learning.

A spreadsheet or worksheet is a file made of rows and columns that help sort, organize
and arrange data efficiently, and calculate numerical data. What makes a
spreadsheet software program unique is its ability to calculate values using
mathematical formulas and the data in cells. An example of how a spreadsheet may be
utilized is creating an overview of your bank's balance.

OBJECTIVES

After completing this unit, you will be able to:

• enlist different learning tools for Mathematics (Calculators, spreadsheets and languages)

• describe usages of mathematics learning tools

• discuss probware and use probwares for teaching of mathematics

• use graphic calculators for teaching of Mathematics

• explain common features and capabilities of spreadsheets

• control the computer for mathematics learning

• understand logo

• use logo for learning and teaching of science and mathematics.

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9.1 CALCULATORS AS LEARNING TOOLS

A Calculator is an electronic hardware device or software capable of performing

mathematical calculations, such as addition, multiplication, subtraction, or division. The
Casio Computer Company developed the first electronic calculator in 1957. Since then,
calculators have come in many sizes, and are also built into most operating systems on
computers, smartphones, and tablets. The picture is an example of the Calculator program
included in every version of Microsoft Windows.
Types of Calculators
Basic (General Purpose) Calculators
Scientific Calculators
Graphing Calculators
Printing Calculators
Online Calculators
Abacuses
9.1.1 Calculators in Schools: Graphing Calculators
Graphing Calculators

In certain contexts, scientific calculators have been replaced by graphing calculators. They
can plot graphs, solve simultaneous equations, and carry out tasks with variables.
The first commercial graphing calculator, fx-7000G, was released by Casio in 1985. Since
then, many advanced calculators have been manufactured with faster processors, more
memory, and a USB connection. Today, Texas Instruments and Casio hold the majority of
the calculator market.
Compared to basic calculators, they have large displays to show several lines of text,
figures, and calculations at the same time. In fact, most graphing calculators are
also programmable, which means users can create customized programs for specific
scientific or engineering applications.

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Some of these calculators can also be connected to instruments such as electronic
accelerometers, pH gauges, electronic thermometers, weather devices, and thus function as
data loggers.

The latest graphing calculators come with high-resolution LCD screens and fast CPUs to
perform the most complex graphics and calculations. Users can write and store programs
to automate an elaborate procedure. Also, users can connect it with a computer for even
greater functionality.

9.1.2 Probware
Probeware is scientific equipment which allows probes to be interfaced with software and
computer systems for the purpose of collecting, interpreting, and analyzing data. There are
a number of applications for probeware, ranging from interactive labs for elementary
schoolers learning about science to sophisticated systems used to gather data in scientific
labs and long-term field research projects. A number of scientific companies make
probeware and accessories, and some enterprising scientists have also designed their own.

Historically, data picked up from laboratory probes had to be noted in a lab book or entered
in a computer system by the scientist. This was a somewhat cumbersome system which
slowed the rate at which data could be collected and made it more challenging to analyze
data. With probeware, the probe talks directly to computer software, providing real-time
data. As the data enters the software, it can be organized and presented in a variety of ways
to help researchers interpret it, and raw data can also be run through various calculations
to return useful information.

In a simple example of probeware, a student in a science lab could clip a probe into a
cylinder filled with a liquid, and the probe could return temperature data as the student
performed various experiments. More sophisticated probes could return information about
dissolved gases and other data which might be of use. Having the probe record the data
would free the student up to focus on personal observations and running the experiment.
The probe could also take huge numbers of measurements, with the students sifting through
them later to look for notable information, and the software could analyze the data with
graphs, charts, and other presentational techniques to help the student understand what
occurred over the course of the experiment.

9.2 TEACHING WITH GRAPHING CALCULATORS AND

PROBWARE
In section 9.1.1 you read about graphic calculator. You might have used this tool in
Mathematics during your secondary or lower secondary level. Now let us find the ways in
which you can use graphic calculator for teaching and learning science subjects and
mathematics.

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A graphic calculator is very helpful for carrying out mathematical tasks, by reducing
cognitive load and students can spend more time on conceptual understanding. It provides
an awareness about use of technology and make the user active in problem solving. This
tool helps in construction of knowledge.

A report by the Panel on Educational Technology (1997) outlines the following

"constructivist" paradigm on the potential of technology to support certain fundamental
changes in the pedagogic models underlying our traditional approach to the educational
enterprise:
• Greater attention is given to the acquisition of higher-order thinking and problem-
solving skills, with less emphasis on the assimilation of a large body of isolated facts.
• Basic skills are learned not in isolation, but in the course of undertaking (often on a
collaborative basis) higher-level "real-world" tasks whose execution requires the
integration of a number of such skills.
• Information resources are made available to be accessed by the student at that point
in time when they become useful in executing the particular task at hand.
• Fewer topics may be covered than is the case within the typical traditional
curriculum, but these topics are often explored in greater depth.
• The student assumes a central role as the active architect of his or her own knowledge
and skills, rather than passively absorbing information proffered by the teacher.
Many of the strategies have been incorporated into the Special Topic course on
handheld technology at USM.

With calculators that can do so much more than simple arithmetic, increasing attention has
been devoted to developing materials that enrich learning experiences in mathematics. Four
distinct types of enrichment have been identified, (ericdigests.org) and this digest provides
a sampling of references for each. Graphing calculators can be used as:

1. Tools for Expediency

1. It is not surprising that students miss the main objective of a lesson when they are caught
in a trap of tedious computation or the point-by-point plotting of a complex graph. Without
argument, the graphing calculator reduces the time and effort required to perform
cumbersome mathematical tasks.

"A Look at Parabolas with a Graphing Calculator" describes an exploration involving

quadratic equations. The TI-85 graphing calculator is used to solve routine problems
associated with second-degree polynomials. In particular, the menu and matrices
capabilities of the calculator are emphasized, highlighting the heuristic of solving a system
of equations without the burden of multi-step calculations.

