ICT Handouts For Induction Program Phase IV

Induction Program for Teachers 2024-25
HANDOUTS
Handout 1.1
The Misconceptions of ICTs
For many interventions relating and involving ICTs in education, there is a repetitive cycle of technology
in education that goes through hype, investment, poor integration, and lack of educational outcomes.
The cycle keeps spinning only because each new technology reinitiates the cycle. This can only be
prevented with smart instruction maximizing the potential of ICTs and NOT substituting it for teacher.
Point to be noted is that a blind faith in technology would not help improving access and quality of
education.
• It’s a misconception that effects of ICTs are definite. Technology does not and cannot cure all
the education ills. This should be reminded that ‘Technology’ is only a tool. Quality instruction
can only be guaranteed if the teacher is good. Technology is not a shortcut to good education,
it cannot substitute a good teacher; no technology can fix a bad educational philosophy or
compensate for bad practice. In fact, if we are going in the wrong direction, technology will
only get us there faster.
• Likewise, technology is used for distance learning, is not about distance, it is about learning.
Just as we can have bad education face to face, we can have bad education at a distance.
• Similarly, if teaching is demonstrating and telling, and if learning is memorizing and reciting,
using learning technologies and multimedia programs for this purpose will not have the desired
impact. Also, if students are not asked to search and work collaboratively, and if teachers
function independently, investment in connectivity will not be cost effective.
• Delivering a lecture on use of ICTs in education during teacher-training would not enable
teachers to ‘use’ ICTs in education. Like all other teaching strategies, only delivering a lecture
on use of ICTs in education wouldn’t work. So what would work? Purposeful use of ICTs should
be integrated in the training sessions.
• ICTs do not mean computers and Internet. Under pressures to be fashionable and adopt the
latest educational innovations, the temptation is to limit ICTs to the Internet and exclude other
powerful low-end to middle-range technologies such as radio, television, and print. These
technologies use reception equipment that is readily available in homes, have proven to be
effective and inexpensive in packaging high-quality educational materials, reach “unreachable
clientele,” and overcome geographical and cultural hurdles.
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• A popular misconception and belief is that acquiring technological equipment is ‘empowering’

education and schools. Experience is proving, to our surprise, that acquiring the technologies
themselves, no matter how hard and expensive, may be the easiest and cheapest component
in a series of elements that ultimately could make these technologies sustainable or beneficial.
• Effectively integrating technology into learning systems is much more complicated. It involves
a rigorous analysis of educational objectives and changes, a realistic understanding of the
potential of technologies, a purposeful consideration of the pre- and co-requisites of
effectiveness of ICTs for education, and the prospects of this process within the dynamics of
educational change and reform.
• To "tech" or not to "tech" education is, therefore, not the question. The real question is how
to harvest the power of ICTs to make education relevant, responsive, and effective for school
settings and lifelong learning.
• ICT-enhanced education activities should not be perceived as a substitute for conventional

schools and teachers. Despite its shortcomings, the school system has been remarkable in its
contribution to fulfilling basic learning needs, to skill formation, and to the preservation and
evolution of cultures. We have reached the limits of this model, however, in providing high-
quality education for all, anytime, anywhere, in an affordable and sustainable manner. ICTs can
expand the potential of a conventional delivery system, complement its existing elements, and
empower instructors to become better teachers.
Reference:
ADE/B.ED course guide ICTs in Education (draft 26-september- 2011)
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Handout 1.2
What are ICTs and what types of ICTs are commonly used in education?
ICTs stand for information and communication technologies and are defined, for the purpose of this
primer, as a “diverse set of technological tools and resources used to communicate, and to create,
disseminate, store, and manage information.” These technologies include computers, the Internet,
broadcasting technologies (radio and television), and telephones.
In recent years there has been a rapidity of interest in how computers and the Internet can best be
utilized 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.
Types of ICT Tools Education
Information and Communication Technology consists of various tools and systems that can be
exploited by capable and creative teachers to improve teaching and learning situations. The
classification of ICT tools is as follows:
1) Informative tools - Internet, Network Virtual Drive, Intranet systems, Homepage, etc.
2) Suiting devices - CD-ROM, etc.
3) Constructive tools - MS Word, PowerPoint, FrontPage, Adobe Photoshop, Lego Mindstorm, etc.
4) Communicative tools - E-mail, SMS, etc.
5) Collaborative tools - discussion boards, etc. forum
The five categories of ICT tools listed above are discussed in more detail under the following headings.
Informative Tools
Informative tools are applications that provide large amount of information in various formats such as
text, graphics, sound, or video. Examples include tools and information resources of the existing
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multimedia encyclopedia of the Internet. The Internet is a huge electronic database, and researchers
consider the Internet as the most significant ICT tools in e-learning environments.
Situating Tools
Situating tools is a system that lay the students in the environment where it involves a context and
the occurrence of a situation. Examples of such systems include simulation, virtual reality and multi-
user domain. Situating tools software tools such as CD-ROM. CD-ROM offers hypermedia application
which gives better opportunities for teachers to enhance learning environment. Hypermedia
application covers more than one of the following media such as text, audio, graphic images (still
images), animation and video clips. Hypermedia applications are well integrated in the learning
environment to enhance student autonomy and thinking.
Constructive Tools
Constructive tool is a general purpose tool that can be used to manipulate information, construct their
own knowledge or visualize students understanding. Construction tools such as Microsoft Word or
PowerPoint has a strong impact in the educational environment and is widely used in most
organizations in the form of memos, reports, letters, presentations, record routine information, giving
businesses the most. In learning a second language, Microsoft Word manages to help students to make
correct sentences and texts as well as modern word processors include spell checking and dictionaries
and grammar checkers. Therefore, teachers can use the software to promote writing in the curriculum.
PowerPoint is a presentation graphics program packaged as part of Microsoft Office for Windows or
Macintosh. Although generally used for developing business presentations, it is also very advantageous
in the context of increase creativity among students. While word processing program is the most
common computer applications used, as a spreadsheet like Excel is just as important in teaching and
learning of English. Students will be exposed to learning design and statistical data using the Excel
program that can be automated through the formula.
Communicative Tools
Communicative tools are systems that allow easy communication between teachers and students or
between students outside the physical barrier classroom. It is including e-mail, electronic bulletin
boards, chat, teleconference and electronic whiteboard. Synchronous communicative tools such as
chat or video conference enable real-time communication while using the tools of communicative
asynchronous (eg e-mail and electronic whiteboard) is a system in which exchange of messages
between people are not 'live' but somehow delayed. Utilization of electronic mail is increasing day by
day. E-mail is the most commonly used on the Internet. It is easy to use as it is a primarily text-based
system and simple communication tool for teachers and students that allow students to dominate
class beyond physical barrier.
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Collaborative Tools
Collaboration tools of ICT is currently the focus of much interest and emerging as development of new
tools that make online collaborative projects draw a realistic option for a distributed group work.
Internet can be used for many collaborative activities such as meetings; discussions are taking place,
working in the document, information dissemination, and other tasks. Interactive electronic
whiteboard is not just used as tools for meeting and development, but recently became the most
popular tool among teachers. Whiteboard is an electronic device that interfaces with the computer
where the computer image is displayed on the board that can be manipulated interactively. This tool
is increasingly popular with teachers, when used in conjunction with a computer and a video projector
that produces interactive learning community. Instead of having to crowd around one or two
computers, interactive whiteboard not only display the materials, but also to respond to human
interaction with computer commands and orders on a touch screen.
Reference:
https://www.uniassignment.com/essay-samples/education/types-of-ict-tools-education-essay.php
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HANDOUTS
Handout 2.1
What Are 21st Century Skills?
21st Century skills are 12 abilities that today’s students need to succeed in their careers during the
Information Age.
The 21st Century skills are:
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
These skills are intended to help students keep up with the lightning-pace of today’s modern markets.
Each skill is unique in how it helps students, but they all have one quality in common.
Info graphic List: 21st Century Skills
Want a quick graphic reference about 21st Century skills? Keep this info graphic on-hand for any
student of any age — even as young a middle school
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.
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Handout 2.2
The Three 21st Century Skill Categories
Each 21st Century skill is broken into one of three categories:

1. Learning skills
2. Literacy skills
3. Life skills
Each of these categories pertains to a specific part of the digital curriculum experience.
Learning skills (the four C’s) teaches students about the mental processes required to adapt and
improve upon a modern work environment.
Literacy skills (IMT) focus on how students can discern facts, publishing outlets, and the technology
behind them. There’s a strong focus on deter determining trustworthy sources and factual information
to separate it from the misinformation that floods the Internet.
Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus
on both personal and professional qualities.
Altogether, these categories cover all twelve 21st Century skills that contribute to a student’s future
career.
Let’s take a closer look at each category.
Category 1: Learning Skills (The Four C’s)
The four C’s are by far the most popular 21st Century skills. These skills are also called learning skills.
More educators need to know about these skills because they’re universal needs for any career. They
also vary in terms of importance, depending on an individual’s career aspirations.
• Critical thinking: Finding solutions to problems
• Creativity: Thinking outside the box
• Collaboration: Working with others
• Communication: Talking to others
Arguably, critical thinking is the most important quality for someone to have in health sciences.
In business settings, critical thinking is essential to improvement. It’s the mechanism that weeds out
problems and replaces them with fruitful endeavours.
It’s what helps students figure stuff out for them when they don’t have a teacher at their disposal.
Creativity is equally important as a means of adaptation. This skill empowers students to see concepts
in a different light, which leads to innovation.
In any field, innovation is the key to the adaptability and overall success of a company.
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Learning creativity as a skill requires someone to understand that “the way things have always been
done” may have been best 10 years ago — but someday, that has to change.
Collaboration means getting students to work together, achieve compromises, and gets the best
possible results from solving a problem.
Collaboration may be the most difficult concept in the four C’s. But once it’s mastered, it can bring
companies back from the brink of bankruptcy.
The key element of collaboration is willingness. All participants have to be willing to sacrifice parts of
their own ideas and adopt others to get results for the company.
That means understanding the idea of a “greater good,” which in this case tends to be company-wide
success.
Finally, communication is the glue that brings all of these educational qualities together.
Communication is a requirement for any company to maintain profitability. It’s crucial for students to
learn how to effectively convey ideas among different personality types.
That has the potential to eliminate confusion in a workplace, which makes your students valuable parts
of their teams, departments, and companies.
Effective communication is also one of the most underrated soft skills in the United States. For many,
it’s viewed as a “given,” and some companies may even take good communication for granted.
But when employees communicate poorly, whole projects fall apart. No one can clearly see the
objectives they want to achieve. No one can take responsibility because nobody’s claimed it.
Without understanding proper communication, students in the 21st Century will lack a pivotal skill to
progress their careers.
But the four C’s are only the beginning. 21st Century skills also require students to understand the
information that’s around them.
Category 2: Literacy Skills (IMT)
Literacy skills are the next category of 21st Century skills.
They are sometimes called IMT skills, and they are each concerned with a different element in digital
comprehension.
• Information literacy: Understanding facts, figures, statistics, and data
• Media literacy: Understanding the methods and outlets in which information is published
• Technology literacy: Understanding the machines that make the Information Age possible
Information literacy is the foundational skill. It helps students understand facts, especially data points
that they’ll encounter online.
More importantly, it teaches them how to separate fact from fiction.
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In an age of chronic misinformation, finding truth online has become a job all on its own. It’s crucial
that students can identify honesty on their own.
Otherwise, they can fall prey to myths, misconceptions, and outright lies.
Media literacy is the practice of identifying publishing methods, outlets, and sources while
distinguishing between the ones that are credible and the ones that aren’t.
Just like the previous skill, media literacy is helpful for finding truth in a world that’s saturated with
information.
This is how students find trustworthy sources of information in their lives. Without it, anything
that looks credible becomes credible.
But with it, they can learn which media outlets or formats to ignore. They also learn which ones to
embrace, which is equally important.
Last, technology literacy goes another step further to teach students about the machines involved in
the Information Age.
As computers, cloud programming, and mobile devices become more important to the world, the
world needs more people to understand those concepts.
Technology literacy gives students the basic information they need to understand what gadgets
perform what tasks and why.
This understanding removes the intimidating feeling that technology tends to have. After all, if you
don’t understand how technology works, it might as well be magic.
But technology literacy unmasks the high-powered tools that run today’s world.
As a result, students can adapt to the world more effectively. They can play an important role in its
evolution.
They might even guide its future.
But to truly round out a student’s 21st Century skills, they need to learn from a third category.
Category 3: Life Skills (FLIPS)
Life skills are the final category. Also called FLIPS, these skills all pertain to someone’s personal life,
but they also bleed into professional settings.
• Flexibility: Deviating from plans as needed
• Leadership: Motivating a team to accomplish a goal
• Initiative: Starting projects, strategies, and plans on one’s own
• Productivity: Maintaining efficiency in an age of distractions
• Social skills: Meeting and networking with others for mutual benefit
Flexibility is the expression of someone’s ability to adapt to changing circumstances.
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This is one of the most challenging qualities to learn for students because it’s based on two
uncomfortable ideas:
1. Your way isn’t always the best way
2. You have to know and admit when you’re wrong
That’s a struggle for a lot of students, especially in an age when you can know any bit of information
at the drop of a hat.
Flexibility requires them to show humility and accept that they will always have a lot to learn — even
when they’re experienced.
Still, flexibility is crucial to a student’s long-term success in a career. Knowing when to change, how to
change, and how to react to change is a skill that’ll pay dividends for someone’s entire life.
It also plays a big role in the next skill in this category.
Leadership is someone’s penchant for setting goals, walking a team through the steps required, and
achieving those goals collaboratively.
Whether someone’s a seasoned entrepreneur or a fresh hire just starting their careers, leadership
applies to career.
Entry-level workers need leadership skills for several reasons. The most important is that it helps them
understand the decisions that managers and business leaders make.
Then, those entry-level employees can apply their leadership skills when they’re promoted to middle
management (or the equivalent). This is where 21st Century skill learners can apply the previous skills
they’ve learned.
It’s also where they get the real-world experience they need to lead entire companies.
As they lead individual departments, they can learn the ins and outs of their specific careers. That gives
ambitious students the expertise they need to grow professionally and lead whole corporations.
Leadership alone isn’t enough to get ahead though.
True success also requires initiative, requiring students to be self-starters.
Initiative only comes naturally to a handful of people. As a result, students need to learn it to fully
succeed.
This is one of the hardest skills to learn and practice. Initiative often means working on projects outside
of regular working hours.
The rewards for students with extreme initiative vary from person to person. Sometimes they’re good
grades. Other times they’re new business ventures.
Sometimes, it’s spending an extra 30 minutes at their jobs wrapping something up before the
weekend.
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Regardless, initiative is an attribute that earns rewards. It’s especially indicative of

someone’s character in terms of work ethic and professional progress.
That goes double when initiative is practiced with qualities like flexibility and leadership.
Along with initiative, 21st Century skills require students to learn about productivity. That’s a student’s
ability to complete work in an appropriate amount of time. In business terms, it’s called “efficiency.”
The common goal of any professional — from entry-level employee to CEO — is to get more done in
less time.
By understanding productivity strategies at every level, students discover the ways in which they work
best while gaining an appreciation for how others work as well.
That equips them with the practical means to carry out the ideas they determine through flexibility,
leadership, and initiative still, there’s one last skill that ties all other 21st Century skills together.
Social skills are crucial to the ongoing success of a professional. Business is frequently done through
the connections one person makes with others around them.
This concept of networking is more active in some industries than others, but proper social skills are
excellent tools for forging long-lasting relationships.
While these may have been implied in past generations, the rise of social media and instant
communications has changed the nature of human interaction.
As a result, today’s students possess a wide range of social skills. Some are more socially adept than
others. Some are far behind their peers. And some lucky few may be far ahead, as socializing comes
naturally to them. But most students need a crash course in social skills at least. Etiquette, manners,
politeness, and small talk still play major roles in today’s world. That means some students need to
learn them in an educational setting instead of a social setting.
For them, it’s another skill to add to their lives.
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HANDOUTS
Handout 3.1
Unit 1: Excerpt from NICT Strategy for Education in Pakistan (p. 7-22)
I. Elements of the NICT Strategy

The NICT Strategy contains the following six elements:
1) Use ICT to extend the reach of educational opportunity.
2) Apply ICT to strengthen the quality of teaching and educational management.
3) Employ ICT to enhance student learning.
4) Develop complementary approaches to using ICT in education.
5) Build on the current experiences of existing and successful ICT programmes.
6) Develop capacity at the federal and provincial department of education levels.
7) In the pages that follow, we explore each of these six elements in depth. For each element,
we provide a description, focus areas, action recommendations, and related resources.
Throughout this section, we will highlight terms that we define in the Glossary.
ELEMENT 1: Use ICT to Extend the Reach of Educational Opportunity

1.1. Description
Millions of children in Pakistan have little or no access to education. Improving school
Infrastructure and teaching quality are obvious elements of a comprehensive solution to this problem.
They are also the two areas where ICT can best supplement the effectors of the ministry of education.
Around the globe, successful deployment of ICT has dramatically increased access to high quality
education. Countries are using ICT not only to overcome distance barriers, but also to make education
accessible to children and adults with special needs. Thus, Pakistan should explore all possible,
efficient, and affordable ways of increasing access to high quality education using ICT alone or in
combination with other tools.
1.3. Action Recommendations for Stakeholders:
1) Determine the context and needs of the students, educators, and/or citizens whom you seek
to serve: Gain a deeper understanding of your target audience. Who are your underserved
populations? Where are they located? How might you use ICT to reach these groups? How
feasible is this? What kinds of ICT might you use to reach these groups? You must also address
the issue of language. In what language(s) will you develop these ICT interventions? Examine
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human capacity needs, especially among teachers. Do they need greater subject area
knowledge or help with new instructional strategies?
2) Research uses of ICT including, and other than, computers: Gather information about how you
might use desktops, laptops, handheld digital devices, and Internet access to meet the needs
of your target audience. Beyond researching computers, also consider opportunities for using
radio, television, or video-based instruction using DVD players. Many countries have found
these latter technologies to be more useful, particularly where computers are not available or
cannot be connected with global networks. Also, investigate technologies from the perspective
of their potential to cater to individual learners with varying abilities and levels of access.
3) Invest in needs-based and best practice ICT models: Develop a minimum needs based
approach to building technology capacity at the District, Union Council, and School levels.
Establish model resource centres and technology clubhouses to serve areas where there are
insufficient schools and economically underprivileged areas.
1.2. Focus Areas
Geophysical Barriers: Use a number of technology-based alternatives where schools are inaccessible.
ICT works well where educational opportunities are limited due to Geophysical problems and/or lack
of schools. The following ICT approaches can be used to overcome geophysical barriers: Open and
Distance Learning (ODL): Equip community centres with televisions and computers that have Internet
facilities, so that local people can access information and benefit from on-line instruction. Pakistani
educational institutions like the Allama Iqbal Open University and the Virtual University are already
making use of innovative ODL techniques. The scope of ODL approaches can be extended to the areas
of education as yet untouched by them.
Educational Television (ET): Establish viewing centres where televisions are otherwise not widely
available and combine the hardware with ODL approaches. This will ensure that educational
programmes are available in remote areas in the form of video-based training (via Internet, satellite,
VCR/television, or DVDs). Allow students and teachers to “see and learn” by observing others in action.
They can also benefit from activities and virtual field trips that present rich content as practicable,
procedural knowledge.
Radio Instruction (RI): Use interactive radio instruction (IRI) to facilitate instruction for groups of
students when qualified teachers are not available. Also, utilize IRI to provide on-going professional
development and support to help teachers practice student-centred techniques in their classrooms.
One can also use non-interactive radio programmes to mobilise communities and to provide on-going
access to students and adults who might not be able to attend formal schools for social, economic, or
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physical reasons. Radios are ubiquitous throughout Pakistan in both rural and urban sectors, and a
“free to air” educational broadcast can reach a large population.
Computer Assisted Instruction (CAI): Offer computer-based training either in ODL format or locally,
via standalone applications. One can use CAI to upgrade teacher qualifications and provide access to
rich content. CAI can also standardise assessment and allow teachers and students to network,
exchange, and learn from peers in different geographic locations. Context-Based Differences: Use ICT
creatively to assist teachers and students with a wide range of abilities and from varied socio-economic
backgrounds. Cost-effective technologies for children with special needs—blind, deaf, and physically
handicapped learners—exist and should be used in the public and private school settings in Pakistan.
Similarly, ICT can help overcome gender bias, age, financial status, and other social or cultural factors
that might otherwise impede access to quality educational services.
ELEMENT 2: Apply ICT to Strengthen the Quality of Teaching and Educational Management
2.1. Description:
The quality of any system is only as good as its human resources. To improve education in Pakistan,
the needs of our teachers, head teachers, and administrators must be addressed holistically. ICT can
enhance teaching quality by supporting and reinforcing the use of innovative teaching practices. It can
allow educators to access a wide array of materials, reducing isolation and permitting peer-exchanges.
Administrators can also benefit from ICT by using technology tools to access management resources
and data that can, in turn, strengthen their decision-making processes.
2.2. Focus Areas
Continuous Learning: Maximise opportunities for professional development through IRI, television,
ODL, and on-line resources that provide teachers with access to ongoing professional development
including follow-up support. Such access is particularly valuable for traditionally underserved groups,
such as schools in mountainous and remote areas where face-to-face professional development can
be difficult, if not impossible. Teachers will learn ICT skills as well as how to teach ICT as a subject or
integrate it within the curriculum.
Instructional Practice: Help teachers understand and effectively use innovative instructional
approaches and constructivist techniques. Support them in applying a particular technology in a
learner-centred context by modelling lessons in live classroom situations that other educators can hear
or observe via radio or through taped/broadcasted television modules (on DVD or Web-based TV).
Content Knowledge and Curriculum Support: Distribute CD-ROM-based software (including items
from and links to relevant websites and education portals) to schools, professional development
centres, and teacher training institutions to help pre- and in-service teachers expand their content
knowledge. If appropriately integrated into the existing professional development regimen, these
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resources can help teachers obtain sound content knowledge. Provision of Internet access/CD-ROM-
based software in teacher resource centers can also bring great benefits to teachers.
Local Resource Materials: Provide teachers and educators with the ICT tools that enable them to
produce their own materials in local or regional languages. Teachers can take advantage of ICT skills
to produce customized instructional resource materials that are relevant for them. Where computers
are available in a resource center, teachers can prepare materials, and they can make and share
printouts of essential templates that supplement the traditional text-based methods.
Practitioner Communities: Encourage the use of ICT for professional networking, mentoring, and even
monitoring. By using E-mail, blogs, LISTSERVS, bulletin boards, chat, and on-line learning opportunities,
educators can engage in reflective, analytic learning activities and discussions about specific teaching
practices with national or international colleagues. Furthermore, by placing their thoughts in
distributable media (e.g., on-line, CD-ROM), teachers create an archived body of knowledge that other
scan access.
2.3. Action Recommendations for Stakeholders:
1) View teachers’ professional development as a top priority: Articulate, implement, and routinely
evaluate professional development goals. Both technical knowledge and the ability to integrate ICT
into the curriculum are important. If you are a leader of a provincial focal team for ICT integration,
engage your team in exa shorting how you can use ICT components to augment professional
development and pre-service training.
2) Match ICT selection to teachers’ specific needs: Assess the needs of teachers before deciding which
technology can best address those needs. For example, IRI might be a particularly cost-effective way
of providing regular outreach and support to teachers in remote areas of Pakistan. This ICT could easily
be tailored to upgrade these teachers’ subject knowledge, pedagogical practices, and language
abilities. Once you have assessed teachers’ needs, ICT can further strengthen the “core” areas of
teaching by providing educators with access to experts in their field and the ability to retrieve
resources containing up-to-date curricular and extra-curricular information.
3) Set guidelines for ICT training for teachers: Explore international standards for ICT education for
teachers. You will find resources such as material published by the International Society for Technology
in Education (ISTE) to be very useful. After you have reviewed these materials, adapt the guidelines to
suit local requirements and context
ELEMENT 3: Employ ICT to Enhance Student Learning
3.1. Description
Technology alone is seldom transformational. Rather, ICT requires the active participation of learners,
and the choices of educators determine ICT’s efficacy in the classroom. When used appropriately, ICT
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tools can support educators in promoting critical thinking and analytical skills. They can increase
student motivation and render learning relevant by connecting concepts and theories to real-world
examples. They can also boost deep processing of ideas and free up time for quality classroom
interaction. In sum, technology enables a teacher to improve pedagogy by providing the framework to
create a constructivist, learner-centered environment. For students, technology offers access to self-
paced learning. It provides a chance to explore, investigate, reflect, learn social skills (such as
collaboration, logical reasoning, and creative expression), and enhance self-esteem.
3.2. Focus Areas
• Curriculum Enrichment: Review current curricula to determine how appropriate integration of ICT
can enrich primary, secondary, and vocational education. ICT can broaden, deepen, and bring to life
curricular goals and outcomes. For example, students might develop a deeper understanding of linear
and exponential growth by participating in a project-based activity that examines the link between
Pakistan’s post-Independence population and economic growth. Using the Internet to gather
population and economic data, students and teachers could graph these data both numerically and
visually using a spreadsheet application and analyse the relationship between the two.
Supplementary Materials: Use ICT to supplement, enhance, or provide access to content—particularly
when textbooks and supplementary materials are scarce. CD-ROM based content (internationally or
nationally produced) and Web-based activities provide students with access to digital resources and
on-line collections that might otherwise be unavailable. Further, ICT can present content in a manner
that is interactive as well as multimodal. Radio/ audio and TV/video programmes also offer a similar
multichannel approach through dramas, game shows, and interactive lectures.
Alternative Assessment: Find ways to use ICT to adopt more authentic ways to evaluate student work.
ICT tools can help move assessment away from paper/pencil tests to more sophisticated, richer modes
of assessing learning. They can assess higher order thinking skills not easily captured in traditional
forms of testing. They can focus assessment on particular topics, or they can assess students’
comprehension of multiple topics (e.g., through a project that covers numerous subjects). Because ICT
opens up opportunities for self-expression, students can demonstrate depth of understanding through
research projects. Depending upon learner style, ICT can allow for graphic presentations, report
writing, or analytical charts. Performance-based assessment on such projects can measure students’
ability to carry out a real-world task as opposed to grading memorised facts. ICT can also provide for
more frequent assessment.
Instructional Methods: Use ICT to show teachers ways to move away from the whole-class lecture
mode towards more active, student-cantered methods of learning. Teachers can utilize ICT tools in
making learning an engaging, motivating experience for students. An ICT-rich environment can provide
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more independent and collaborative, team-based learning in which students assume greater initiative
and responsibility. To take advantage of the rich opportunities presented by ICT, pedagogical methods
must change, giving students freedom to interact with ICT in ways that promote creativity and
problem-solving.
3.3. Action Recommendations for Stakeholders
1) Reform curriculum guidelines: Set standards for ICT skills that are based on guidelines from
established international bodies, such as ISTE. Review student career tracks in regular and vocational
programmes to develop specific ICT career pathways, and to create appropriate curricula and media-
rich resources. Invest in a broad range of technology options from computers and Internet to radio
programmes and audio-tapes to still cameras for use by teachers and students in different categories
of schools. Ensure that curriculum has scope for integration of all levels of technology into student
projects.
2) Seek and develop content resources: Research learning resources in multimedia formats (Internet
sites, CD-ROMS, audio material, broadcast shows) as well as locally created materials based on MoE
requirements and curriculum guidelines. Ministries, education departments, and district education
offices can establish Limited Area Search Engines—on-line database collections of appropriate content
for use by students.
3) Improve national examination systems: Reform the current system of examinations. The exam
system is one of the greatest impediments to full realization of the kinds of learning that ICT promote.
Instead, align examinations with the outcomes of an ICT-based education. Outcomes-focused
examinations will center on communication, problem-solving, creating, and presenting information in
multiple formats, to multiple audiences, and in real world situations. Some components of testing can
be automated for easy data entry and scoring.
ELEMENT 4: Develop Complementary Approaches to Using ICT in Education
4.1. Description: Developing complementary approaches to ICT in education implies a two-pronged
strategy. Given the strategic goal of mainstreaming ICT into the education system, ICT must be
introduced and used in service of educational goals. However, ICT must also be treated as a school
subject; skills to use ICT tools effectively are a prerequisite for their meaningful use in education.
Focus Areas
Learning about Technology (Information Literacy): Support students in becoming technically literate.
They must know how to use available ICT to find, create, present, and communicate information.
Technology literacy should enable the use of technology to develop higher order thinking skills in which
students are not just users of technology but creators and informed consumers of information.
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Learning through Technology: Integrate ICT tools into classrooms so that their use becomes part of
the learning process in all subject areas. ICT can become a lever to reform and transform education.
However, for this to happen, teachers and administrators must understand how it can help extend and
deepen content learning, curriculum, instruction, and assessment in ways that would otherwise be
impossible.
ELEMENT 5: Build on the Current Experiences of Existing and Successful ICT Programmes
5.1. Description
Planners will need to keep abreast of current developments in ICT for education on an on-going basis.
Pakistan’s ICT efforts can benefit from and build on the experiences of other programmes. Leaders will
want to keep an eye on local initiatives, as well as monitoring current news from thriving economies
with leading-edge technology and research. It will be especially worthwhile to track successful models
of success in developing countries with an infrastructure comparable to that of Pakistan.
5.2. Focus Areas
International and National ICT and Education Best Practices: Take a systematic approach to
researching models of ICT use in education, both in terms of success stories and problems
encountered. Numerous on-line resources are available to provide current information about
examples of ICT in school education around the globe. Some will routinely provide the latest updates
on a periodic (monthly or weekly) basis. In terms of local research, Pakistan has the following ongoing
ICT efforts that planners should study, expand upon, or partner with:
Ministry of Information Technology: Installation of over 1,400 computer laboratories in secondary
schools.
Pakistan Education and Research Network (PERN): A university-level research-based network with a
digital library of on-line resources to serve as a model for collecting and distributing educational
resources (established at the university level).
Allama Iqbal Open University (AIOU): College coursework through television and radio broadcasts and
multimedia CD-ROMs.
Virtual University: Distance education coursework. The AIOU is expanding to include Internet-based
instruction to supplement video and audio offerings, whereas the Virtual University has been based
from its very inception on broadcast television coupled with comprehensive interaction over the
Internet.
Intel/ Ministry of Education Teacher Training Programme: Training over 80,000 teachers to use
technology with their students and an additional programme for professional development of
education college faculty teachers.
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Adult Basic Education Society (ABES) and PTV telecast tele-lessons for the adult illiterate and neo-
literates since 1980s. For several decades, ABES has provided programming for homes and also for a
set of two hundred viewing centres established in rural areas.
Sesame Street in Urdu: Educational television broadcast that reaches children and their parents in
homes and child care facilities.
Innovative computer projects by NGOs, such as iEARN—which seeks to network teachers and young
people globally using the Internet—and new technologies to collaborate on projects that enhance
learning and have a social impact. Examples include a global Web school for environmental awareness
(ENO Project), a videoconferencing project for teachers (Global Leap), and an interactive, educational
on-line site that helps students and teachers improve their mathematics skills (Mathematics Virtual
Learning Circle), amongst others. ASSOCIATE DEGREE IN EDUCATION/B.ED. (HONS) ELEMENTARY 72
Scale-Up and Replication of Local Models: Foster a progressive attitude towards pilot-testing new
ideas. Support innovation, seek opportunities to expand and replicate existing projects, and set
standards for evaluating ICT projects. Experts should evaluate local ICT projects, based on established
criteria. Schools (public and private) and community centres should be able to apply for grants for up
scaling projects. Leaders should consider replicating successful projects on a large scale.
ELEMENT 6: Develop Capacity at the Federal and Provincial Department of Education Levels
6.1. Description
There will be organised, ongoing efforts to ensure capacity building at the Federal and Provincial Levels
to help ensure proper planning, management, support, and monitoring and evaluation of ICT
initiatives. It is essential for ICT in education to be organised at the Federal and also the Provincial
levels. In addition to expertise and resources within the MoE, it is vital to have an external body that
can represent the cause of ICT in education and advise the MoE.
6.2. Focus Areas
Establish a Technical Implementation Unit (TIU) for ICT in Education: Set up a specialised unit with
resources, experts, and a clear sense of direction to work at the Federal Level and support the
Provincial Departments. The purpose of the TIU will be to spearhead the integration of ICT in
education, communicating a clear vision and goals and building infrastructure. The TIU will develop
the technical, planning, monitoring, and evaluation capacity of policy-makers, planners, and
administrators at national, provincial, district, and school levels. The TIU will also liaise with teacher
training institutes, oversee the implementation of the NICT Strategy, and support the overall
monitoring of education through the national Education Management Information System (EMIS).
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Establish a National ICT in Education Council: Form a council to assist the nation’s efforts to leverage
technology for improving education. This group of interested stakeholders would come from
educational institutions, private sector corporations, other government agencies, and NGOs.
Reference:
COURSE GUIDE - DRAFT Associate Degree in Education/ B.Ed. (Hons) Elementary 2012
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Worksheet 3.1
Read the assignment carefully, discuss in the group and write in your own words the output of that
assigned element.
Element
__________________________________________________________________________________
__________________________________________________________________________________
Output regarding teaching learning process

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Worksheet 3.2
(a) Fill in the blanks:
1. Apply ICT to strengthen the quality of ---------------- and educational management.
2. Millions of children in Pakistan have ------------------ access to education.
3. Invest in ---------------------- and best practice ICT models.
4. Technology alone is seldom ----------------------------.
5. ICT can become a ------------------- to reform and transform education.
(b) Write a note on ‘how the knowledge of the elements of ICT strategy’ is supportive in the
improvement of teaching learning process.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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HANDOUTS
Handout 4.1
National Educational Technology Standards for Teachers (NETS*T)
ISTE STANDARDS FOR EDUCATORS