Johnson, L.H. (1997, April). A look at parabolas with a graphing calculator. "Mathematics
Teacher," 90(4), 278-282.

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"Sold on a New Machine" presents opinions of high school teachers on using the graphing
calculator in lower and upper-level math courses. An underlying theme centers on allowing
students to graph equations that would, if plotted manually, consume hours of important
instructional time.

West, P. (1991, October). Sold on a new machine. "Teacher Magazine," 3(2), 18-19.
"Retaining a Problem-Solving Focus in the Technology Revolution" offers guidelines for
determining when to use mental math, paper-and-pencil, or technology-assisted methods
when attacking mathematical problems. Determining the rational roots of a polynomial
provides a means for comparing the graphing calculator approach to other solution
strategies. Suggestions for curricular planning are included.

Duren, P.E. (1989, October). Retaining a problem-solving focus in the technology

revolution. "Mathematics Teacher," 82(7), 508-510.

2. Amplifiers for Conceptual Understanding

Graphing calculators can provide multiple representations of mathematical concepts. By
building tables, tracing along curves, and zooming in on critical points, students may be
able to process information in a more varied and meaningful way. To enhance
understanding, it appears that working with representations that expose diverse aspects of
a concept is critical.

"Sharing Teaching Ideas: The Graphing Calculator and Division of Fractions" suggests
using a graphing calculator to demonstrate that dividing a fraction is the same as
multiplying by the reciprocal. Primarily intended for a middle school audience, this article
describes an activity that has students graphing a division problem and an equivalent
problem (multiplying by the reciprocal). The use of a graphic representation for each of the
problems provides convincing evidence that these two arithmetic processes are identical.
Pelech, J., & Parker, J. (1996, April). Sharing teaching ideas: The graphing calculator and
division of fractions. "Mathematics Teacher," 89(4), 304-305.

"The Effect of Graphing Calculators on Students' Conceptions of Function" presents the

results of a year-long study of topics in an Algebra II classroom. Participating students
were taking a course that made significant use of graphing calculators, and the positive
effects of graphing calculator usage are presented, particularly on tasks that required
graphical thinking. Misconceptions resulting directly from the use of graphing calculators
are also discussed.

Slavit, D. (1994, April). "The effect of graphing calculators on students' conceptions of

function." [ED 374 811]

"Student Understanding of Basic Calculus Concepts: Interaction with the Graphics

Calculator" describes the intuitive notions of five college and two high school students
regarding function and limit. Episodes where student comprehension seemed to be

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influenced by the availability of graphing calculators illustrate the power of multiple
representations in deepening mathematical understanding.

Lauten, A. D., et. al. (1994, June). Student understanding of basic calculus concepts:
Interaction with the graphics calculator. "Journal of mathematical behaviour," 13(2), 225-
237.

"Multiple Representations: Using Different Perspectives to Form a Clearer Picture"

presents a teaching unit that intentionally introduces a variety of methods for solving
quadratic inequalities. During teacher-led instruction, students were shown how to use
cases and critical numbers as strategies in finding solutions to quadratic inequalities. In
addition to the symbolic method demonstrated, students were able to view pictorial
representations of the inequalities on their graphing calculators. When students worked on
their own, most chose graphical methods for finding solutions.

Piez, C. M., &Voxman, M. H. (1997, February). Multiple representations: Using different

perspectives to form a clearer picture. "Mathematics Teacher," 90(2), 164-166.

"Explorations: Discovering Math on the TI-92" provides twelve innovative and practical
activities by practicing teachers that illustrate how to begin using the TI-92 in high school
classrooms. Many different content areas are covered, from beginning algebra to advanced
calculus. Each lab purposefully uses multiple representations for learning about a topic,
and most offer suggestions for extending the investigations.

Brueningsen, C., et. al. (1996). "Explorations: Discovering math on the TI-92." Austin,
TX: Texas Instruments Incorporated.

3. Catalysts for Critical Thinking

When wearisome computation and plotting tasks are minimized, students can become
engaged in answering "what if" questions. The thought of changing the premises of a
mathematical argument grows more attractive if the chore of executing those changes is
easier. Moreover, the graphing calculator promotes autonomy in asking questions,
encouraging students to pose their own problems.

"Problem-Based Mathematics Not Just for the College-Bound" contains an abridged

description of The Interactive Mathematics Program, a comprehensive, standards-based
high school mathematics curriculum. Aimed at replacing the traditional sequence of
mathematics courses, IMP emphasizes using graphing calculators to enhance students'
critical thinking skills. Produced by a National Science Foundation initiative, this four-year
program integrates content strands and focuses on problem-solving processes.

Alper, L., et. al. (1996, May). Problem-based mathematics - Not just for the college-bound.
"Educational leadership," 53(8), 18-21.

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"Investigating a Definite Integral - From Graphing Calculator to Rigorous Proof" suggests
that the graphing calculator can be used as a springboard for discovery. While learning how
to calculate definite integrals, students in an advanced calculus class proposed their own
theorem concerning integration. While using the graphing calculators to investigate quick
solutions to problems, the students formulated conjectures that eventually led to a rigorous
proof.

Touval, A. (1997, March). Investigating a definite integral - from graphing calculator to

rigorous proof. “Mathematics Teacher," 90(3), 230-232.

"Explorations: 92 Geometric Explorations on the TI-92" is an activity book that motivates

geometry students to look for patterns, form conjectures, and justify arguments. Using the
dynamic geometry capabilities of the TI-92, students become interested in explaining why
objects relate to each other in specific ways. The underlying tenet of "proof as explaining"
surfaces in each lab, whether students are uncovering basic theorems or creating advanced
constructions. Although not written as a replacement for textbooks, Explorations provides
supplementary teaching material that strongly supports critical thinking.