The (ISTE) International standard of technology in education Standards for Educators are your road
map to helping students become empowered learners. These standards will deepen your practice,
promote collaboration with peers, challenge you to rethink traditional approaches and prepare
students to drive their own learning. Connect with other educators in the ISTE
Standards Community and learn how to use the standards in the classroom with the ISTE Standards
for Educators e-book.
THE EDUCATOR STANDARDS
1. Learner
Educators continually improve their practice by learning from and with others and exploring proven
and promising practices that leverage technology to improve student learning. Educators:
1a. Set professional learning goals to explore and apply pedagogical approaches made possible by
technology and reflect on their effectiveness.
1b. Pursue professional interests by creating and actively participating in local and global learning
networks.
1c. Stay current with research that supports improved student learning outcomes, including findings
from the learning sciences.
2. Leader
Educators seek out opportunities for leadership to support student empowerment and success and to
improve teaching and learning. Educators:
2a. Shape, advance and accelerate a shared vision for empowered learning with technology by
engaging with education stakeholders.
2b. Advocate for equitable access to educational technology, digital content and learning
opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration, evaluation, curation and adoption of new
digital resources and tools for learning.
3. Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital world.
Educators:
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3a. Create experiences for learners to make positive, socially responsible contributions and exhibit
empathetic behaviour online that build relationships and community.
3b. Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.
3c. Mentor the students in safe, legal and ethical practices with digital tools and for the protection of
intellectual rights and property.
3d. Model and promote management of personal data and digital identity and protect student data
privacy.
4. Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems. Educators:
4a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that
leverage technology.
4b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and
troubleshoot technology issues.
4c. Use collaborative tools to expand students' authentic, real-world learning experiences by engaging
virtually with experts, teams and students, locally and globally.
4d. Demonstrate cultural competency when communicating with students, parents and colleagues
and interact with them as co-collaborators in student learning.
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:
5a. Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.
6. Facilitator
Educators facilitate learning with technology to support student achievement of the ISTE Standards
for Students. Educators:
6a. Foster a culture where students take ownership of their learning goals and outcomes in
both independent and group settings.
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6b. Manage the use of technology and student learning strategies in digital platforms, virtual
environments, and hands-on maker spaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational
thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or
connections.
7. Analyst
Educators understand and use data to drive their instruction and support students in achieving their
learning goals.
7a. Provide alternative ways for students to demonstrate competency and reflect on their
learning using technology.
7b. Use technology to design and implement a variety of formative and summative assessments
that accommodate learner needs, provide timely feedback to students and inform instruction.
7c. Use assessment data to guide progress and communicate with students, parents and education
stakeholders to build student self-direction.
Reference:
https://www.iste.org/standards/for-educators
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QUIZ 4.1
Instructions:
Choose an answer and hit 'next'. You will receive your score and answers at the end.
1. What is NOT one of the reasons why teachers should adapt ISTE standards in the classroom?
To encourage collaborative work among students

To encourage critical thinking in students
To help students learn digital tools

To help students compete with non-digital learners
Next
Bottom of Form
2. What is a way in which a teacher can demonstrate expertise in technology?
Transfer current teaching methods to technological methods
Participate in learning communities
Use tools to encourage collaborative thinking
Design assessments to gather data

3. What is one way in which teachers can engage in professional development for technology in
instruction?
Promote using technology in a limited manner
Practice implementation of emerging technologies
Limit the use of digital devices for computer science classes
Encourage collaboration without the use of virtual learning environments
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Handout 4.2
Rubric:
Category 5 3 1 Total points
Organization Lesson shows a Lesson shows Lesson shows

high degree some evidence of little evidence of
evidence of effective effective
effective organization, organization.
organization, though one of the Many of the
including: following may be following are
•stated learning missing OR all of missing OR are
objective the following are incomplete or
•beginning, included but not undeveloped:
middle, and end well developed: •stated learning
•summary of •stated learning objective
learning objective •beginning,
•organized •beginning, middle, and end
sequence of middle, and end •summary of
activities •summary of learning
learning •organized
•organized sequence of
sequence of activities
activities
Learner centred The activity The activity The activity
approaches embodies all embodies some embodies few to
tenets of learner- (two or three) no (zero to one)
centred tenets of learner tenets of learner
instruction: centred centred
•Collaboration instruction: instruction:
•Variety of •Collaboration •Collaboration
working styles •Variety of •Variety of
•Variety of use of working styles working styles
learning tools
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HANDOUTS
Handout 5.1
10 Commandments of Computer Ethics - English for Students
The 10 Commandments of Computer Ethics:

1. Do not use a computer to harm other people.
2. Do not interfere with other people's computer work.
3. Do not snoop around in other people's files.
4. Do not use a computer to steal.
5. Do not use a computer to bear false witness.
6. Do not use or copy software for which you have not paid.
7. Do not use other people's computer resources without authorization.
8. Do not appropriate other people's intellectual output.
9. Think about the social consequences of the program you write.
10. Use a computer in ways that show consideration and respect.
Reference:
www.english-for-students.com › 10-Commandments-of-Computer-Ethics
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Handout 5.2
What Are Examples of Computer Ethics? | Reference.com
Importance of computer ethics:
Why do we really need to concern about computer ethics?
▪ To protect personal & commercial information such as login & password info,
Credit card and account information and government and commercial databases.
It also controls unwanted internet mail and ads (Spam).
▪ To control plagiarism, student identity fraud, and the use of copyrighted material, etc.
▪ To make ICT available and accessible to all peoples, including the disabled and the
deprived. Accessibility needs to be kept in mind during curriculum design (in educational
contexts), in order to maximize the capabilities of the technology
▪ To suppress dishonest business practices and to protect and encourage fair competition
▪ To promote moral and social values in society.
Examples of problems that do not follow computer ethics:
There are several types of activities that against the computer ethics:
1. Stealing funds via computers.
The one who did this must be very dishonest and criminal person (Evil genius) to manipulate the
computer system and to access into the system.
2. Unauthorized computer entry.
The perpetrator will steal a company's trade secrets and data and then sell it to the competitors. This
activity involves both property and privacy.
3. Hacking.
Any computer-related activity which is not sanctioned or approved by owner of a system or networks.
4. Plagiarism.
Duplicating copyrighted content without the author's approval and take any source without credit to
the original author.
5. Phishing scam
Phishing scams are attempts by scammers to trick people into giving out personal information such as
bank account number, passwords and credit card numbers.
You can watch this video to get a clearer view on phishing scam.
Cybercrime Exposed: How to Spot a Phishing Scam - YouTube
https://www.youtube.com/watch?v=pXp2RvA0SBU
https://www.reference.com › world-view › examples-computer-ethics-e0703...
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Handout 5.3
What are example of Computer Ethics?
Ways to improve ethics among computer users
Here we want to share with you several methods on how to improve the entire unethical act when
using computer.
1. Avoid or not to show on the internet any form of pornography and nudism.
2. Avoid or not to show any information which has the tendency to distract societies especially
information related to insult races and religions.
3. Avoid or not to show any form of exploitation for under-age children.
4. Not to publish any information which correlated to unethical activities like pirating, hacking
and cracking.
ISLAMISATION
As human beings, one should respect other people privacy and do not take their personal information
for own benefits. As the Prophet SW said (which means): "Have fear of prayer of the people who
mistreated though he/she is kufr because there is no barrier between the prayer with Allah."(Narrated
by Ahmad).
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HANDOUTS
Handout 6.1
IRI (Interactive Radio Instruction)
IRI (interactive radio instruction): There is a low-cost educational technology with a long history that
has demonstrated positive impact in many developing countries -- educational radio, which is known
as interactive radio instruction (IRI).
According to a World Bank toolkit published on the topic in 2005,
Interactive radio instruction (IRI) is a distance education system that combines radio broadcasts with
active learning to improve educational quality and teaching practices. IRI has been in use for more than
25 years and has demonstrated that it can be effective on a large scale at low cost. IRI programs require
teachers and students to react verbally and physically to questions and exercises posed by radio
characters and to participate in group work, experiments, and other activities suggested by the radio
program.
Reference: http://blogs.worldbank.org/edutech/iri
What is Interactive Radio Instruction?
Interactive radio instruction (IRI) is an instructional approach that uses one-way radio to reach two
audiences (students and the in-class teacher) and prompts four-way communication:
▪ Radio teacher—in-class teacher
▪ Radio teacher— students
▪ In-class teacher—students
▪ Students—students
The radio “teacher” delivers content and orally directs teachers to apply more interactive instructional
approaches within the classroom. Both the content and activities of the radio program are based on
the national curriculum and use a series of structured learning episodes in which students are
prompted to sing songs, do individual and group work, answer questions, and perform certain learning
tasks. The approach is “interactive” because the radio “teacher” speaks to students and students
respond to radio prompts.
Case Study on IRI for Classroom based teaching and learning:
As in the programme funded by the World Bank to support the Govt. of Guinea, Sous le Fromager is
an excellent example of radio as an effective delivery system for enhancing teachers’ basic content
skills and for helping teachers with little or no instructional skills acquire those skills.
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The radio program is highly structured— the radio “teacher” leads the in-class teacher and students
through a series of activities that direct the in-class teacher’s instructional development. The in-class
teacher assumes a hybrid role—co teaching with the radio teacher and co learning (content, for
example) along with students. Instructional strategies are embedded in the activity and are reinforced
over the course of the academic year through the directives of the radio teacher.
In addition to actual programming, teachers receive instructional materials and detailed teacher
guides to assist them in preparing for and carrying out activities. Teacher guides use text and drawings
to help teachers know what to do before, during and after a radio broadcast.
Sous le Fromager employs three approaches:
▪ Developmental learning
▪ Multichannel learning
▪ Positive and equitable relations between teachers and students: And,
Nine instructional strategies:
▪ Games
▪ Group work
▪ Information processing
▪ Individual work
▪ Application of information
▪ Problem solving
▪ Self-assessment
▪ Project-based work
▪ Critical thinking
How does this system work?
As class begins, the school leader, or more commonly, a student, delivers the radio or audiotape player
(many schools have their own “libraries” of Sous le Fromager broadcasts), placing it on a table in the
front of the room. As the introductory music plays, the changes in student posture and facial
expressions become evident. Students are alert and engaged.
Sous le Fromager consists of two main characters—a man and a woman. The radio characters serve
in effect as “master teachers.” They immediately engage the in-class teacher and students through
greetings them and a series of short statements followed by pauses in which the in-class teacher
restates the activity or follows the radio character’s instructions. The radio teachers explain the
activity, model a typical response to a question, and always direct authority for the activity to the in-
class teacher. (“Madame or Monsieur, please ask a girl to add 12 plus 12.”). All actions originate with
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the radio characters, are carried out by the in-class teacher, and are aim to engage students in the
learning process.
Activities are fast paced (typical IRI broadcasts have 100 responses per 30-minute broadcast) which
helps to increase student engagement, teacher interest and time on task. During the course of one IRI
broadcast, students were engaged in the following learning activities that clearly focus on addressing
students’ multiple learning “styles” (aural, oral, musical, verbal, and written):
▪ Listening to a song about mosquitoes as part of learning the difference between a hard and
soft “s” sound
▪ Singing and dancing to the same song
▪ Individual work/game: Subtracting math problems on their slates. The pace and the tone of
the radio characters gave the exercise a game-like quality
▪ Responding to a series of math problems
▪ Writing French vocabulary words onto their slates
▪ Moving: Clapping once when they heard a number less than 25 and kicking once for a number
greater than 25; placing their hands on desks when they heard the French word for “on” (sur)
and under desks for the French equivalent of “under” (sous).
Activities are punctuated with wait time (instrumental music plays) and songs. Teacher training
strategies are explicit (“Madame or Monsieur, walk to the middle of the room….ask a female student
to respond.”). The teacher does not need to consider how she will organize learning; the radio does it
for her.
Sous le Fromager, in addition to providing teachers with cognitive skills (content and instruction, most
noticeably), the program appears to be highly effective in modeling many positive affective
dimensions of learning, at least as observed during actual classroom episodes of the program. These
include:
▪ Respect toward the teacher: All Sous le Fromager programs invoke teacher participation and
action in every step of the learning process. The in-class teacher is very much a co-instructor with
the radio instructor.
▪ Respect toward girls: The radio instructor reminds in-class teachers to call on girls, with the result
that there is a distinct pattern of boy-girl responses in IRI classes. Additionally, the male and female
radio characters speak for equal amounts of time and address one another as equals. The content
and tone of language do not place women in stereotypical gender roles. This is quite important in
regions where girls suffer from extreme gender stereotyping and where boys’ education if favored
over that of girls.
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▪ Respect toward students: The tone of radio broadcasts is one of respect. Students are commended
for correct answers, for their hard work, and the in-class teacher is instructed to praise students
for their effort. EDC staff has reported that, prior to Sous le Fromager, teachers frequently hit
students when they gave incorrect answers. EDC staff claims that this behaviour has abated since
the introduction of the FQEL project.
▪ Enjoyment of Learning: In addition to respect, good manners, and equitable interaction, the
program makes learning fun for both teachers and students.
Reference:
http://www.infodev.org/infodev-files/resource/InfodevDocuments_500.pdf
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‫‪Induction Program for Teachers 2024-25‬‬
‫‪Handout 6.2‬‬
‫‪1. Instructions: Read carefully individually.‬‬ ‫‪Time: 20 Minutes‬‬
‫ﺟﯿﮉی یک اہکین‬
‫ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﺍﻣﺮﯾﮑﮧ ﮐﮯ ﺍﯾﮏ ﭼﮭﻮﭨﮯ ﺳﮯ ﺷﮩﺮ ﮐﺎﺭﻟﯿﻨﮉ ﻣﯿﮟ ﭘﺮﺍﺋﻤﺮﯼ ﺍﺳﮑﻮﻝ ﻣﯿﮟ ﮐﻼﺱ‪ 5‬ﮐﯽﭨﯿﭽﺮ ﺗﮭﯿﮟ۔ﺍﻥ ﮐﯽ ﺍﯾﮏ‬
‫ﻋﺎﺩﺕ ﺗﮭﯽ۔ ﮐﮧ ﻭﮦ ﮐﻼﺱ ﺷﺮﻭﻉ ﮐﺮﻧﮯ ﺳﮯ ﭘﮩﻠﮯ "ﺁﺋﯽ ﻟﻮ ﯾﻮ ﺁﻝ" ﺑﻮﻻ ﮐﺮﺗﯿﮟ۔ﻣﮕﺮ ﻭﮦ ﺟﺎﻧﺘﯽ ﺗﮭﯿﮟ ﮐﮧ ﻭﮦ ﺳﭻ ﻧﮩﯿﮟ ﮐﮩﺘﯽ۔‬
‫ﻭﮦ ﮐﻼﺱ ﮐﮯ ﺗﻤﺎﻡ ﺑﭽﻮﮞ ﺳﮯ ﯾﮑﺴﺎﮞ ﭘﯿﺎﺭ ﻧﮩﯿﮟ ﮐﺮﺗﯽ ﺗﮭﯿﮟ۔‬
‫ﮐﻼﺱ ﻣﯿﮟ ﺍﯾﮏ ﺍﯾﺴﺎ ﺑﭽﮧ ﺗﮭﺎ ﺟﻮ ﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺍﯾﮏ ﺁﻧﮑﮭ ﻧﮧ ﺑﮭﺎﺗﺎ۔ﺍﺱ ﮐﺎ ﻧﺎﻡ ﺟﯿﮉﯼ ﺗﮭﺎ۔ ﺟﯿﮉﯼ ﻣﯿﻠﯽ ﮐﭽﯿﻠﯽ ﺣﺎﻟﺖ ﻣﯿﮟ‬
‫ﺍﺳﮑﻮﻝ ﺁﺟﺎﯾﺎ ﮐﺮﺗﺎ۔ ﺍﺱ ﮐﮯ ﺑﺎﻝ ﺑﮕﮍﮮ ﮨﻮﺋﮯ ﮨﻮﺗﮯ‪،‬ﺟﻮﺗﻮﮞ ﮐﮯ ﺗﺴﻤﮯ ﮐﮭﻠﮯ ﮨﻮﺗﮯ ‪ ،‬ﻗﻤﯿﺾ ﮐﮯ ﮐﺎﻟﺮ ﭘﺮ ﻣﯿﻞ ﮐﺎ ﻧﺸﺎﻥ۔‬
‫ﻟﯿﮑﭽﺮ ﮐﮯ ﺩﻭﺭﺍﻥ ﺑﮭﯽ ﺍﺱ ﮐﺎ ﺩﮬﯿﺎﻥ ﮐﮩﯿﮟ ﺍﻭﺭ ﮨﻮﺗﺎ۔ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﮯ ﮈﺍﻧﭩﻨﮯ ﭘﺮ ﻭﮦ ﭼﻮﻧﮏ ﮐﺮ ﺍﻧﮩﯿﮟ ﺩﯾﮑﮭﻨﮯ ﺗﻮ ﻟﮓ‬
‫ﺟﺎﺗﺎ ﻣﮕﺮ ﺍﺱ ﮐﯽ ﺧﺎﻟﯽ اخیل ﻧﻈﺮﻭﮞ ﺳﮯ ﺍﻧﮩﯿﮟ ﺻﺎﻑ ﭘﺘﮧ ﻟﮕﺘﺎ ﺭﮨﺘﺎ ﮐﮧ ﺟﯿﮉﯼ ﺟﺴﻤﺎﻧﯽ ﻃﻮﺭ ﭘﺮ ﮐﻼﺱ ﻣﯿﮟ ﻣﻮﺟﻮﺩ ﮨﻮﻧﮯ‬
‫ﮐﮯ ﺑﺎﻭﺟﻮﺩ ﺑﮭﯽ ﺩﻣﺎﻏﯽ ﻃﻮﺭ ﭘﺮ ﻏﺎﺋﺐ ﮨﮯ۔ ﺭﻓﺘﮧ ﺭﻓﺘﮧ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺟﯿﮉﯼ ﺳﮯ ﻧﻔﺮﺕ ﺳﯽ ﮨﻮﻧﮯ ﻟﮕﯽ۔ﮐﻼﺱ ﻣﯿﮟ‬
‫ﺩﺍﺧﻞ ﮨﻮﻧﮯ ﭘﺮ ﺟﯿﮉﯼﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﮐﯽ ﺳﺨﺖ ﺗﻨﻘﯿﺪ ﮐﺎ ﻧﺸﺎﻧﮧ ﺑﻨﻨﮯ ﻟﮕﺘﺎ۔ ﮨﺮ ﺑﺮﯼ ﻣﺜﺎﻝ ﺟﯿﮉﯼ ﮐﮯ ﻧﺎﻡ ﺳﮯ ﻣﻨﺴﻮﺏ ﮐﯽ‬
‫ﺟﺎﺗﯽ۔ ﺑﭽﮯ ﺍﺱ ﭘﺮﮐﮭﻠﮑﮭﻼ ﮐﺮﮨﻨﺴﺘﮯﺍﻭﺭﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﺍﺱ ﮐﯽ ﺗﺬﻟﯿﻞ ﮐﺮ ﮐﮯ ﺗﺴﮑﯿﻦ ﺣﺎﺻﻞ ﮐﺮﺗﯿﮟ۔ ﺟﯿﮉﯼ ﻧﮯ ﺍﻟﺒﺘﮧ‬
‫ﮐﺴﯽ ﺑﺎﺕ ﮐﺎ ﮐﺒﮭﯽ ﮐﻮﺋﯽ ﺟﻮﺍﺏ ﻧﮩﯿﮟ ﺩﯾﺎ ﺗﮭﺎ۔‬
‫ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﻭﮦ ﺍﯾﮏ ﺑﮯ ﺟﺎﻥ ﭘﺘﮭﺮ ﮐﯽ ﻃﺮﺡ ﻟﮕﺘﺎ ﺟﺲ ﻣﯿﮟ ﺍﺣﺴﺎﺱ ﻧﺎﻡ ﮐﯽ ﮐﻮﺋﯽ ﭼﯿﺰ ﻧﮩﯿﮟ ﺗﮭﯽ۔ ﮨﺮ ﮈﺍﻧﭧ‪،‬ﻃﻨﺰ ﺍﻭﺭ‬
‫ﺳﺰﺍ ﮐﮯ ﺟﻮﺍﺏ ﻣﯿﮟ ﻭﮦ ﺑﺲ ﺍﭘﻨﯽ ﺟﺬﺑﺎﺕ ﺳﮯﻋﺎﺭﯼﻧﻈﺮﻭﮞﺳﮯﺍﻧﮩﯿﮟﺩﯾﮑﮭﺎ ﮐﺮﺗﺎﺍﻭﺭ ﺳﺮﺟﮭﮑﺎ ایل رکتا۔ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺍﺏ‬
‫ﺍﺱ ﺳﮯﺷﺪﯾﺪ ﭼﮍﮨﻮﭼﮑﯽﺗﮭﯽ۔‬
‫ﭘﮩﻼ ﺳﯿﻤﺴﭩﺮ ﺧﺘﻢ ﮨﻮﺍﺍﻭﺭ ﺭﭘﻮﺭﭨﯿﮟ ﺑﻨﺎﻧﮯ ﮐﺎ ﻣﺮﺣﻠﮧ ﺁﯾﺎ۔ ﺗﻮ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﮯ ﺟﯿﮉﯼ ﮐﯽ ﭘﺮﻭﮔﺮﯾﺲﺭﭘﻮﺭﭦ ﻣﯿﮟﺍﺱ ﮐﯽ‬
‫ﺗﻤﺎﻡ ﺑﺮﺍﺋﯿﺎﮞﻟﮑﮭ ﻣﺎﺭﯾﮟ۔ ﭘﺮﻭﮔﺮﯾﺲﺭﭘﻮﺭﭦ ﻭﺍﻟﺪﯾﻦ ﮐﻮ ﺩﮐﮭﺎﻧﮯ ﺳﮯ ﭘﮩﻠﮯ ﮨﯿﮉ ﻣﺴﭩﺮﯾﺲ ﮐﮯﭘﺎﺱ ﺟﺎﯾﺎ ﮐﺮﺗﯽ ﺗﮭﯽ۔ﺍﻧﮩﻮﮞ‬
‫ﻧﮯ ﺟﺐ ﺟﯿﮉﯼ ﮐﯽ ﺭﭘﻮﺭﭦ ﺩﯾﮑﮭﯽ ﺗﻮ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ تال ایل۔"ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ! ﭘﺮﻭﮔﺮﯾﺲﺭﭘﻮﺭﭦ ﻣﯿﮟ ﮐﭽﮭ ﺗﻮ ﭘﺮﻭﮔﺮﯾﺲ‬
‫ﺑﮭﯽ ﻧﻈﺮﺁﻧﯽ ﭼﺎﮨﯿﮯ۔ﺁﭖ ﻧﮯ ﺗﻮ ﺟﻮ ﮐﭽﮭ ﻟﮑﮭﺎ ﮨﮯ ﺍﺱ ﺳﮯ ﺟﯿﮉﯼ ﮐﮯ ﻭﺍﻟﺪﯾﻦ ﺍﺱ ﺳﮯ ﺑﺎﻟﮑﻞ ﮨﯽ ﻧﺎ ﺍﻣﯿﺪ ﮨﻮ ﺟﺎﺋﯿﻨﮕﮯ۔"‬
‫’’ذعمرت ﺧﻮﺍﮦ ﮨﻮﮞ ﻣﮕﺮ ﺟﯿﮉﯼ ﺍﯾﮏ ﺑﺎﻟﮑﻞ ﮨﯽ ﺑﺪﺗﻤﯿﺰ ﺍﻭﺭﻧﮑﻤﺎ ﺑﭽﮧ ﮨﮯ۔ﻣﺠﮭﮯ ﻧﮩﯿﮟ ﻟﮕﺘﺎ ﮐﮧ ﻣﯿﮟ ﺍﺱ ﮐﯽ ﭘﺮﻭﮔﺮﯾﺲ ﮐﮯ‬
‫ﺑﺎﺭﮮ ﻣﯿﮟ ﮐﭽﮭ ﻟﮑﮭ ﺳﮑﺘﯽ ﮨﻮﮞ۔‘‘ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﻔﺮﺕ ﺍﻧﮕﯿﺰﻟﮩﺠﮯ ﻣﯿﮟﺑﻮﻝ ﮐﺮﻭﮨﺎﮞﺳﮯﺍﭨﮭ ﺁﺋﯿﮟ۔‬
‫ﮨﯿﮉ ﻣﺴﭩﺮﯾﺲ ﻧﮯ ﺍﯾﮏﻋﺠﯿﺐ ﺣﺮﮐﺖ ﮐﯽ۔ﺍﻧﮩﻮﮞ ﻧﮯ ﭼﭙﮍﺍﺳﯽ ﮐﮯ ﮨﺎﺗﮭ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﯽ ﮈﯾﺴﮏ ﭘﺮ ﺟﯿﮉﯼ ﮐﯽ ﮔﺰﺷﺘﮧ‬
‫ﺳﺎﻟﻮﮞ ﮐﯽ ﭘﺮﻭﮔﺮﯾﺲ ﺭﭘﻮﺭﭨﺲ ﺭﮐﮭﻮﺍ ﺩﯾﮟ۔‬
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‫ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻼﺱﻣﯿﮟ ﺩﺍﺧﻞ ﮨﻮﺋﯿﮟ ﺗﻮ ﺭﭘﻮﺭﭨﺲ ﭘﺮﻧﻈﺮ ﭘﮍﯼ۔ﺍﻟﭧ ﭘﻠﭧ ﮐﺮ ﺩﯾﮑﮭﺎ ﺗﻮ ﭘﺘﮧ ﻟﮕﺎ ﮐﮧ ﯾﮧ ﺟﯿﮉﯼ ﮐﯽ ﺭﭘﻮﺭﭨﺲ‬
‫ﯾﻘﯿﻨﺎ ﯾﮩﯽ ﮔﻞ ﮐﮭﻼﺋﮯ ﮨﻮﻧﮕﮯ۔" ﺍﻧﮩﻮﮞ ﻧﮯ ﺳﻮﭼﺎ ﺍﻭﺭ ﮐﻼﺱ ‪ 3‬ﮐﯽ ﺭﭘﻮﺭﭦ‬
‫ﮨﯿﮟ۔ ’’ﭘﭽﮭﻠﯽ ﮐﻼﺳﻮﮞ ﻣﯿﮟ ﺑﮭﯽ ﺍﺱ ﻧﮯ ً‬
‫ﮐﮭﻮﻟﯽ۔ ﺭﭘﻮﺭﭦ ﻣﯿﮟ ﺭﯾﻤﺎﺭﮐﺲ ﭘﮍﮬﮐﺮ ﺍﻥ ﮐﯽ ﺣﯿﺮﺕ ﮐﯽ ﮐﻮﺋﯽ ﺍﻧﺘﮩﺎ ﻧﮧ ﺭﮨﯽ جب ﺍﻧﮩﻮﮞ ﻧﮯ ﺩﯾﮑﮭﺎ ﮐﮧ ﺭﭘﻮﺭﭨﺲ ﺍﺱ ﮐﯽ‬
‫ﺗﻌﺮﯾﻔﻮﮞ ﺳﮯ ﺑﮭﺮﯼ ﭘﮍﯼ ﮨﮯ۔‘‘‬
‫" ﺟﯿﮉﯼ ﺟﯿﺴﺎ ﺫﮨﯿﻦ ﺑﭽﮧ ﻣﯿﮟ ﻧﮯ ﺁﺝ ﺗﮏ ﻧﮩﯿﮟ ﺩﯾﮑﮭﺎ۔" ﺍﻧﺘﮩﺎﺋﯽ ﺣﺴﺎﺱ ﺑﭽﮧ ﺍﻭﺭ ﺍﭘﻨﮯ ﺩﻭﺳﺘﻮﮞﺍﻭﺭ ﭨﯿﭽﺮﺯ ﺳﮯ ﺑﮯ ﺣﺪ ﻟﮕﺎﺅ‬
‫رکھتا ﮨﮯ۔‘‘‬
‫ﺁﺧﺮﯼ ﺳﯿﻤﺴﭩﺮ ﻣﯿﮟ ﺑﮭﯽ ﺟﯿﮉﯼ ﻧﮯ ﭘﮩﻠﯽ ﭘﻮﺯﯾﺸﻦ ﺣﺎﺻﻞ ﮐﺮﻟﯽ ﮨﮯ۔‬
‫ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﮯ ﻏﯿﺮ ﯾﻘﯿﻨﯽ ﮐﯽ ﺣﺎﻟﺖ ﻣﯿﮟ ﮐﻼﺱ ‪ 4‬ﮐﯽ ﺭﭘﻮﺭﭦ ﮐﮭﻮﻟﯽ۔ ﺟﯿﮉﯼ ﻧﮯ ﺍﭘﻨﯽ ﻣﺎﮞ ﮐﯽ ﺑﯿﻤﺎﺭﯼ ﮐﺎ ﺑﮯ ﺣﺪ ﺍﺛﺮ‬
‫ﻟﯿﺎ ﮨﮯ ۔ﺍﺱ ﮐﯽ ﺗﻮﺟﮧ ﭘﮍﮬﺎﺋﯽﺳﮯ ﮨﭧ ﺭﮨﯽ ﮨﮯ۔ ﺟﯿﮉﯼ ﮐﯽ ﻣﺎﮞ ﮐﻮ ﺁﺧﺮﯼ ﺍﺳﭩﯿﺞ ﮐﺎ ﮐﯿﻨﺴﺮ ﺗﺸﺨﯿﺺ ﮨﻮﺍ ﮨﮯ۔ ﮔﮭﺮ ﭘﺮﺍﺱ‬
‫ﮐﺎﺍﻭﺭ ﮐﻮﺋﯽ ﺧﯿﺎﻝ ﺭﮐﮭﻨﮯﻭﺍﻻ ﻧﮩﯿﮟ ﺟﺲ ﮐﺎ ﮔﮩﺮﺍ ﺍﺛﺮ ﺍﺱ ﮐﯽ ﭘﮍﮬﺎﺋﯽ ﭘﺮ ﭘﮍﺍ ﮨﮯ۔‬
‫ٹسکین ﺭﭘﻮﺭﭦ ﻣﯿﮟﻟﮑﮭﺎ ﺗﮭﺎ ﮐﮧ ’’ﺟﯿﮉﯼ ﮐﯽ ﻣﺎﮞ ﻣﺮ ﭼﮑﯽ ﮨﮯ۔ ﺍﻭﺭ ﺍﺱ ﮐﮯ ﺳﺎﺗﮭ ﮨﯽ ﺟﯿﮉﯼ ﮐﯽ ﺯﻧﺪﮔﯽ ﮐﯽ ﺭﻮﻧﻖ ﺑﮭﯽ۔‬
‫ﺍﺳﮯ ﺑﭽﺎﻧﺎ ﭘﮍﮮ ﮔﺎ ﺍﺱ ﺳﮯ ﭘﮩﻠﮯ ﮐﮧ ﺑﮩﺖ ﺩﯾﺮ ﮨﻮ ﺟﺎﺋﮯ۔‘‘ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﭘﺮ ﻟﺮﺯﮦ ﻃﺎﺭﯼ ﮨﻮﮔﯿﺎ۔ ﮐﺎﻧﭙﺘﮯ ﮨﺎﺗﮭﻮﮞ ﺳﮯ ﺍﻧﮩﻮﮞ‬
‫ﻧﮯ ﭘﺮﻭﮔﺮﯾﺲﺭﭘﻮﺭﭦ ﺑﻨﺪ ﮐﯽ۔ ﺁﻧﺴﻮﺍﻥ ﮐﯽﺁﻧﮑﮭﻮﮞ ﺳﮯﺍﯾﮏ ﮐﮯﺑﻌﺪ ﺍﯾﮏﮔﺮﻧﮯ اگل۔ ﺍﮔﻠﮯ ﺩﻥ ﺟﺐ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻼﺱ‬
‫ﻣﯿﮟ ﺩﺍﺧﻞ ﮨﻮﺋﯿﮟ ﺗﻮ ﺍﻧﮩﻮﮞ ﻧﮯ ﺍﭘﻨﯽ ﻋﺎﺩﺕ ﮐﮯ ﻣﻄﺎﺑﻖ ﺍﭘﻨﺎ ﺭﻭﺍﯾﺘﯽ ﺟﻤﻠﮧ "ﺁﺋﯽ ﻟﻮ ﯾﻮ ﺁﻝ" ﺩﮨﺮﺍﯾﺎ۔ ﻣﮕﺮﻭﮦ ﺟﺎﻧﺘﯽﺗﮭﯿﮟ ﮐﮧ ﻭﮦ‬
‫ﺁﺝ ﺑﮭﯽ ﺟﮭﻮﭦ ﺑﻮﻝ ﺭﮨﯽ ﮨﯿﮟ۔ ﮐﯿﻮﻧﮑﮧ ﺍﺳﯽ ﮐﻼﺱ ﻣﯿﮟ ﺑﯿﭩﮭﮯ ﺍﯾﮏ ﺑﮯ ﺗﺮﺗﯿﺐ ﺑﺎﻟﻮﮞ ےس ﻭﺍﻟﮯ ﺑﭽﮯ ﺟﯿﮉﯼ ﮐﮯ ﻟﯿﮯ ﺟﻮ‬
‫ﻣﺤﺒﺖ ﻭﮦ ﺁﺝ ﺍﭘﻨﮯ ﺩﻝ ﻣﯿﮟ ﻣﺤﺴﻮﺱ ﮐﺮ ﺭﮨﯽ ﺗﮭﯿﮟ ﻭﮦ ﮐﻼﺱ ﻣﯿﮟ ﺑﯿﭩﮭﮯ ﺍﻭﺭ ﮐﺴﯽ ﺑﭽﮯ ﮐﮯ ﻟﯿﮯ ﮨﻮ ﮨﯽ ﻧﮩﯿﮟ ﺳﮑﺘﯽ ﺗﮭﯽ۔‬
‫ﻟﯿﮑﭽﺮ ﮐﮯ ﺩﻭﺭﺍﻥ ﺍﻧﮩﻮﮞ ﻧﮯ ﺣﺴﺐِ ﻣﻌﻤﻮﻝ ﺍﯾﮏ ﺳﻮﺍﻝ ﺟﯿﮉﯼ ﭘﺮ ﺩﺍﻏﺎ ﺍﻭﺭ ﮨﻤﯿﺸﮧ ﮨﯽ ﮐﯽ ﻃﺮﺡ ﺟﯿﮉﯼ ﻧﮯ ﺳﺮ ﺟﮭﮑﺎ ﻟﯿﺎ۔‬
‫ﺟﺐ ﮐﭽﮭ ﺩﯾﺮ ﺗﮏ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﯽﻃﺮﻑ ﺳﮯ ﮐﻮﺋﯽ ﮉﺍﻧﭧ ﭘﮭﭩﮑﺎﺭﺍﻭﺭﮨﻢ ﺟﻤﺎﻋﺖ ﺳﺎﺗﮭﯿﻮﮞﮐﯽﺟﺎﻧﺐ ﺳﮯﮨﻨﺴﯽﮐﯽ‬
‫ﺁﻭﺍﺯﺍﺱ ﮐﮯ ﮐﺎﻧﻮﮞ ﻣﯿﮟ ﻧﮧ ﭘﮍﯼ ﺗﻮﺍﺱ ﻧﮯﺍﭼﮭﻨﺒﮯ ﻣﯿﮟ ﺳﺮﺍﭨﮭﺎ ﮐﺮ ﺍﻥ ﮐﯽ ﻃﺮﻑ ﺩﯾﮑﮭﺎ۔ﺧﻼﻑِ ﺗﻮﻗﻊ ﺍﻥ ﮐﮯ ﻣﺎﺗﮭﮯ ﭘﺮﺁﺝ‬
‫ﺑﻞ ﻧﮧﺗﮭﮯ۔ ﻭﮦ ﻣﺴﮑﺮﺍ ﺭﮨﯽ ﺗﮭﯿﮟ۔ ﺍﻧﮩﻮﮞ ﻧﮯ ﺟﯿﮉﯼ ﮐﻮ ﺍﭘﻨﮯ ﭘﺎﺱ ﺑﻠﻮﺍﯾﺎ ﺍﻭﺭﺍﺳﮯﺳﻮﺍﻝﮐﺎﺟﻮﺍﺏ ﺑﺘﺎﮐﺮﺯﺑﺮﺩﺳﺘﯽﺩﮨﺮﺍﻧﮯ‬
‫ﮐﮯ ﻟﯿﮯ ﮐﮩﺎ۔‬
‫ﺟﯿﮉﯼ ﺗﯿﻦ ﭼﺎﺭ ﺩﻓﻌﮧ ﮐﮯ ﺍﺻﺮﺍﺭ ﮐﮯ ﺑﻌﺪ ﺁﺧﺮ ﺑﻮﻝ ﮨﯽ ﭘﮍﺍ۔ﺍﺱ ﮐﮯ ﺟﻮﺍﺏ ﺩﯾﺘﮯ ﮨﯽ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﮯ ﻧﮧ ﺻﺮﻑ ﺧﻮﺩ ُپر‬
‫وجش ﺍﻧﺪﺍﺯ ﻣﯿﮟ ﺗﺎﻟﯿﺎﮞ ﺑﺠﺎﺋﯿﮟ ﺑﻠﮑﮧ ﺑﺎﻗﯽ ﺳﺐ ﺳﮯ ﺑﮭﯽ ﺑﺠﻮﺍﺋﯿﮟ۔ﭘﮭﺮ ﺗﻮ وہ ﺭﻭﺯ ﮐﺎ ﻣﻌﻤﻮﻝ ﺑﻦ ﮔﯿﺎﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﮨﺮ ﺳﻮﺍﻝ ﮐﺎ‬
‫ﺟﻮﺍﺏ ﺧﻮﺩ ﺑﺘﺎﺗﯿﮟ ﺍﻭﺭ ﭘﮭﺮ ﺍﺱ ﮐﯽ ﺧﻮﺏ ﭘﺬﯾﺮﺍﺋﯽ ﮐﺮﺗﯿﮟ۔ﮨﺮ ﺍﭼﮭﯽ ﻣﺜﺎﻝ ﺟﯿﮉﯼﺳﮯ ﻣﻨﺴﻮﺏ ﮐﯽ ﺟﺎﻧﮯﻟﮕﯽ۔ ﺭﻓﺘﮧﺭﻓﺘﮧ‬
‫ﭘﺮﺍﻧﺎﺟﯿﮉﯼ ﺳﮑﻮﺕﮐﯽ ﻗﺒﺮ ﭘﮭﺎﮌﮐﺮﺑﺎﮨﺮﺁﮔﯿﺎ۔ﺍﺏﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺳﻮﺍﻝ ﮐﮯ ﺳﺎﺗﮭ ﺟﻮﺍﺏ ﺑﺘﺎﻧﮯ ﮐﯽ ﺿﺮﻭﺭﺕ ﻧﮧ‬
‫ﭘﮍﺗﯽ۔ﻭﮦﺭﻭﺯﺑﻼ ﻧﻘﺺ وجات ﺩﮮ ﮐﺮ ﺳﺐ ﮐﻮ ﻣﺘﺎﺛﺮ ﮐﺮﺗﺎ ﺍﻭﺭﻧﺕ ﻧﺌﮯ ﺳﻮﺍﻻﺕ ﭘﻮﭼﮭ ﮐﺮ ﺳﺐﮐﻮﺣﯿﺮﺍﻥ ﺑﮭﯽ۔ﺍﺱ ﮐﮯﺑﺎﻝ‬
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‫ﮐﺴﯽﺣﺪ ﺗﮏ ﺳﻨﻮﺭﮮ ﮨﻮﺋﮯﮨﻮﺗﮯ‪،‬ﮐﭙﮍﮮ ﺑﮭﯽﮐﺎﻓﯽﺣﺪﺗﮏﺻﺎﻒﮨﻮﺗﮯ ﺟﻨﮩﯿﮟ ﺷﺎﯾﺪﻭﮦ ﺧﻮﺩ ﺩﮬﻮﻧﮯﻟﮕﺎ ﺗﮭﺎ۔‬