Keyton, M. (1996). "Explorations: 92 geometric explorations on the TI-92." Austin, TX:

Texas Instruments Incorporated.

4. Vehicles for Integration

Many math educators view "integration" as an ill-defined term. Does it mean to bridge the
many content strands within mathematics? Is it the marriage of mathematics to other
disciplines? Can it be used to describe connecting mathematics to the real world? Luckily,
despite how the word is ultimately construed, the graphing calculator supports each of these
aspects of integration.

"Teaching Discrete Mathematics with Graphing Calculators" challenges the belief that
graphing calculators are most useful in classes built around continuous topics, such as
precalculus and calculus. In fact, rather than looking at smooth curves, the author provides
examples of graphing calculator lessons that can help to connect ideas of algebra,
geometry, measurement, and probability and statistics. In addition to utilizing the power of
being able to graph functions, this article contains activities that help the reader learn about
the programming capabilities of graphing calculators.

Masat, F. E. (1994). "Teaching discrete mathematics with graphing calculators." ERIC

Document: ED 380 282.

"Modeling Motion: High School Math Activities with the CBR and Math and Science in
Motion: Activities for Middle School" presents physics labs that involve using the graphing
calculator in conjunction with the Calculator-Based Ranger (CBR). The CBR is a stand-
alone motion data collection device that sends information to a TI graphing calculator for
analysis. Although the CBR works with most Texas Instruments graphing calculators,
these books provide detailed instructions for analysis on either the TI-82 or the TI-83.

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Antinone, L., et. al. (1997). "Modelling motion: High school math activities with the CBR."
Austin, TX: Texas Instruments Incorporated.

Brueningsen, C., et. al. (1997). "Math and science in motion: Activities for middle school."
Austin, TX: Texas Instruments Incorporated.

"Real-World Math with the CBL System" contains 25 activities that use Calculator-Based
Lab technology. After connecting the CBL to any Texas Instruments graphing calculator,
probes can be selected that collect data related to a variety of scientific phenomenon
(everything from light intensity to pH levels). This workbook was designed to provide math
students, from algebra through calculus, with innovative ways to explore real-world
applications of mathematical concepts.

Brueningsen, C., et. al. (1995). "Real-world math with the CBL system." Austin, TX: Texas
Instruments Incorporated.

Activity 9.1: Identify different complex operations in Mathematics which can be learnt
easily in the subject of Mathematics.

Activity 9.2: conduct an action research to explore effect of use of graphic calculator for
conceptual understanding of mathematics students.

Uses of Graphic Calculator in Education

Some potential areas in education where graphic calculators may be used are in the
following:
1. Algebraic Equations
Concepts such as basic function graphing, polynomials, quadratics, and inequalities are
better visualized when students can both write out the equations and use an electronic input.
Algebra can be done without one, but using a calculator helps reinforce the concepts and
gets students familiar with the buttons and basic functions of the tool. Secondary level
algebra students will be asked to master calculator-friendly skills like sequence graphing,
tables, and the understanding and creation of a matrix.

2. Geometry and Calc

Next in the typical student’s math career is geometry. This is where concepts such as types
of angles and hyperbolic functions become cemented. A good graphing calc can translate
these skills from paper to screen.

You can also master parametric graphing, polar graphing, and more with a standard
graphing calculator. These calc functions are almost impossible to do with pencil and
paper, and by saving your work in your calculator, you can come back to work on problems
easily after a break.

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3. Trigonometry
While this course used to be an optional higher-math class for high schoolers, many
colleges are requiring trig for anyone interested in a science, math, health, computer, or
engineering degree.

Trigonometry functions that can be done with a graphing calc include figuring the
amplitude, period, and phase shift of a standard graph. Because 5 to 10% of the ACT math
problems and up to 20% of SAT problems will involve trigonometry concepts, it’s wise to
brush up with your graphing calculator before testing.

4. Engineering
Many of today’s mechanical, chemical, and architectural engineers rely on a dependable
graphing calculator to do even the most basic calculations. They enjoy having a larger
screen with several memory modes to keep their calculations saved for later. It’s a favorite
tool among those who dream big for a living, and with today’s graphing calcs offering a
periodic table of elements and atomic weight and mass shortcuts, it’s a handy must-have
for most professionals.

5. Computer Programming
Why would computer professionals need a separate graphing calculator, when they have a
computer to use every day? Many computer programmers like having a second, smaller
screen to work on when creating code and doing simple math problems.

Others have enjoyed the computer-to-calculator linking possibilities that transfer

spreadsheets and data sets to their calculator for easier programming. Macros and other
automated sequences are frequently handled by stand-alone calculators, freeing up the
programmer and making them more productive.

6. Statistics
A very visual-heavy math area, stats will introduce students to statistical plotting, random
number generation, scatter/box/whisker plots, and probability activities. It’s almost
impossible to get through this math concentration without a masterful knowledge of how
to use a graphing calculator and students who embrace all of the features have a significant
advantage over other students.

Probware
Probeware is scientific equipment that allows probes to be interfaced with computer software
to collect data to support students in interpreting and analyzing data. Over 40 kinds of probes
are used in education; temperature, light, and distance probes are most common.

9.3 SPREADSHEETS AS A TOOL FOR LEARNING

Spreadsheets allow students to "get their hands dirty" by working with real-world data.
Spreadsheets make abstract or complex models accessible by providing concrete examples

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and allowing "what if" analyses. Charts on a printed page are "dead" while spreadsheet
representations are "live" in that students can interact with the concepts underlying them.
Spreadsheet programs contain a number of powerful tools, some well-known, some less
so. See more about spreadsheet tools.

Spreadsheets promote learning in a variety of ways from helping to prepare lectures to

constructing laboratory sessions. See more about learning environments that can
accommodate spreadsheet exercises.