‫ﺩﯾﮑﮭﺘﮯﮨﯽﺩﯾﮑﮭﺘﮯﺳﺎﻝ ﺧﺘﻢ ﮨﻮﮔﯿﺎ ﺍﻭﺭ ﺟﯿﮉﯼ ﻧﮯ ﺩﻭﺳﺮﯼ ﭘﻮﺯﯾﺸﻦ ﺣﺎﺻﻞ ﮐﺮﻟﯽ۔‬
‫ﺍﻟﻮﺩﺍﻋﯽ ﺗﻘﺮﯾﺐ ﻣﯿﮟ ﺳﺐ ﺑﭽﮯ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﮯ ﻟﯿﮯ ﺧﻮﺑﺼﻮﺭﺕ ﺗﺤﻔﮯ ﺗﺤﺎﺋﻒ ﻟﮯﮐﺮﺁﺋﮯﺍﻭﺭﻣﺴﺰﺗﮭﺎﻣﺴﻦﮐﮯﭨﯿﺒﻞ‬
‫ﭘﺮﮈﮬﯿﺮ ﮐﺮﻧﮯ ﻟﮕﮯ۔ﺍﻥ ﺧﻮﺑﺼﻮﺭﺗﯽﺳﮯﭘﯿﮏ ﺗﺤﺎﺋﻒ ﻣﯿﮟ ﺍﯾﮏﭘﺮﺍﻧﮯﺍﺧﺒﺎﺭ ﻣﯿﮟﺑﺪﺳﻠﯿﻘﮧ ﻃﺮﺯﭘﺮﭘﯿﮏﺍﯾﮏ ﺗﺤﻔﮧﺑﮭﯽ ﭘﮍﺍ‬
‫ﺗﮭﺎ۔ﺑﭽﮯ ﺍﺳﮯ ﺩﯾﮑﮭ ﮐﺮ ﮨﻨﺲ ﭘﮍﮮ۔ ﮐﺴﯽ ﮐﻮ ﺟﺎﻧﻨﮯﻣﯿﮟ ﺩﯾﺮﻧﮧﻟﮕﯽﮐﮧ ﺗﺤﻔﮯﮐﮯﻧﺎﻡ ﭘﺮ ﯾﮧ ﭼﯿﺰ ﺟﯿﮉﯼ ﻻﯾﺎ ﮨﻮﮔﺎ۔‬
‫ﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﻧﮯ ﺗﺤﺎﺋﻒ ﮐﮯ ﺍﺱ ﭼﮭﻮﭨﮯﺳﮯﭘﮩﺎﮌ ﻣﯿﮟ ﺳﮯ ﻟﭙﮏ ﮐﺮ ﺍﺳﮯ ﻧﮑﺎﻻ۔ ﮐﮭﻮﻝ ﮐﺮ ﺩﯾﮑﮭﺎ ﺗﻮﺍﺱ ﮐﮯﺍﻧﺪﺭﺍﯾﮏ‬
‫ﻟﯿﮉﯾﺰ ﭘﺮﻓﯿﻮﻡ ﮐﯽ ﺁﺩﮬﯽ ﺍﺳﺘﻌﻤﺎﻝ ﺷﺪﮦ ﺷﯿﺸﯽﺍﻭﺭﮨﺎﺗﮭ ﻣﯿﮟ ﭘﮩﻨﻨﮯﻭﺍﻻﺍﯾﮏ ﺑﻮﺳﯿﺪﮦ ﺳﺎ ﮐﮍﺍﺗﮭﺎ ﺟﺲﮐﮯﺯﯾﺎﺩﮦ ﺗﺮﻣﻮﺗﯽ ﺟﮭﮍ‬
‫ﭼﮑﮯ ﺗﮭﮯ۔ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﮯ ﺧﺎﻣﻮﺷﯽ ﮐﮯ ﺳﺎﺗﮭ ﺍﺱ ﭘﺮﻓﯿﻮﻡ ﮐﻮ ﺧﻮﺩ ﭘﺮ ﭼﮭﮍﮐﺎ ﺍﻭﺭ ﮨﺎﺗﮭ ﻣﯿﮟ ﮐﮍﺍ ﭘﮩﻦ ﻟﯿﺎ۔ ﺑﭽﮯ ﯾﮧ ﻣﻨﻈﺮ‬
‫ﺩﯾﮑﮭ ﮐﺮ ﺣﯿﺮﺍﻥ ﺭﮦ ﮔﺌﮯ ﺧﻮﺩ ﺟﯿﮉﯼ ﺑﮭﯽ۔ﺁﺧﺮ ﺟﯿﮉﯼ ﺳﮯ ﺭﮨﺎ ﻧﮧ ﮔﯿﺎ ﺍﻭﺭ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﮯ ﻗﺮﯾﺐ ﺁ ﮐﺮ ﮐﮭﮍﺍ ﮨﻮ ﮔﯿﺎ۔ ﮐﭽﮭ‬
‫ﺩﯾﺮ ﺑﻌﺪ ﺍﺱ ﻧﮯ ﺍﭨﮏ ﺍﭨﮏ ﮐﺮ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺑﺘﺎﯾﺎ ﮐﮧ " ﺁﺝ ﺁﭖ ﺳﮯﺑﺎﻟﮑﻞ ﻣﯿﺮﯼ ﻣﺎﮞ ﺟﯿﺴﯽ ﺧﻮﺷﺒﻮ ﺁ ﺭﮨﯽ ﮨﮯ۔" ﻭﻗﺖ‬
‫ﭘﺮﻟﮕﺎ ﮐﺮ ﺍﮌﻧﮯ ﻟﮕﺎ۔ ﺩﻥ ﮨﻔﺘﻮﮞﻣﯿﮟ ‪ ،‬ﮨﻔﺘﮯ ﻣﮩﯿﻨﻮﮞ ﻣﯿﮟ ﺍﻭﺭ ﻣﮩﯿﻨﮯ ﺳﺎﻝ ﻣﯿﮟ ﺑﺪﻟﺘﮯ ﺑﮭﻼ ﮐﮩﺎﮞ ﺩﯾﺮ ﻟﮕﺘﯽ ﮨﮯ۔ ﻣﮕﺮ ﮨﺮ ﺳﺎﻝ‬
‫ﮐﮯ ﺍﺧﺘﺘﺎﻡ ﭘﺮ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺟﯿﮉﯼ ﮐﯽ ﻃﺮﻑ ﺳﮯ ﺍﯾﮏ ﺧﻂ ﺑﺎﻗﺎﻋﺪﮔﯽ ﮐﮯ ﺳﺎﺗﮭ ﻣﻮﺻﻮﻝ ﮨﻮﺗﺎ ﺟﺲ ﻣﯿﮟ ﻟﮑﮭﺎ ﮨﻮﺗﺎ ﮐﮧ‬
‫" ﻣﯿﮟ ﺍﺱ ﺳﺎﻝ ﺑﮩﺖ ﺳﺎﺭﮮ ﻧﺌﮯ ﭨﯿﭽﺮﺯ ﺳﮯ ﻣﻼ۔ ﻣﮕﺮ ﺁﭖ ﺟﯿﺴﺎ ﮐﻮﺋﯽ ﻧﮩﯿﮟ ﺗﮭﺎ۔" ﭘﮭﺮ ﺟﯿﮉﯼﮐﺎﺍﺳﮑﻮﻝﺨﺘﻢ‬
‫ﮨﻮﮔﯿﺎﺍﻭﺭﺧﻄﻮﻁ ﮐﺎ ﺳﻠﺴﻠﮧ ﺑﮭﯽ۔ﮐﺌﯽ ﺳﺎﻝ ﻣﺰﯾﺪ ﮔﺰﺭﮮ ﺍﻭﺭﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﺭﯾﭩﺎﺋﺮﮈ ﮨﻮﮔﺌﯿﮟ۔ﺍﯾﮏ ﺩﻥ ﺍﻧﮩﯿﮟ ﺍﭘﻨﯽ ﮈﺍﮎ ﻣﯿﮟ‬
‫ﺟﯿﮉﯼﮐﺎ ﺧﻂ ﻣﻼ ﺟﺲﻣﯿﮟﻟﮑﮭﺎ ﺗﮭﺎ "ﺍﺱ ﻣﮩﯿﻨﮯﮐﮯﺁﺧﺮﻣﯿﮟ ﻣﯿﺮﯼ ﺷﺎﺩﯼ ﮨﮯ ﺍﻭﺭ ﻣﯿﮟ ﺁﭖ ﮐﯽ ﻣﻮﺟﻮﺩﮔﯽ ﮐﮯ ﺳﻮﺍ ﺷﺎﺩﯼ‬
‫ﮐﺎ ﻧﮩﯿﮟ ﺳﻮﭺ ﺳﮑﺘﺎ۔ﺍﯾﮏ ﺍﻭﺭ ﺑﺎﺕ۔ ﻣﯿﮟ ﺯﻧﺪﮔﯽ ﻣﯿﮟ ﺑﮩﺖ ﺳﺎﺭﮮ ﻟﻮﮔﻮﮞ ﺳﮯ ﻣﻞ ﭼﮑﺎ ﮨﻮﮞ۔ﺁﭖ ﺟﯿﺴﺎ ﮐﻮﺋﯽ ﻧﮩﯿﮟ‪-‬‬
‫ﮈﺍﮐﭨﺮ ﺟﯿﮉﯼ ﺍﻟﻔﺮﯾﮉ‬
‫ﺳﺎﺗﮭ ﮨﯽﭨﯿﮑﺴﺎﺱﮐﺎ ﺭﯾﮍﻥﭨﮑﭧ ﺑﮭﯽﻟﻔﺎﻓﮯﻣﯿﮟ ﻣﻮﺟﻮﺩ ﺗﮭﺎ۔ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﺧﻮﺩ ﮐﻮ ﮨﺮ ﮔﺰ ﻧﮧ ﺭﻭﮎ ﺳﮑﺘﯽ ﺗﮭﯿﮟ۔ﺍﻧﮩﻮﮞ ﻧﮯ‬
‫ﺍﭘﻨﮯ ﺷﻮﮨﺮ ﺳﮯﺍﺟﺎﺯﺕﻟﯽﺍﻭﺭ ﭨﯿﮑﺴﺎﺱ ﺭﻭﺍﻧﮧ ﮨﻮ ﮔﺌﯿﮟ۔ﺷﺎﺩﯼ ﻣﯿﮟ ﮐﭽﮭ ﺩﻥ ﺑﺎﻗﯽ ﺗﮭﮯﺍﻭﺭﻭﮦ ﺟﯿﮉﯼﮐﻮﺷﺎﺩﯼﮐﮯﺩﻥﮨﯽ‬
‫ﺳﺮﭘﺮﺍﺋﺰ ﺩﯾﻨﺎ ﭼﺎﮨﺘﯽ ﺗﮭﯿﮟ ﺍﺳﻠﯿﮯﺍﯾﮏﮨﻮﭨﻞ ﻣﯿﮟﺭﮎ ﮔﺌﯿﮟ۔ﻋﯿﻦ ﺷﺎﺩﯼﮐﮯﺩﻥ ﺟﺐ ﻭﮦ ﭼﺮﭺ ﭘﮩﻨﭽﯿﮟ ﺗﻮ ﺗﮭﻮﮌﯼ ﻟﯿﭧ ﮨﻮ ﭼﮑﯽ‬
‫ﺗﮭﯿﮟ۔ﺍﻧﮩﯿﮟ ﻟﮕﺎ ﺗﻘﺮﯾﺐ ﺧﺘﻢ ﮨﻮ ﭼﮑﯽ ﮨﮯ۔ ﻣﮕﺮ ﯾﮧ ﺩﯾﮑﮭ ﮐﺮ ﺍﻥﮐﯽﺣﯿﺮﺕ ﮐﯽ ﺍﻧﺘﮩﺎ ﻧﮧ ﺭﮨﯽ ﮐﮧ ﺷﮩﺮ ﮐﮯ ﺑﮍﮮ ﺑﮍﮮ‬
‫ﮈﺍﮐﭨﺮﺰ‪،‬ﺑﺰﻧﺲﻣﯿﻦﺍﻭﺭﯾﮩﺎﮞ ﺗﮏ ﮐﮯ ﭼﺮﭺ ﮐﺎ ﭘﺎﺩﺭﯼ ﺑﮭﯽ ﺍﮐﺘﺎﯾﺎ ﮨﻮﺍ ﮐﮭﮍﺍ ﺗﮭﺎ۔ ﻣﮕﺮ ﺟﯿﮉﯼ ﺭﺳﻮﻣﺎﺕ ﮐﯽ ﺍﺩﺍﺋﯿﮕﯽ ﮐﮯ‬
‫ﺑﺠﺎﺋﮯ ﮔﯿﭧ ﮐﯽﻃﺮﻑ ﺩﯾﮑﮭﮯﺟﺎﺭﮨﺍﺗﮭﺎ۔ ﻭﮦﺍﻥ ﮐﯽﺁﻣﺪ ﮐﺎ ﻣﻨﺘﻈﺮﺗﮭﺎ۔ﺍﻥﮐﮯ ﭘﮩﻨﭽﺘﮯ ﮨﯽ ﺟﯿﮉﯼ ﻧﮯﺍﻥ ﮐﺎ ﮨﺎﺗﮭ ﭘﮑﮍﺍ ﺟﺲ ﻣﯿﮟ‬
‫ﺍﻧﮩﻮﮞ ﻧﮯ ﺍﺏ ﺗﮏ ﻭﮦ ﺑﻮﺳﯿﺪﮦ ﺳﺎ ﮐﮍﺍ ﭘﮩﻨﺎ ﮨﻮﺍ ﺗﮭﺎ ﺍﻭﺭ ﺍﻧﮩﯿﮟ ﺳﯿﺪﮬﺎﺍﺳﭩﯿﺞ ﭘﺮﻟﮯﮔﯿﺎ۔ﻣﺎﺋﯿﮏ ﮨﺎﺗﮭ ﻣﯿﮟ ﭘﮑﮍﮐﺮﺍﺱﻧﮯﮐﭽﮭ ﯾﻮﮞ‬
‫ﺍﻋﻼﻥ ﮐﯿﺎ‪’’ :‬ﺩﻭﺳﺘﻮ ! ﺁﭖ ﺳﺐ ﮨﻤﯿﺸﮧﻣﺠﮭ ﺳﮯ ﻣﯿﺮﯼ ﻣﺎﮞ ﮐﮯ ﺑﺎﺭﮮ ﻣﯿﮟ ﭘﻮﭼﮭﺎ ﮐﺮﺗﮯ ﺗﮭﮯ ﺍﻭﺭ ﻣﯿﮟ ﻧﮯ ﺳﺐ ﺳﮯ ﻭﻋﺪﮦ‬
‫ﮐﯿﺎ ﺗﮭﺎ ﮐﮧ ﺟﻠﺪ ﺁﭖ ﺳﺐ ﮐﻮ ﺍﻥ ﺳﮯ ﻣﻠﻮﺍﺅﻧﮕﺎ۔ ﯾﮧ ﻣﯿﺮﯼ ﻣﺎﮞ ںیہ!‘‘‬
‫‪1.‬‬ ‫‪JDee ki khani in written from.‬‬

‫‪2.‬‬ ‫‪JDee ki khani from LMS‬‬
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Handout 6.3
Impact of Sous le Fromager within the Classroom
The Sous le Fromager has had a positive impact in a number of specific EFA-related as well as general
educational areas:
▪ Improved Teacher Content Knowledge: In interviews conducted for this case study, when asked
how Sous le Fromager helped their classroom practice, teachers almost always first cited the
improvement in their own content skills. As an example, in one Conakry primary school, several
teachers commented that the radio lesson just observed (which focused in part on helping students
understand the distinction between the French prepositions “sous” and “sur” (“under” and
“on/over”) had actually helped them understand these same concepts.
▪ Increased Student Attendance Rates: Principals, teachers and FQEL staff interviewed for this case
study report that school attendance increases on “radio days.”
▪ Increased math and French language ability in grades two, four and six, as indicated via data
derived from pre- and post-test comparisons.
▪ Improved Teacher Quality: DSEE, FQEL staff, administrators and teachers themselves interviewed
for this case study report an increase in more active learning strategies as a result of Sous le
Fromager. EDC staff reports that teachers generally take a more developmental approach toward
learning—focusing now on providing smaller amounts of information over several days, rather
than transmitting a large quantity of knowledge in one class period.
Based on interviews with FQEL staff and with teachers themselves, it appears that the shift toward a
more active pedagogy has had a cumulative effect with teachers transferring some of the skills learned
in “IRI classes” to “non-IRI classes.” When prompted by the interviewer, for an example of this
transference, one sixth grade teacher reported that, as a result of Sous le Fromager, he set up a project-
based activity for students in which they created a water filtration system.
▪ Changing Teacher Attitudes ‫ا‬nd Roles: EDC staff and one of the project’s evaluators report that
though at first quite resistant to using IRI, teachers are now generally receptive toward and
enthusiastic about Sous le Fromager and the instructional changes that accompany its use. Two
male teachers interviewed for this case study admitted to initial resistance on their part but both
claimed to enjoy using IRI as part of instruction and credited it with improving their teaching.
▪ Standardization of instruction and teaching materials and, where students can receive a radio
signal, equal access to content and instruction
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HANDOUTS
Handout 7.1
Ms Word Window
Instructions:
Read carefully and discuss in groups. Time: 10 Minutes
Word processing
Word processing is one of the most widely used applications installed on the computer for textual
work like writing, editing, formatting and printing documents or certain reports. Word processing is
used to create various documents such as memos, letters, notes, books, newspapers, magazines and
advertisements etc. Examples of word processors are Ms Word, Word Perfect, and Open Office Word.
Microsoft Word is the most widely used word processing software.
Microsoft Word has many features like producing professional look to the document by providing a
comprehensive set of tool for creating and formatting the documents and adding images, sounds,
charts and graphics to documents and to remove spelling and grammatical mistakes from documents.
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Microsoft Word has many components such as Microsoft Office Button, Title bar, Tabs, Graphs,
Ribbon, Ruler, Zoom slider, Quick Access Toolbar, Control buttons, Scroll bars, Status bar etc.
Title Bar
It is the top most bar. It displays the quick access toolbar at its left, the name of the current document
at the centre and control buttons at its right side.
The Ribbon
It is located below the title bar. At the top of the ribbon are seven tabs; clicking a tab displays several
related command groups. Each group contain related command buttons. The seven tabs are Home,
Insert, Page Layout, References, Mailinigs, Review and View. Each tab contains several groups for
example Home tab contains five groups; Clipboard, Font, Prargraph, Styles and Editing. Clicking the
dialog box launchers gives the user to access additional commands via dialog box.
Quick Access Toolbar
It is located next to the Microsoft Office button contain different commands for quick access like Save,
Undo and Redo etc more commands can also be added in this by customizing it.
Document view buttons
These are the buttons to view a document in four different layouts. They are print layout, full screen
reading, web layout and outline and draft.
The Ruler
It is used to vertically /horizontally align the text in a document. It can be hide or unhide by presenting
view Ruler button found on the right most side of the top Ruler
Zoom slider
It is used to Zoom in or Zoom out the view of the document. The Zoom range varies from 10% to 500%.
The status Bar
It is located at the bottom of the Word Window. It gives information about the present status of the
document such as the current pages and the number of words in the document.
Reference:
P (58 to 61): Computer Science for Grade IX) Khyber Pakhutnkhwa Textbook Board, Peshawar
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Worksheet 7.1
Microsoft Word
Instructions:
Label at least eight (8) components of the Microsoft Word Window without taking help from any
resources. Time: 05 Minutes
Reference:
P (130): Computer Science for Grade – IX Khyber Pakhtunkhwa Textbook Board, Peshawar
Subject output/input
1. Title Bar
2. Menue Bar
3. Tool Bar
4. Work Space
5. Scroll Bar
6. Task Pane
7. Formatting tool Bar
8. Split Handle
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HANDOUTS
Handout 8.1 (A)

Editing Text
Instructions: Read carefully and discuss in groups. Time: 15 Minutes
Editing text means to make changes in the text. Entering, deleting and moving text in a document
refers to text editing. Ms. Word has all the options necessary for editing of text. However, these
commands have also shortcuts on the standard toolbar. In Ms. Word if one place the curser on any
icon it will show you the name of icon, shortcut key and the function of that icon. Therefore Ms. Word
is known interactive application.
1. Inserting text in the document
Text (letters, numbers etc) can be inserted into document at insertion point with the help of keyboard.
The following steps are required to insert text in a word document.
• Move the cursor to an appropriate position in the document.
• Write the text with keyboard.
2. Selecting text in a document
Mouse or keyboard can be used to select text in a document for editing.
• Selecting text with mouse
Click the left mouse button to the left of the text that is to be selected hold down the left mouse
button and drag the cursor to the end of text, release the mouse button. The selected text will
be highlighted in the document.
• Selecting text with keyboard
Keyboard is also used to select the text words, sentences and paragraphs.
o Move the cursor to the beginning of the word, sentences and paragraphs that is to be
selected.
o Hold the shift key and press the required arrow key to move to the end to word, sentence
or paragraph.
o The selected text is highlighted in the document.
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As shown in the figure.
3. Deleting text in the document

Deleting text means to remove text from the document.
Steps for deleting text
• User may use backspace button on the keyboard, which will erase the text left side of the
cursor.
• User may use delete button, which will delete the text at the right side of the cursor.
• User may first select the required text and then press delete button on keyboard.
4. Moving or coping text to a new location in document
Copy-Paste option is used to take the duplicate of the text by copy it and paste it where required. This
option does not remove the text from the source location.
The Cut-Paste or Move option is used to move the text from one place to another place. When users
Cut or Copy text, it gets placed on the clipboard. Clipboard is a temporary storage place in computer
memory. It is used temporarily for data that is being copied or moved.
To Copy or Cut a paragraph
• Select the paragraph
• Choose Copy or Cut on the home tab in the Clipboard group. This paragraph is copied or Cut.
It gets placed onto the clipboard. Or use Ctrl + C to Copy text and Ctrl + X to Cut text.
• Move the mouse cursor to the place where the paragraph is to be placed and click.
• Choose Paste command on the Home tab, in the Clipboard group. Or Use Ctrl + V to Paste text.
• The paragraph appears at the new place.
Reference:
P (63, 64, 65): Computer Science for Grade IX, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Handout 8.1 (B)

Format Text
Instructions: Read carefully and discuss in groups. Time: 10 minutes

To create and design effective documents, user knows how to format text. Text formatting includes
formatting the font size, style and color and using bold, Italic, Underline and change case commands.
User can format a single character, word, line, paragraph or whole document.
To Format Text Font Size
• Select the text to modify.
• Click the drop-down arrow next to the font size box on the Home tab. The font size drop-down
menu appears.
• Move the cursor over the various font sizes. A live preview of the font size will appear in the
document.
• Click the font size you wish to use. The font size will change in the document.
To Format Text Font Style

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

• Click the drop-down arrow next to the font color box on the Home tab. The font color drop-
down menu appears.
• Move the cursor over the various font colors. A live preview of the font color will appear in the
document.
• Click the font color you wish to use. The font color will change in the document.
The color choices are not limited to the dropdown menu that appears. Select More Colors at the
bottom of the list to access the colors dialog box. Choose the color that user wants and click OK.
Similarly Ctrl +Shift + P shortcut keys are used to format font through Keyboard.
To use the Bold, Italic, Underline command

• Click the Bold, Italic, Underline command in the Font group on the Home tab.
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To change the text case

• Click the change case commands in the Font group on the Home tab.
• Select one of the case options from the list
Reference:
P (69, 70, 71): Computer Science for Grade IX, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Handout 8.1 (C)

Tables
Instructions: Read carefully and discuss in groups. Time: 15 Minutes

Working with Tables
A table is a grid of cells arranged in rows and columns. Table is useful for various tasks such as
presenting text information and numeric data.
1. To insert a blank table
To insert a blank table

• Place the insertion point in the document where user wants the table to appear.
• Select the insert tab
• Click the table command. A dialog box appears.
• Drag the mouse over the diagram squares to select the number of columns and rows in the
table. Shown in fig.
• Click Mouse and the table appear in the document.
• Enter text into the table.
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2. To add a Row
To add a Row
• Place the insertion point in a row below the location one wish to add a row.
• Right Click the Mouse. A menu appears,
• Select Insert --- Insert Rows above/below.
A new row appears above/below the insertion point.
3. To add a column
To add a column
• Place the insertion point in a column adjacent to the location one wish to add a new column.
• Right Click the Mouse. A menu appears,
• Select Insert --- Insert Columns to the Left Or Insert Columns to the Left.
• A new column appears.
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4. To delete a row or column

• Select the row or column to be deleted.
• Right Click your Mouse and a menu appears.
• Select Delete Columns or Delete Rows.
Border and shading

Word automatically applies a 1/2point border and white background mean no shading to all table
and table cells. To emphasize certain aspects of the table user may add, remove or modify table
borders or add shading to certain cells rows or columns in the table.
5. Adding borders
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Adding borders
• Select the cell(s) user want to apply borders to
• To select the entire table, click the Table move handle
• From the Ribbon, select the Design command tab.
• In the table styles group click on the Borders ------------ Select the Borders and Shading
• The Borders and Shading dialog box appears,
• Note: The setting section of the Borders and Shading dialog box displays different options
depending on what selected in the apply to: pull down menu.
• Select the Border tab
• In the setting style, color and width section, select the desired border options.
Apply additional boarder settings
• In the preview section, select or deselect the desired borders by clicking the diagram or the
surrounding buttons
• From the apply to pull-down menu, select where you want the border styles applied:
• Text
• Applies border style only to text (i.e. a text border is created inside the cell border)
• Paragraph
• Applies border style based on selected paragraph break with in selected cells and or
throughout the table
• Cell
• Applies border style to selected cell(s)
• Table
• Applies border style to the entire table
• Click Ok, the changes are applied.
6. Adding Shading
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Adding Shading
Select the cell(s) user want to apply Shading to
From the Ribbon, select the Design command tab.
In the Table Styles group click on the BORDERS ------------ Select the Borders and Shading
The Borders and Shading dialog box appears,
• Select the Shading tab
• To select a shading color, under Fill , select the desired shading option
• Under Patterns, from the style pull down list, select the desired shading pattern
• Apply to pull-down list, select where you want the color applied
• Click Ok, the changes are applied.
7. Merge cells
Merge cells
• Select the cells user wants to merge.
• From the Ribbon, select the layout command tab.
• In the Merge Group, select Merge cells Option.
• The selected cells are merged to single cell.
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8. Splitting Cells
Splitting Cells
• Select the cells user wants to Split.
• From the Ribbon, select the layout command tab.
• In the Merge Group, select Split cells Option.
• The Split cells dialog box appears
• Specify the number of columns and rows to splits cell(s)
• Click OK
• The selected cells are split into the required columns and rows.
Reference:
P (82, 83, 84, 87, 88, 89, 90): Computer Science for Grade IX, Khyber Pukhtunkhwa Textbook Board,
Peshawar
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Worksheet 8.1
Microsoft Word Worksheet
Time: 05 Minutes
1. What are the names for each of the following tabs?
a. ………………………..
b. ………………………………………
c. …………………………………….
d. …………………………………….
2. Fill in the blanks depending to the following page.
a. Name of the opened Document is …………………………….

b. The functions for the icons rounded in the circle are ……………., …………, ………….
c. The functions for the icons rounded in the circle are ……………., ……………,
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HANDOUTS
Handout 9.1
Format Page
Instructions: Read carefully and discuss in groups.
Time: 10 minutes
Formatting page changes the appearance of page, insert page Numbers, Header/Footer, and footnote/
Endnote and much more.
Adding the Page Numbers to the Document
Adding the Page Numbers to the Document