Spreadsheet applications are easy to implement because most students already have
spreadsheet programs on their computers. Spreadsheets are also an attractive
technology because students are likely to use spreadsheets in future projects, careers and
in personal life. Spreadsheet programs are enormously flexible, familiar, and relatively
easy to use. As such, they can increase both the breadth and depth of the topics covered in
a class. In addition, spreadsheet activities may be assessed in a number of different ways.

9.3.1 Common Features and Capabilities of Spreadsheets

A spreadsheet is a program or software used to perform mathematical calculations or
operations based on statistical data. Features of spreadsheets are described in the following:
General interface of spreadsheet showing different icons.

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Setting the View Options
You can select some settings to change the view of the spreadsheet or display toolbars you
frequently use, such as the one for entering formulas to make calculations.

To do this, in the menu at the top click on View and make sure there’s a check mark next
to Show Formula Bar (to display a box to enter formulas).

Entering Information in a Cell

You enter information into a spreadsheet program by typing it into each of the cells.
You can enter three different types of information into a cell:
• Numbers – so you then can perform mathematical calculations on them.
• Text – to identify what the numbers in the columns and rows represent, usually by
typing headings across the top of the columns or on the left edge of the rows
• Formulas – to perform calculations on the numbers in a column or a row of cells.

To enter information into a cell, simply click on the cell and type in the information.

When you’re done, you can either press the enter/return key, which will take you down
to the next cell, or the tab key, which will have advanced to the cell to the right.

Each time you type information into a cell, you’ll notice the information also appears in
the Formula bar, the box just above the columns and rows.

For example, if you click on cell:

B3

And type in the number:

100

You’ll see the number 100 displayed in the formula bar above.

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Text Headings
To enter text headings for the various columns and rows to identify them, follow the same
procedure as you would with entering numbers. Click on the cell, type in the name of a
heading and press the enter/return key.

You can also “freeze” this header row, so it stays in the same place, even if you scroll down
a long spreadsheet. To do this, grab the small bar in the corner of the spreadsheet area, and
drag it down one row.

Importing Data into a Spreadsheet

Many government agencies and private organizations provide data on their websites in a
spreadsheet or other format that you can download onto your computer.

To import a spreadsheet, .csv or other file you’ve downloaded on your computer into a
Google Spreadsheets, first create a new spreadsheet in Google Docs. Then in the menu at
the top click on File … Import and then Browse and select the downloaded file.

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Importing Sample Data
Let’s download some data to demonstrate how to import it into a Google Docs spreadsheet,
and also to give us some sample data to use to show how to do calculations and use other
features of a spreadsheet.

The FBI compiles national crime statistics, including data on the types of weapons used in
homicides.

This data is in an Excel spreadsheet (.xls) file that can be downloaded from the FBI website
and then imported into a Google Doc spreadsheet.

To download the file go to this FBI web page:

Expanded Homicide Data Table 8 (2010-2014)

Activity Explore and Practice different functions of spreadsheet by using interface of

spreadsheets

9.3.2 Advantages of Using Spreadsheets

Spreadsheet applications have an advantage over other teaching technology tools in that
most students already have spreadsheet programs on their computers. Spreadsheets are also
an attractive technology because students are likely to use spreadsheets in future projects,
careers and in personal life

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Organizing Data
Spreadsheets are frequently the go to tool for collecting and organizing data, which is
among the simplest of its uses. Information can easily be placed in neat columns and rows
and then sorted by information type. Although a large collection of data may be
overwhelming to view in its raw state, tools within the program allow the user to create
presentations where the data is analyzed and plugged into pie charts or tables for easy
viewing and interpretation.

Streamlines Calculations
No one likes to spend all their time at work doing repetitive calculations. The great appeal
of spreadsheets is that the program does all the math for the user. Once a formula is written
and the program has a set command, complex calculations can easily be computed for the
related data that has been input. This allows users to ask "what if" types of questions and
to easily get the answers they need without the need to rework the calculations.

For example, if the spreadsheet is set up to calculate your gross profit, when any variable
such as cost per unit, shipping costs, or sales discount are changed, the software
automatically recalculates the new gross profit based on the new information.

Multiple User Access

In today's collaborative work environment, multiple users within an office often need
access to the same documents. If using Microsoft Excel, the spreadsheets can be shared,
but only one user can change data at a time. If local copies are made and updated, other
users will not have access to the new data. Google Sheets offers the solution of file sharing
and allowing multiple users to access and update a single form.

Be aware that, in both cases, there is no file history. Therefore, no matter who makes
changes at any time, when any changes are made, the previous information history is lost.
Because spreadsheets can be used to quickly solve complicated mathematical models,
several authors have suggested that more sophisticated topics become in reach for lower-
level courses. (See e.g. Cahill and Kosicki (2000, 2001).), Baker and Sugden (2003).) For
example, models described by systems of equations with no standard algebraic solution
can be explored though numerical examples when the spreadsheet program is used to solve
the system numerically. In individual disciplines, spreadsheets have been used to teach
chemistry without symbolic mathematics (Lim 2003), advanced topics in mathematics
(Baker and Sugden (2003), Beare (2003)) and introductory physics (Webb 1993).

Example 1: Suppose you want to compare the implications of two growth rates. The
growth rates could pertain to cell growth, population growth, GDP, or any other variable.
The Fill Series command in Excel can generate projections of numbers under different
growth rates so students can visually see the implications on a chart or in raw data without
needing to understand how compounding works.

Increase the Depth of Courses Content

Sometimes data sets are too large or models are too complicated to allow significant
exploration with just a pencil, paper and calculator. Using spreadsheets allows for a variety
of scenarios to be explored quickly so students can get a better intuitive sense of how a

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model works or what a data series shows. For example, Abramovich et al (2010) argue that
spreadsheets can help develop skills in teaching science, technology, engineering and
mathematics from the basic to advanced level.