Follow the steps below:
• Click Insert Tab,
• Click Drop down list of Page Numbers in Header Footer Group (specify where to insert the page
umber, at the top/Bottom of the page).
• Click in the Alignment box (specify whether to align page numbers left/ center/ right).
Adding Header and Footer in a Document
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Adding Header and Footer in a Document

A Header appears at the top of every page. Footer appears at the bottom of every page. The header
and footers contain page numbers, chapter titles, dates and author name etc.
• Click on the insert tab;
• Click Header and Footer to open the Header or footer area on the page.
• To create a Header, Click Header, enter text or graphics in the Header area.
• To create Footer, click Switch between Header and Footer icon on the Header and Footer
toolbar to move to the footer area and then enter the text or graphics in the Footer area.
• When user finish, click close on the Header and Footer toolbar.
Reference:
P (71 to 76): Computer Education for Grade VII, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Handout 9.2
(Format Page)
Changing Margins of a document
Changing Margins of a document

Follow the steps below;
• Click the Page layout tab, click page Setup, and then click the Margins tab.
• Under Margins, Select the Top, bottom, left and Right margin values.
• Click OK
To center the text vertically on the page
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To Top/Center/Bottom the text vertically on the page

• Click the page layout tab,
• Click page Setup group, and then click Layout tab.
• In the vertical alignment box, select the Top/ centre/Bottom option.
• Click OK
To change the orientation of a page
To change the orientation of a page

Orientation means direction of the page that either it will be in portrait direction or in landscape
direction.
• Click the Page layout tab,
• Click page Setup, and then click the Margins tab.
• Under Orientation, click Portrait or Landscape.
• Click Ok
Reference:
P (78 to 81): Computer Education for Grade VII, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Handout 9.3
Format Page
Printing a Document
The document on the computer screen is called soft copy while the document which we get from the
printer on the paper is called hard copy. The process of producing hard copy on paper is called printing
a document.
To Preview a Document before Printing
We can preview a page or pages before printing. The preview shows how it appears on printing.
To preview a document before printing

Following steps are required to preview a page:
• Open the file menu (Click office Button),
• Click Print ----- Print Preview.
To Print a Document
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HANDOUTS
Handout 10.1
Instructions: Observe and study the sample certificates carefully.
Time: 05 minutes
Given to
______________________
For sharing his/her good ideas and
information with others faculty members
By Director
Provincial Institute for Teacher Education, Khyber PakhtunKhawa

Dated: October 31, 2019
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Handout 10.2
Sample Assessment Sheet
Science Assessment, 2019-2020

Name: ________________ Date:
Class: II Section:
Total Marks: 15 Obtained Marks:
1. (A): The diagram shows the Sun and Earth.
Tick ( ) the two correct sentences from the following:

The Sun takes 1 year to orbit the Earth.
The Earth takes 1 year to orbit the Sun.
The Earth takes 24 hours to orbit the Sun.
The Earth spins on its axis once every 24 hours.
The Earth spins on its axis once every year.
1 Mark
(B): Our solar system. What am I?
a. I am the closest planet to the sun. ______________
b. I am famous for my bright rings. ______________
c. I was a planet. Now scientists call me a dwarf planet. ______________
d. I take about 28 days to orbit planet Earth. ______________
e. I am a star. I give out heat and light. ____________________
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HANDOUTS
Handout 11.1
Spreadsheet
Instructions: Read the handout carefully with understanding. Time: 10 minutes

Introduction
A spreadsheet is a document that stores data in a grid rows and columns. Different application
software has been written for spreadsheet applications. By using such software, information can be
stored in a more structured way than using in plain text. Lotus 123 and Ms Excel are the examples of
spreadsheet software.
Spreadsheet
Spreadsheet software is used to create and manipulate spreadsheet electronically in rows and columns
grid. It allows the user to organize large data easily. Spreadsheet is used for financial information, to
create budgets, balance sheets and data base documents.
In Spreadsheet data is organized in tabular form (rows & columns). Rows are labeled using 1, 2, 3…
etc. while columns are labeled with A, B, C……. etc. Data is displayed in cells and cell is intersection of
row and column. Each cell contains alphanumeric text, numeric values or formulas. Each cell has
address like A1, C5, E 20, etc.
Purpose of spreadsheet
Spreadsheet is an important and powerful business tool which stores and provides valuable
information. It is used for variety of purposes like:
• For accounting, budgeting, customer information etc.
• For calculation using formulas and built in functions.
• To sort and rearrange data.
• To display data as charts or graphs.
Spreadsheet Software-Excel
Excel is spreadsheet software that is used for storing, organizing and manipulating data. It is a part of
Microsoft Office, developed by Microsoft that is why known as Ms Excel. It has many features given
as:
• User friendly
• Have capacity to organize information into columns and rows.
• Have built in functions.
• Can sort data in ascending and descending order.
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• Has a variety of charts like bar, pie and line etc

• Has Auto Fill, Auto Correct and Auto Format features.
• & much more.
Workbook and Worksheet
In Microsoft Excel, a workbook is the file in which you work and store data. It contains one or more
worksheets. By default, a new Excel workbook contains three worksheets, namely Sheet1, Sheet2 and
Sheet3. You can switch between worksheets by clicking on the worksheet. An Excel work sheet is a
single spreadsheet that is made up of rows and columns. A worksheet begins with row `1` and column
À`. Worksheet cell contains a number, text or formula.
Excel Window
Through Ribbon menu system user navigates through Excel and accesses to the various Excel
commands. Worksheet Tabs are at left bottom of spreadsheet. Three worksheets are appeared by
default when workbook is created. Page View commands and the horizontal Scroll Bar are at the right
bottom of the spreadsheet.
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Worksheet 11.1
Spreadsheet
Instructions: Answer the questions shortly. Time: 10 minutes
Group D: What is Spreadsheet?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Group B: What is the purpose of Spreadsheet?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Group A: What is the difference between Work Book and Worksheet?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Group C: What is the difference between Word & Spreadsheet application windows?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Handout 11.2
Excel Application windows
Instructions: Read and discuss in groups.
Excel application window
Title Bar
It is the top most bar of Excel window. It displays the quick access toolbar at its left, the name of the
current worksheet at the centre and control buttons at its right side. By default Excel opens with Book1.
The Ribbon
It is located below the title bar. At the top of the ribbon are seven tabs; clicking a tab displays several
related command groups. Each group contain related command buttons. The seven tabs are Home,
Insert, Page Layout, Formulas, Data, Review and View. Each tab contains several groups for example
Home tab contains seven groups; Clipboard, Font, Alignment, Numbers, Styles, Cells and Editing.
Clicking the dialog box launchers gives the user access to additional commands.
Quick Access Toolbar
It is located next to the Microsoft Office button contain different commands for quick access like Save,
Undo and Redo etc. more commands can also be added in this by customizing it.
Standard Toolbar
The standard Toolbar contains the icons that you use most frequently, like cut, copy, paste, save, print
etc.
Formula Bar.
The formula bar is used to enter or edit a formula, a function or data in the active cell.
Zoom slider.
It is used to Zoom in or Zoom out the view of the document. The Zoom range varies from 10% to 400%.
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Worksheet 11.2
Spreadsheet
Instructions:
1. Label the Microsoft Excel Window Screen.
2. Answer the following:

a) The functions for the icons rounded in the circle are……………., …………………, ………………….
b) The functions for the icons rounded in the circle are……………., …………………,
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HANDOUTS
Handout 12.1
Spreadsheet (Students’ Result)
Students’ Result
I4 Cell
J4 Cell
I13 Cell
1. Type Heading and sub heading in rows: 1 &2.

2. Enter the data in first eight (8) columns.
3. To calculate the total obtained marks, type = SUM (C4:H4) in I4 cell. The result 408 will appear.
4. Copy the formula of H3 and Paste it for the range I5:I13. You will get the total marks of all the
ten students.
5. To find out Percentage, Type = (I4/600)*100 in cell J4 which will display the result in percentage
i.e. 68%.
6. Copy the formula of J4 and Paste it for the range J5:J13. You will get the Percentage of all the
ten students.
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Handout 12.2
Spreadsheet (Formatting Worksheet elements)

The process of changing the appearance of text is called formatting. Formatting provides a better
presentation of your document. It is easy to format your Excel worksheets. There are many types of
formatting e.g. Cell formatting, font formatting, number formatting, line formatting and page
formatting etc.
1. Selection of a Cell/Range of Cells
• To select a cell just to click in that cell, it will be selected.
• For the range of cells click one cell and drag the cursor until all the cells are selected and release
the mouse button.
2. Cut, Copy & Paste
a. Copy Paste
This command is mostly used to copy text from one place to another i.e. it is used to paste the values
from copied cells at another place.
b. Cut Paste
Working in a worksheet, you can move data from one location to another. You can either remove (Cut)
it from its original location and move it to another location or you can make a copy of original data and
paste it at another location.
The difference between Cutting and Copying is that in Copying the data, actually we are making a
duplicate of data and placing it somewhere else, while in Cutting , we are actually moving/transferring
it from its current location to a new location.
Cut/Copy in Excel
• Select the Cell or range of Cells
• Click Copy/Cut command in the Clipboard group on the Home tab.
(The border of the selected cells will change appearance)
• Select the Cell or Cells where to paste the information.
• Click the Paste command in the Clipboard group on the Home tab.
(The copied information will now appear in the new cells)
Format text
Formatting features of Excel are used to improve the look of spreadsheet and make them easier to
read. It can be very helpful and time saving. You can format cell in your desired style. The Cell
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HANDOUTS
Handout 13.1
Spreadsheet (Representing Data Graphically)
A Chart is a tool used in Excel to represent data graphically. It makes the data easy to understand in
worksheet. Charts allow the user to more easily see the meaning behind the numbers in the
spreadsheet and make showing comparisons and trends easier. There are many types of charts in Ms
Excel for example Column Chart, Line Chart, pie Chart, Bar Chart, Area Chart, and Scatter Chart etc.
Chart Source Data - Select the data range (if different from the area highlighted in step 1) and click
Next.
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Chart Options - Enter the name of the chart and titles for the X- and Y-axes. Other options for the axes,
grid lines, legend, data labels, and data table can be changed by clicking on the tabs. Press Next to
move to the next set of options.
Chart Location - Click As new sheet if the chart should be placed on a new, blank worksheet or select
As object in if the chart should be embedded in an existing sheet and select the worksheet from the
drop-down menu.
Click Finish to create the chart.
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4.7.2 Chart Formatting Toolbar
Chart Objects List - To select an object on the chart to format, click the object on the chart or select
the object from the Chart Objects List and click the Format button. A window containing the properties
of that object will then appear to make formatting changes.
Chart Type - Click the arrowhead on the chart type button to select a different type of chart.
Legend Toggle - Show or hide the chart legend by clicking this toggle button.
Data Table view - Display the data table instead of the chart by clicking the Data Table toggle button.
Display Data by Column or Row - Charts the data by columns or rows according to the data sheet.
Angle Text - Select the category or value axis and click the Angle Downward or Angle Upward button
to angle the the selected by +/- 45 degrees.
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Inserting charts
Charts can be a useful way to communicate data. When user inserts a chart in Excel it appears in the
selected worksheet with the source data by default.
To create a chart
• Select the worksheet to work with.
• Select the cells that user want to represent graphically, including the column titles and the row
labels.
• Click the insert Tab.
• Click the Top down arrow of desired chart option in the Chart group.
• Click the chart type of your choice.
(The desired chart of the given data will appear on spreadsheet in window)
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HANDOUTS
Handout 14.1
Microsoft Power Point
Introduction
Microsoft Power Point is a powerful tool to create professional looking presentations and slide shows.
Power Point allows you to construct presentations from scratch or by using the easy to use wizard.
When you open Power Point and you will be prompted by a dialog box with four choices. If Power
Point is already open or this box does not appear, select File|New from the menu bar.
Options for Creating Presentations

AutoContent Wizard
The Auto Content Wizard provides templates and ideas for a variety of presentation types. Page
through the wizard by clicking the Next button on the bottom of each page after making necessary
choices.
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Design Template
Power Point provides many templates with different backgrounds and text formatting to begin your
presentation. Preview each design by highlighting the template name on the list. Press OK after you
have chosen the design.
Open an Existing Presentation

Select this option to open a Power Point presentation that already exists. Select the folder the file is
located in from the Look in: drop-down menu and highlight the file on the list. Click Open to open
the presentation.
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Blank Presentation
Select Blank Presentation to build the presentation from scratch with no preset graphics or formatting.
Auto Layout
After selecting the presentation type, you will be prompted to choose the layout of the new slide.
These layouts include bulleted lists, graphs, and/or images. Click on each thumbnail image and a
description will be printed in the message box. Highlight the layout you want and click OK.
Screen Layout
The Power Point screen layout in Normal View:
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Views
Power Point gives you four screen layouts for constructing your presentation in addition to the Slide
Show. You can select the page view by clicking the buttons just above the formatting toolbar and the
bottom of the page.
Normal View Outline View Slide View Slide Sorter View Slide Show View
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Normal View Slide View

This screen is split into three sections showing The slide view displays each slide on the
the presentation outline on the left, the slide screen and is helpful for adding images,
in the main window, and notes at the bottom. formatting text, and adding background
styles.
Outline View Slide Sorter View

The presentation outline is displayed on the A small image of each slide is displayed in
majority of the screen with small windows for Slide Sorter view. Slides can easily be ordered
the slide and notes. and sorted from this screen.
Click the Slide Show button to view the full-screen slide show.
Creating a Presentation
Inserting a New Slide
Follow these steps to insert a new slide into the presentation:

• In the Outline window, select the slide you want the new slide to appear after by clicking the
slide's number.
• Select Insert | New Slide from the menu bar or click the new slide button on the standard
toolbar.
• Choose the page layout from the window and press OK.
Applying a Design Template
To add a design template or changing the existing one, selection Format |Design Template from the
menu bar. Select the template and click Apply.
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Changing Slide Layouts

To change the layout template of the slide select Format | Slide Layout from the menu bar. Select one
of the layout thumbnail images and click Apply.
Reordering Slides
To reorder a slide in Slide Sorter View, simply click on the slide you wish to move and drag it to the
new location. In Normal or Outline View, click the slide icon

beside the number of the slide you want to move and drag the icon to a new location.
Formatting Slides
Resizing a Text Box
Select a text box by clicking on it with the mouse. A border with nine handles will appear around the
text box. The four handles on the corners will resize the length and the width of the box at once while
the handles on the sides will resize only in one direction. Click one of the handles and drag it with the
mouse. Release the mouse button when it is the size you want it to be. Move the text box by clicking
and dragging the thick, dotted border with the mouse.
Text Box Properties

Change the colors, borders, and backgrounds of a text box from the Format AutoShape dialog box.
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• Activate the textbox by clicking on it and select Format|Colors and Lines from the menu bar.
• Under the Colors and Lines tab, select a Fill color that will fill the background of the text box.
Check the Semitransparent box if you want the slide background to show through the color.
• Select a Line color that will surround the box as well as a Style or Weight for the thickness of
the line and a Dashed property if the line should not be solid. Click the Text Box tab.
• Change the Text anchor point to reposition the text within the text box.
• Set Internal margins to the distance the text should be to the text box edges.
• Click OK to add the changes to the text box.
• Delete a Text Box
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• To delete a text box from a template, simply click the border of the text box and press the
DELETE key on the keyboard.
• Adding Text
Formatting Text
Select the text that will be formatted by highlighting the text either on the outline or on the slide.
Choose Format | Font from the menu bar or right-click on the highlighted selection and select Font
from the popup shortcut menu or. Select a font face, size, style, effect, and color from the Font dialog
box. Click the Preview button to see how the changes will appear on the slide before making a decision.
Backgrounds
Follow these steps to add background colors and patterns to a slide:
Select Format | Background from the menu bar.
Select a color from the drop-down menu below the Background fill preview or choose More Colors...
for a larger selection.
Select Fill Effects from the drop-down menu to add gradients, texture, patterns, or a picture to the
background. Click one of the four Variants of the styles chosen.
Adding Clip Art
To add a clip art image to a slide, follow these steps:
Select Insert | Picture | Clip Art from the menu bar or click the Picture button on the Drawing
toolbar.
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To find an image, click in the white box following Search for clips and enter keywords describing the
image you want to find. OR
• Click one of the category icons.

• Click once on the image to want to add to the slide and a selection bar will appear.
• Click once on the image you want to add to the slide and the following popup menu will appear:
• Insert Clip to add the image to the slide.