Improves the Critical Thinking

Several studies have suggested that using the spreadsheet platform can also enhance critical
thinking skills.

9.3.3 Disadvantages of Using Spreadsheets

User Bias
However, the downside is that only the information that the user chooses for analysis is
included in these presentations, and therefore, other pertinent information that may
influence decision making might be excluded, unintentionally. To make reporting of data
more user friendly and comprehensive, companies are choosing to use reporting tools such
as Tableau and Qlik, instead of relying solely on the spreadsheet.

Learning the Syntax Takes Skill

The difficult part for many users, is that the calculations must be entered into the
spreadsheet as formulas. This requires learning the correct syntax for each type of
calculation you wish to make. Although many classes are available to learn the skills
necessary to use these formulas, many users still find them difficult. If the syntax is
incorrect, the program will not return the correct information when the calculations are run.
Additionally, if users input the wrong data, even in only one cell of the spreadsheet, all
related calculations and cells will be affected and have incorrect data.

Lack of Security
Another spreadsheet disadvantage is the lack of security for your files. Typically,
spreadsheets are not that secure and therefore are at greater risk for data corruption or
mismanagement of information. Files that contain sensitive financial information may not
be safe from hackers, even if password protected.

Other types of data collection software therefore may be a more suitable option. Access,
Oracle or some other form of relational database has built in safeguards that protect data
integrity and prevent the reorganization of information. For example, in a spreadsheet, a
user might sort a column of information and may inadvertently cause related information,
such as first and last name, to become out of sync. In contrast, a database will keep all parts
of a record unified, thereby ensuring better data integrity.

9.3.4 Using Spreadsheets in the Classroom

Using Spreadsheets in the Classroom
Spreadsheets aren’t handy just for classroom management. In fact, the ability of
spreadsheets to organize data makes them a wonderful tool for uses at all levels of
education and can be applied to any discipline of study. The benefits of spreadsheets are

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that they help students manage working with complex sets of numbers and save time by
allowing for quick calculations. This frees students to ask more “what if” questions and
may increase motivation because students can manipulate spreadsheet graphics.
Spreadsheets have four main functions students can explore: data collection, creating
graphs, plotting timelines, and recording surveys results. Here is a brief overview of how
each can be used in the classroom.

Data Collection
For students data collection can be used to record homework grades, class assignments,
and test scores to keep a tally of the overall class grade. Spreadsheets can also be used to
keep track of a budget for a hypothetical business, club, or personal living expenses, or
specific information from a science lab. In the graph below student count the number of
skittles in small and large bags to find the average number of colors in each.

Graphs
Graphs are an outstanding way to put a visual representation to a numeric concept. Graphs
can be used to show the relationship between numbers in bar, pie, line, area, and x/y
plot. Each graph has a different purpose, for example bar graphs show changes over time
(years, months, or days) or compare differences between things (types of occupations
students want to be). Below is an example of three team scores that have been compared
for the whole season.

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Surveys
Surveys can be conducted online or in person and are a fantastic way to get students
engaged, collaborating, and applying new skills in a real world situation. Surveys are
similar to polling mechanisms and are designed to collect multiple responses to questions
that can be true/false, yes/no, multiple-choice, or multiple answer. Here students conduct
a survey to identify mac or PC users and computer use preferences.

Times/Calendars
Students will benefit from putting important events in order in a timeline or calendar. The
time line can also be used is to record steps to a procedure. These options allow students
to organize what they have learned or plan for future events. Timelines and calendars can

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span a short period of time such as events or assignments over the course of a school year,
or they can cover decades and centuries. This timeline below tracks the key life events of
Sitting Bull.

Sample Lesson
Topic: Water Usage in Your Home

Goals of Lesson
• Use a spreadsheet to track the amount of water their family uses and apply concepts
and procedures from probability and statistics.
• Use spreadsheets to solve problems and make informed decisions.
• Use spreadsheets to process data and report results.
• Students will use Internet resources to compare the amount of water used by their
families to that used by other families.
• Students will identify ways to decrease family water usage.

Description of the Data:

Students will explore how much water is used in their household over the course of one
week. They will answer questions like “How much water does a 5-minute shower typically
take?” or “Which uses less water, hand washing dishes or running the dishwasher?” They
will record their findings in spreadsheet and report on their findings. Extend this activity
by allowing students to compare results and work in groups to brainstorm ways to reduce
family water usage.

Activity: students will manage data in spreadsheet.

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9.4 PROGRAMMING LANGUAGE AS A TOOL FOR LEARNING
Programming languages enhance calculations skills and retention skills in the subjects of
computer science and mathematics. Programming language itself is a skill and knowledge.

9.4.1 Controlling the Computer

Computer works under some instructions. These instructions are provided by softwares.
Languages play a vital role for development of software. All systems are aligned with the
nature of languages and softwares.

9.4.2 Flow Charting

Flow charts are easy-to-understanding diagrams that show how the steps of a process fit
together. American engineer Frank Gilbreth is widely believed to be the first person to
document a process flow, having introduced the concept of a “Process Chart” to the
American Society of Mechanical Engineers in 1921.

Flow charts tend to consist of four main symbols, linked with arrows that show the
direction of flow:

1. Elongated circles, which signify the start or end of a process.

2. Rectangles, which show instructions or actions.

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3. Diamonds, which highlight where you must make a decision.

4. Parallelograms, which show input and output. This can include materials, services
or people
Tip:
You can use many other symbols in a flow chart but remember that these diagrams are used
for communication . If you use symbols that only a few people understand, you may fail
to get your message across. So, be sure to keep things simple !

When to Use a Flow Chart

All manner of organizations use flow charts to:
• Define a process.
• Standardize a process.
• Communicate a process.
• Identify bottlenecks or waste in a process.
• Solve a problem .
• Improve a process.

For example, software developers can use them to work out how the automated and manual
parts of a process join up. Inexperienced team members might follow a flow chart to help
them to complete activities in the right order. A manufacturer could ensure that it keeps to
its values by applying a quality-control flow chart that presents questions and decision
points. And an HR department might combine a flow chart with an organogram to show
people who to contact about issues and when.

Why Use Flow Charts?

This tool's simplicity makes communicating and documenting a process quick and clear,
so that the process will more likely be understood and applied correctly and consistently.
It can also help you to estimate the timescale of the process, as you're better able to gauge
the time needed for each task along the way. And you'll more likely identify who you
should involve and at what stage, such as senior management or a compliance authority.

But you can also benefit from the process of creating a flow chart itself, as you build it step
by step. You'll be able to focus on the detail of each individual stage, without feeling
overwhelmed by the rest of the process, and then "zoom out" again to see the wider picture.

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Tip:
If your process or project involves several people or teams, you might find it more useful
to use a Swim Lane Diagram rather than a flow chart – this helps you to show process
flows between people and teams.

How to Create a Flow Chart?

Follow these four steps:

Step 1: Identify Tasks
Begin by listing all of the tasks in a process in chronological order. Ask questions such as,
"What happens next in the process?" or, "Do you need to make a decision before the next
step?" or, "What approvals are required before you move on to the next task?"

Put yourself in the shoes of the person using the process, possibly for the first time. Talk
to team members who work with the process directly, and get their opinions on where
improvements could be made. Better yet, take a hands-on approach and go through the
procedure yourself, and think about the practicalities of each stage. Use Customer
Experience Mapping if your flow chart focuses on customer service, so that you can gain
a better understanding of the process.

Step 2: Organize and Document Tasks

Next, start your flow chart by drawing the elongated circle shape and labeling it "Start."
Then, work through your whole process, and show the actions and decisions in the order
that they happen. Link them with arrows to illustrate the flow of the process.

Where you need to make a decision, draw arrows from the decision diamond to each
possible solution, and then label each arrow with the decision made. Remember to show
the end of the process by using an elongated circle labeled "Finish."

Step 3: Double-Check the Process

When you've completed your flow chart, go back to the start and try it out to make sure
that you haven't overlooked anything. Work through each step, and ask yourself whether
you've represented the sequence of actions and the decisions involved correctly. Are there
more decisions to be made at certain stages?

Then show your flow chart to other people, especially those who work directly with the
process. Ask them to test that it works and to tell you if there are any problems or omissions.

Step 4: Challenge the Flow Chart

Finally, you might want to improve the process rather than just record it. So, see whether
any of the steps that you've described are unnecessary or overly complicated. Identify any
major bottlenecks, and deal with them to improve performance.

Are there any missing steps, no matter how small or seemingly insignificant, that you
should add? And have you assigned tasks and decisions to the right people or automated
them where it's most appropriate? Make any changes and then challenge the chart again.

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Flow Chart Software
You'll likely start withdrawing flow charts by hand, but it's often more convenient to use a
diagramming app to save, amend and share your charts.

Such apps vary from the simple and free, such as draw.io, creately and Pencil Project, to
the more complex and paid-for, such as gliffy™, Lucidchart, SmartDraw™,
and Visio®. Take a look at our App Reviews section for more detail on some of these.

Tip:
Flow charts can quickly become long and complicated, so that you can't represent them on
a single piece of paper. This is where you can use "connectors" (shown as numbered
circles) to link the flow when moving from one page to another. The user can follow the
matching numbers to trace the flow of the process.

Example
The image below shows part of a flow chart for how the receptionists in an example
company should route incoming phone calls to the correct department:

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9.4.3 Computer Languages
The computer language is defined as code or syntax which is used to write programs or
any specific applications. The computer language is used to communicate with computers.
Broadly the computer language can be classified into three categories assembly language,
machine language, and high-level language. The machine language is considered as oldest
computer language among all three. In machine language, the input is directly given as
binary input which is processed by the machine. Binary inputs mean one and zero form.
For computer language processing the system needs compiler and interpreter to convert the
language in computer language so that it can be processed by a machine.

Different Types of Computer Language

Below are the top 3 types of computer language:
1. Machine Language
The machine language is sometimes referred to as machine code or object code which is
set of binary digits 0 and 1. These binary digits are understood and read by a computer
system and interpret it easily. It is considered a native language as it can be directly
understood by a central processing unit (CPU). The machine language is not so easy to
understand, as the language uses the binary system in which the commands are written in
1 and 0 form which is not easy to interpret. There is only one language which is understood
by computer language which is machine language. The operating system of the computer
system is used to identify the exact machine language used for that particular system.

The operating system defines how the program should write so that it can be converted to
machine language and the system takes appropriate action. The computer programs and
scripts can also be written in other programming languages like C, C++, and JAVA.
However, these languages cannot be directly understood by a computer system so there is a
need for a program that can convert these computer programs to machine language. The
compiler is used to convert the programs to machine language which can be easily understood
by computer systems. The compiler generates the binary file and executable file.

Example of machine language for the text “Hello World”.

01001000 0110101 01101100 01101100 01101111 00100000 01010111 01101111
01110010 01101100 01100100.

2. Assembly Language
The assembly language is considered a low-level language for microprocessors and many
other programmable devices. The assembly language is also considered as second-
generation language. The first generation language is machine language. The assembly
language is mostly famous for writing an operating system and also in writing different
desktop applications. The operations carried out by programmers using assembly language
are memory management, registry access, and clock cycle operations. The drawback of
assembly language is the code cannot be reused and the language is not so easy to
understand. The assembly language is considered a group of other languages. It is used to
implements the symbolic representation of machine code which is used to program CPU

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architecture. The other name of assembly language is assembly code. For any processor,
the most used programming language is assembly language.

In assembly language, the programmer does the operation which can be directly executed
on a central processing unit (CPU). The language has certain drawbacks as it does not
contain any variables or functions in programs and also the program is not portable on
different processors. The assembly language uses the same structure and commands which
machine language does use but it uses names in place of numbers. The operations
performed using the assembly language is very fast. The operations are much faster when
it is compared to high-level language.

3. High-Level Language
The development of high-level language was done when the programmers face the issue in
writing programs as the older language has portability issues which mean the code written
in one machine cannot be transferred to other machines. Thus lead to the development of
high-level language. The high-level language is easy to understand and the code can be
written easily as the programs written are user-friendly in a high-level language. The other
advantage of code written in a high-level language is the code is independent of a computer
system which means the code can be transferred to other machines. The high-level of
language uses the concept of abstraction and also focus on programming language rather
than focusing on computer hardware components like register utilization or memory
utilization.

The development of higher-level language is done for a programmer to write a human-

readable program that can be easily understood by any user. The syntax used and the
programming style can be easily understood by humans if it is compared to low-level
language. The only requirement in a high-level language is the need of compiler. As the
program written in a high-level language is not directly understood by the computer
system. Before the execution of high-level programs, it needs to be converted to machine
level language. The examples of high-level language are C++, C, JAVA, FORTRAN,
Pascal, Perl, Ruby, and Visual Basic.

9.4.4 Logo, Learning with Logo, and Teaching with Logo

Logos are meant to visually identify a company. The logo can contain the company's name
or just be a visual representation. A company's logo is most often plastered on any
association with it: on the products it sells, on advertisements, on sponsorship deals, or
donations to charities. A logo is meant to quickly and appealingly draw an individual's
attention to the company.

While logos aim to bring instant brand recognition, some cleverly maintain hidden messaging
that only eagle-eyed consumers may spot. Consider the logo of the package delivery
company FedEx. A close study of the logo reveals that the negative space between the letters
E and X shows an arrow, which suggests delivery accuracy and a forward-looking business
dynamic. Another example comes in the logo for Wendy's restaurant; the lines in the collar
of Wendy's blouse spell out the word "MOM," to suggest a homey feeling.

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The use of color is an important element in logo design. Due to the mechanics of human
visual perception, color and contrast are critical to detecting visual details. Most consumers
tend to associate different colors and different color combinations with different meanings.
As an example, in the U.S., red, white, and blue colored designs evoke feelings of patriotism.

Careful planning and consideration go into the creation of a logo and once that logo
becomes well recognized, companies guard its use fiercely, as it is directly associated with
the company itself. Logos are intellectual property and are protected under trademark law.

Do Logos Really Matter?

Logo design choices might seem inconsequential to some. But getting the design right is
important for a number of reasons. A well-designed logo can offer substantial benefits to
brands. It can help pique the interest of consumers, differentiate brands from competitors,
facilitate brand recognition, influence investors’ decisions, and convey what a brand is all
about. A logo is also a ubiquitous communication tool that might appear on your company’s
products, website, annual report, entryway, and even on your business cards. It is thus a brand
element that is frequently seen by stakeholders, particularly consumers.

Furthermore, the design characteristics of logos can considerably impact consumer behavior
and brand performance. Prior studies on logos have shown that their simplicity or
complexity can influence the funding decisions investors make, and that their symmetry or
asymmetry can boost brand equity.

What Is a Descriptive Logo?

A descriptive logo is a logo that includes textual or visual design elements (or a combination
of the two) that clearly communicate the type of product or service a brand is marketing. For
instance, the logo of Burger King and that of the New York Islanders (a sports franchise) are
descriptive. The former contains the word “burger” and two hamburger buns. The latter
includes an ice hockey stick and a puck. Conversely, the logos of McDonald’s and the
Minnesota Wild (another sports franchise) are non-descriptive. They contain design elements
that are not indicative of the type of product or service these brands are selling.

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The question of whether to use a descriptive logo or a non-descriptive logo often arises during
design meetings. In recent years several brands have modified their logos to make them more
descriptive, while others have made their logos non-descriptive. Dunkin’ removed the word
“donuts” and the coffee cup from its logo, making it non-descriptive. Conversely, Animal
Planet made its logo even more descriptive by adding an elephant to the design. In our
analysis, we found that about 60% of companies used a non-descriptive logo, while 40%
used a descriptive logo.

However, as our research demonstrates (albeit with certain qualifications and under certain
conditions), descriptive logos more favorably impact consumers’ brand perceptions than
non-descriptive ones and are more likely to improve brand performance.

What Power Does a Descriptive Logo Have?

Our studies and analyses reveal that it is easier for consumers to visually process descriptive
logos and understand what a brand markets as a result. We also found that, compared
with non-descriptive logos, descriptive logos:
• make brands appear more authentic in consumers’ eyes
• more favorably impact consumers’ evaluations of brands
• more strongly increase consumers’ willingness to buy from brands
• boost brands’ net sales more

In one study, for instance, participants were randomly assigned to one of two groups. One
group was shown a descriptive version of the logo of a sushi restaurant, while the other was
shown a non-descriptive version of the same logo. Each logo was accompanied by the same
short description of the restaurant. After participants read the description of the restaurant
and viewed their assigned logos, they indicated on Likert scales how authentic they thought
the restaurant was and how much they liked it. We compared the responses of the two groups
and discovered that participants in the group exposed to the descriptive logo found the brand
more authentic and liked it more than participants in the other group.

In another study, we analyzed a data set on 423 business-to-consumer brands. To create this
data set, we acquired each brand’s financial information (such as net sales, advertising and

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R&D spending, and total assets). We then obtained their logos and asked research assistants
— who did not know the purpose of our study — to code whether these logos were
descriptive or nondescriptive, as well as 13 other design characteristics of the logos (such as
symmetry, shape, color). Using a regression analysis, we explored the effect on net sales of
having a descriptive or nondescriptive logo. The financial information we gathered and the
13 logo design characteristics served as control variables. The results showed that a
descriptive logo has a greater positive effect on sales than a nondescriptive one.

When we tested our findings on the logos of 174 early-stage startups, they held true. We
presented their logos and product descriptions to 2,630 individuals and found that descriptive
logos were more often associated with a higher willingness to buy.

Is the Power of a Descriptive Logo Absolute?

The benefits of using a descriptive logo are, of course, not experienced in the same way by
every brand. We compared the effects of having a descriptive logo for brands that are familiar
to consumers and brands that are unfamiliar. We observed that although having a descriptive
logo had a positive effect on brand equity for both familiar and unfamiliar brands, the
magnitude of this positive effect was much smaller for the familiar brands. This is easily
explained by the fact that, when consumers are familiar with a brand, they know more about
it and are thus less likely to be influenced by the logo design.

We also found that descriptive logos had a negative effect on brands that market products or
services associated with sad or unpleasant things, like palm oil, funeral homes, and bug
repellents. For such products or services, the design elements of a descriptive logo bring to
mind the negative concepts some consumers associate with them (deforestation, death, and
bug bites).

What Can Companies Learn?

If you are considering creating or modifying a logo, our findings suggest that you might want
to include at least one textual and/or visual design element that is indicative of the type of
product or service your company offers. For instance, if you own a coffee shop, you should
consider creating a logo that includes a coffee cup with hot steam rising from it. If you are
about to open a bookstore, make sure you choose a logo that features a book. And if you
work for Noxu, the fictitious jigsaw puzzle brand mentioned earlier, tell your CEO you want
to use the logo shown on the right.

If, however, you work for a brand that markets a product or service that can easily bring to
mind negative concepts, a nondescriptive logo is probably better. We also suspect that
nondescriptive logos are better for companies that operate in several unrelated business
segments, such as Uber, Procter & Gamble, and the Walt Disney Company. For these
companies, a logo that is indicative of the unrelated products or services they offer might be
unappealing and confusing. Brands that do not want to be strongly associated with a specific
product should also avoid descriptive logos. For example, the decision to change the Dunkin’
logo likely arose from the company’s desire to become more associated with products like
bagels.

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Of course, we are not contending that a descriptive logo guarantees the successful launch of
a brand, or that the logo is the most important brand element to consider. We are arguing that
underestimating the importance of logo design and the power of descriptive design elements
can, sometimes, be a costly mistake.

KEY POINTS

• A calculator is an electronic device or software used for mathematical calculations

• Graphical calculators are advanced type of scientific calculators

• Probware is scientific equipment which allows probs to be interfaced with software

and computer systems for the purpose of collecting, interpreting and analyzing data.

• Graphic calculator can be used to amplify the conceptual understanding of the

science students.

• Graphic calculators catalyze the critical thinking

• Graphic calculators are used in algebraic equations, Geometry, trigonometry,

engineering Computer programming and statistics.

• Spreadsheets are very easy application software’s commonly used by students and
teachers.

• Now-a-days spreadsheet are used for teaching mathematics, statistics and economics
effectively.

• Flow charts are simple diagrams that map out a process, so that you can easily
communicate it to other people. You can also use them to define and analyze a
process, build a step-by-step picture of it, and then standardize or improve it.

• Then, arrange these steps in the flow chart format, using the appropriate symbols.

• Finally, check and challenge your flow chart to make sure that it accurately
represents the process, and that it shows the most efficient way of doing the job.

• This site teaches you the skills you need for a happy and successful career; and this
is just one of many tools and resources that you'll find here at Mind Tools. Subscribe
to our free newsletter, or join the Mind Tools Club and really supercharge your
career.

• A logo is a visual symbol used to instantly identify a company, organization, product,

or brand.

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• Logos may show an entity’s name spelled out with letters or they may be abstract
designs, such as the Nike stripe.

• Some logos contain hidden messaging, for example, keen observers will notice how
the FedEx logo contains a white arrow shape, in the negative space between the
letters E and X, to symbolize delivery accuracy.

• Logos are an important part of a brand's identity, and instantly recognizable logos
are valuable property to a company.

• Logos are intellectual property protected under trademark law.

• Some companies with the most famous logos are Coca-Cola, McDonald's, Nike,
Starbucks, Apple, and Mercedes-Benz.

SELF-ASSESSMENT QUESTIONS

Q. 1 In what ways you can use calculators in your classroom for teaching of mathematics?

Q. 2 Identify the abilities among students which can be enhanced by using calculators in
teaching learning.

Q. 3 Write different types and their uses of calculators.

Q. 4 Define probware. Write uses of probware for teaching and learning process.

Q. 5 Discuss spreadsheet as a tool for learning.

Q. 6 What are advantages and disadvantages of using spreadsheets in classroom?

Q. 7 Select the correct option from the given options:

i. Which was the first computer language for an electronic device?
a. Machine Language b. Assembly Language
c. Short Code d. FORTRAN

ii. Visual Basic (VB) was derived from which of the following?
a. BASIC b. ALGOL
c. PERL d. C++

iii. FORTRAN was developed at ____?

a. Apple b. Sun Technology
c. IBM d. Intel

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 BIBLIOGRAPHY

1. National Council of Teachers of Mathematics. (1989). “Curriculum and Evaluation

Standards.” Reston, VA: Author.

2. National Council of Teachers of Mathematics. (1991). “Professional Standards for

Teaching Mathematics.” Reston, VA: Author.

3. National Council of Teachers of Mathematics. (1995). “Assessment Standards for

School Mathematics.” Reston, VA: Author.

World Wide Web Resources

Math Forum: Internet Calculator Resources

http://forum.swarthmore.edu/mathed/calculator.search.html

____[ ]____

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