• Preview Clip to view the image full-size before adding it to the slide. Drag the bottom, right
corner of the preview window to resize the image and click the "x" close button to end the
preview.
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Add an Image from a File

• To add a photo or graphic from a file:
• Select Insert | Picture | From File from the menu bar.
• Click the down arrow button on the right side of the Look in: window to find the image on
your computer.
• Highlight the file name from the list and click the Insert button.
Slide Numbers
To add the slide numbers in a fixed position on the slide, use the Header and Footer window detailed
above. The slide number can otherwise be added anywhere on the slide by placing the cursor where
the slide number should appear and selecting Insert | Slide Number from the menu bar. The text of
the slide number can the formatting just as regular text style is changed
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Slide Animation
Several animations for slide objects are available through the drop-down menus on the menu bar.
First, select the text box or graphic that will be animated. Select Slide Show|Preset Animation and
choose from one of the options. To select a different animation or turn the animation off, select the
appropriate choice from the same menu. For more options, follow the procedure below:
Select Slide Show | Custom Animation from the menu bar.
Click the Preview button at any time to preview the animation on the slide and click OK when finished.
Animation Preview
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Select Slide Show | Animation Preview from the menu bar to view the Animation Preview window.
Click anywhere within this window with the mouse to preview the animations that have been set. To
hide the window, click the x close button in the top, right corner.
Slide Transitions
Add transition effects when changing slides by following these steps:
Saving
Selecting File | Save from the menu bar can save presentations. Select File | Save from the menu
bar. Write the name of the file in the File name: box. Click Save to save the presentation in web
format.
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2. In the File name box, type a name for your presentation.
3. Click Save.
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Handout 14.2
What is Microsoft PowerPoint? - Definition from Techopedia-
Definition - What does Microsoft PowerPoint mean?

Microsoft PowerPoint is powerful presentation software developed by Microsoft. It is a standard
component of the company's Microsoft Office suite software, and is bundled together with Word,
Excel and other Office productivity tools. The program uses slides to convey information rich in
multimedia. The term "slide" refers to the slide projector, which this software effectively replaces.
Guidelines for an effective presentation:
Reference:
Computer Literacy COURSE GUIDE Associate Degree in Education/ B.Ed. (Hons) Elementary 2011
Provide the following guidelines to the Trainee Teachers for these assignments:
• Remember that PowerPoint helps to ‘visualize ideas’, communicate key points, and make
information ‘memorable’. Do not use presentations to dump data.
• The presentation should be to the point, focusing on actual purpose.
• The presentation should have a professional look, representing the purpose and institution’s
identity.
• The presentation should not be text-heavy. Include only required text, and maximize graphics
in the presentation. Support your presentation with graphs and charts. Do not describe these
charts with detailed text; rather, talk about the information presented in the charts while
presenting Colours and fonts should appear to be uniform throughout the presentation to
avoid inconvenience.
• Use legible and common fonts; make sure the font size is large enough to be readable by all
attendees of the presentation. Do not sacrifice readability for style.
• Avoid too much bulleting and indentation.
• Animation, sound, and other effects in the presentation should not be distracting.
• Remember that you want the viewers to focus on what you’re presenting, not how it is
presented (overuse of fonts, styles, etc.).
• Trainee Teachers need to practice properly before delivering a presentation.
• Be mindful of the time, listeners’ positive responses, and their ease; don’t make people bored
with longer-duration presentations.
• Remember these four points for an effective presentation: significance, simplicity, structure,
and rehearsal.
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Encourage Student Teachers to explore ideas and resources about not-so-effective uses of PowerPoint.
The following link leads to an article titled Death by PowerPoint. PowerPoint tutorials can be
downloaded from
http://library.med.utah.edu/ed/eduservices/handouts/PowerPoint_Web/ PPT_XP_tutorial.pdf.
Source: https://www.techopedia.com › definition › microsoft-powerpoint
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Handout 14.3
Shortcuts Keys
You can use the following shortcut keys while running your slide show presentation in full-screen
mode.
Create and edit presentations Shortcuts
• CTRL+N. Create a new presentation

• CTRL+M. Insert a new slide
• CTRL+D. Make a copy of the selected slide
• CTRL+O. Open a presentation
• CTRL+W. Close a presentation
• CTRL+P. Print a presentation
• CTRL+S. Save a presentation
• F5. Run a presentation
• ALT+F4. Quit PowerPoint
• CTRL+F. Find text
• CTRL+H. Replace text
• CTRL+K. Insert a hyperlink
• F7. Check spelling
• ESC. Cancel a menu or dialog box action
• CTRL+Z. Undo an action
• CTRL+Y. Redo or repeat an action
• SHIFT+F4. To repeat the last Find action
Note If pressing F6 doesn't display the task pane you want, try pressing ALT to place focus on the
menu bar, and then pressing CTRL+TAB to move to the task pane.
• SHIFT+F6
• Move to a pane from another pane in the program window (counter clockwise direction)
• CTRL+F6 When more than one window is open, switch to the next window
• CTRL+SHIFT+F6 Switch to the previous window
• CTRL+F9 Minimize a window to an icon (works only for some Microsoft Office programs)
• CTRL+F10 Maximize or restore a selected window
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Work in an outline
• alt+shift+left arrow promote a paragraph
• alt+shift+right arrow demote a paragraph
• alt+shift+up arrow move selected paragraphs up
• alt+shift+down arrow move selected paragraphs down
• alt+shift+1 show heading level 1
• alt+shift+plus sign expand text below a heading
• alt+shift+minus sign collapse text below a heading
• alt+shift+a show all or collapse all text or headings
• slash (/) on the numeric keypad turn character formatting on or off
Navigation Shortcuts
Switch panes in Normal view F6
Switch panes in Normal view in reverse order SHIFT+F6
Next Object TAB
Prior Object SHIFT+TAB
Up a Level ESC
Prior Slide PAGE UP
Next Slide PAGE DOWN
Reading
Say Next Screen CTRL+PAGE DOWN
Say Prior Screen CTRL+PAGE UP
Retreat Slide Show BACKSPACE
Read table column by column CTRL+SHIFT+C
Read table row by row (PowerPoint 2000 only) CTRL+SHIFT+R
Read notes in Normal or Slide Show view CTRL+SHIFT+N
Information
Say Font INSERT+F
Say object dimensions and location CTRL+SHIFT+D
Say PowerPoint version CTRL+INSERT+V
Say selected object INSERT+SHIFT+DOWN ARROW
Say shape animation information CTRL+SHIFT+A
Say slide information CTRL+SHIFT+S
Say status bar information INSERT+DELETE
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Read spell check dialog INSERT+F7

Up one level in Save as or Open dialogs ALT+1
Back to previous folder in Save as or Open dialog boxes ALT+2
Reference:
• All the Best Microsoft PowerPoint Keyboard Shortcuts
• https://www.howtogeek.com › all-the-best-microsoft-powerpoint-keyboard-s...
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Worksheet 14.1
Write the following for short keys/short:

Short keys Functions
• CTRL+N.
• CTRL+M.
• CTRL+D.
• CTRL+O.
• CTRL+W.
• CTRL+P.
• CTRL+S.
• F5.
• ALT+F4.
• CTRL+F
• CTRL+H.
• CTRL+K
• F7.
• ESC.
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Worksheet 14.2
TIME: 5 minutes
Fill in the blanks:
1. The Microsoft Power Point uses __________ to convey information rich in multimedia.
2. The term "slide" refers to the slide __________, which this software effectively replaces.
3. Include only required ______________, and maximize graphics in the presentation.
4. Animation, sound, and other effects in the presentation should not be __________.
5. Do not sacrifice __________ for style.
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HANDOUTS
Handout 15.1
Adding Animations
To create a slide that contains animation effects, complete the following steps:
1. Create your slide content first, using text and graphic objects as you normally would. (for
example create a title , a bulleted list, and a piece of clip art on your slide .)
2. Select a first object on your slide that you would like to animate.
3. If the task pane is not currently open. Click Animation schemes on the slide show menu or
Task Pane from the view menu.
4. Click the animation scheme you want to create. PowerPoint immediately adds the animation
you have selected to the slide and runs a preview of the animation (unless the auto preview
checkbox is not selected at the bottom of the task pane window).
5. Continue selecting objects one at a time on your slide and adding animation effects to them.
6. Close the task pane if you like, or keep it open as a handy way to use templates, change
colour schemes, or modify animation.
Tip: In addition to controlling individual animation effects, you can set them for your entire
presentation in one action by switching between animation schemes in the task pane. Give it a try!
Reference:
• https://www.youtube.com/watch?v=kw_udjD2xwo&t=212s
• https://www.youtube.com/watch?v=6kd0qKtW0wc
• https://www.youtube.com/watch?v=fE1-iB-3y6U
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Handout 15.2
Selecting Transitions:
To select a transition, follow these steps to see how it works:
1. Click Normal on the View menu to switch to Normal view, if it is not already selected.
2. On the Slides tab, click one or more slides that you want to change the animation transitions
for. (To select multiple slides, hold Down the Shift key while you click.) Remember that each
slide you select will be given the same transition, so you may want to approach customizing
your presentation by selecting groups of similar slides and assigning them transition type. (The
transition effect appears when the slide is first opened).
3. Click Slide Transition on the Slide Show menu to open the Slide Transition task pane.
4. Select a transition from the task pane and use the other available options to control the speed
and movement characteristics of the transition.
After you specify a transition for a slide, PowerPoint will run a preview of the transition. If you switch
to Slide Sorter View by clicking Slide Sorter on the View menu, you will see that PowerPoint places a
tiny star icon at any time to preview the transition again.
TIP: If you want to apply a new transition effect to all the slides in your presentation, you don’t need
to select all of the slides first. Instead, click the transition you want in the task pane and then click the
Apply to All Slides button of the task pane. PowerPoint will immediately apply the transition you’ve
selected to all the slides.
Reference:
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Handout 15.3
Customizing Your Animation
To maintain greater control over how to the text and objects on a slide behave during an animation
sequence; choose the custom Animation category in the task pane, presenting a number of buttons
and animation options.
The large text box in the task pane contains the Animation Order list box, which you can use to set the
order in which the objects on your slide are animated.( For example, you might want to display the
title first to let the viewer’s know what the subject is, a piece of clip art second to plant a visual image
in viewers’ minds, and a bulleted list third to flesh out the image with text.) The task pane also contains
buttons and options that control advanced aspects of the animation sequence you’re customizing:
• The Add effects button lets you set the special effect you see when you run the animation and
the sound you hear while it happens. You can also use the Effects tab to control both how the
textual elements in an animation are grouped together and the order in which they appear.
• The Start drop-down list lets you pick which event will start the animation.
• The Property drop-down list lets you change the characteristics of the selected animation
effect.
• The Speed drop-down list lets you set the speed in which the animation will run.
• The Record buttons (at the bottom of the task pane) let you rearrange the order of the
animation elements you have selected.
Reference:
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Handout 15.4
Inserting Videos
To insert a video object into a slide, follow these steps:

1. Move to the slide where you want to place the new video clip or add a new slide by choosing
New Slide from the Insert menu or clicking the New Slide button on the Standard tool bar. Don’t
worry about the slide layout or the place holders on the slide. Video clips are always inserted
directly on to the slide, not into a placeholder.
2. If you want to brows the Clip Organizer for a movie clip, point to Movies and Sounds on Insert
menu, and then choose Movie From Clip Organizer. The Insert Clip Art in the task pane opens;
click Clip organizer to search your computer system for video clips (many of these animated art
work files in the .gif format).Click the movie you want to add to your slides.
Alternatively, if you want to insert a movie from an existing movie file on your hard disk point
to Movies And Sound on the Insert menu, and then choose Movie From File from sub menu.(
Movie clips typically have .avi filename extension.) Select the movie file in the dialogue box
that appears, and then click OK.
Reference:
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Handout 15.5
Recording Narrations:
To record a voice narration, you’ll need a sound card, a micro phone, and a set of speakers. Then
follow these steps:
1. Display the slide to which you want to add voice narration.
2. From the Slide Show Menu, Record Narration. You’ll see the Record Narration dialogue box, showing
the amount of free disk space and the number of minutes you can record.
3. To verify that your mike is turned on and set at a pleasing volume level, click the Set Microphone Level
button.
4. If you want to customize the recording or the playback, click the Change Quality button, and use the
options in the Sound Selection dialogue box.
5. To begin recording, click OK in the Record Narration dialogue box. Because you can’t record
and play at the same time, while you’re recording you won’t hear other sounds you inserted in
your slide show.
6. Record voice content for each slide in your presentation, clicking to move from one slide to the
next. If you want to stop the narrations for any reason, right - click anywhere in the slide, and
then click Pause Narration on the shortcut menu. When you’re ready to resume, right-click and
then click Resume Narration.
7. When you’re finished with the recording, click yes to save it along with the timings you
specified. To save only the narration, click no.
A sound icon appears in the middle of each slide that has narration.
When you run the slide show, the narration will automatically play. To run the slide show
without narration, choose Set up Show from the Slide Show menu, and then select the Show
without Narration check box.
Reference:
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HANDOUTS
Handout 16.1
Instructional Lesson Presentation through PowerPoint
1. Start the multimedia software, and open new, blank presentation.

2. Insert a Title slide. If necessary, switch to Normal View.
3. Click the title text box at the top of the slide. Type the name of the specific classroom content
that you plan to teach.
4. Click the subtitle text box at the bottom of the slide. Type any other information that you would
like to include on the title slide, such as the name of the actual course or the general content
area, your name as the teacher, and the date of the presentation.
5. To help all of the slides in your presentation look the same, open and view the Slide Master.
6. Change the look of the words in both the top title text box and the large middle text box.
7. Return to Normal View. Notice that the changes you made on the Slide Master can now be
seen on the title slide.
8. Insert a new slide. Be certain to pick the best slide layout for the information that you want to
include.
9. Type the information that you want to include in the slide. Feel free to delete or add text boxes
as needed.
10. Insert any other information that might help students better understand the content. For
example, you might insert a clip art picture or a picture that you download and save from the
Internet. You might also add a table of data or a chart. You can even add a sound or video file.
11. Repeat Steps 8–10 to create the remaining slides of your instructional presentation. Be certain
to end the presentation with a slide that summarizes and concludes the lesson.
12. Return to Slide 1, and apply a standard color scheme to change the color of the text and
background of all your slides.
13. To help the presentation flow smoothly from one slide to the next, add transitions between all
of the slides. To create a consistent visual look, consider applying the same transition to all
slides.
14. Play your presentation to make sure everything works correctly. Make any necessary changes.
15. Save your work as directed.
Reference: Intel® Teach Program Getting Started Course
Master Teacher Edition v.2.0
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Handout 16.2
Steps to create a presentation on PowerPoint: “Student of the Week.”
1. Start the multimedia software, and open new, blank presentation.

2. Insert a Title slide. If necessary, switch to Normal View.
3. Click the title text box at the top of the slide. Type the name of the student you have chosen as
this week’s student of the week.
4. Click the subtitle text box at the bottom of the slide. Type “Student of the Week”. Then on the
line below, type the date information for the student’s term as student of the week.
5. Insert a new slide with space for a title, text, and clip art.
6. Click the title text box at the top of the slide. Type a title that explains that the slide will contain
interesting personal information about the student. Then, change the font, size, style, and color
of the text. To create visual consistency, the text should look similar to the presentation title
on the first slide.
7. Click the text box in the bottom corner of the slide. Replace the text with a bulleted list of
interesting information about the student of the week. Change the look of the text.
8. Click, or double-click if necessary, the picture box in the opposite bottom corner of the slide.
Insert a clip art picture that is related to the information about that student. Resize the picture
if needed.
9. Insert a duplicate slide. Then, repeat Steps 6–8 to complete a slide about the student’s
classroom accomplishments.
10. Insert a Title Only slide. In the title text box, type one or two sentences that summarize and
conclude the presentation.
11. Return to Slide 1 and fill the slide background with a fill effect, such as a gradient or pattern/
hatching. Be sure to apply that same color to the background of all slides in your presentation.
12. To help the presentation flow smoothly from one slide to the next, add transitions between all
of the slides. To create a consistent visual look, consider applying the same transition to all
slides.
Reference: Intel® Teach Program Getting Started Course
Master Teacher Edition v.2.0
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Worksheet 16.1
Fill in the Blanks:
i. PowerPoint is used to create __________________.
ii. Slide transition is a type of ____________________.
iii. ______________ is used for shading.
iv. Custom Animation is a set of ____________ which can be applied to objects in the PowerPoint.
v. Short Key for slide show is ____________________.
vi. To help all of the slides in your presentation look the same, open and view the
_________________.
vii. To help the _____________ flow smoothly from one slide to the next, add transitions between
all of the slides.
viii. To create a consistent visual look, consider applying the same ________________ to all slides.
ix. Be certain to end the presentation with a ________ that summarizes and concludes the lesson.
x. Apply a standard _____________ to change the colour of the text and background of all your
slides.
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HANDOUTS
Handout 17.1
The Electronic mail
More plainly, e-mail is a message that may contain text, files, images, or other attachments sent
through a network to a specified individual or group of individuals.
The first e-mail was sent by Ray Tomlinson in 1971. Tomlinson sent the e-mail to himself as a test e-
mail message, containing the text "something like QWERTYUIOP." However, despite sending the e-
mail to himself, the e-mail message was still transmitted through ARPANET. By 1996, more electronic
mail was being sent than postal mail.
An alternative way of sending and receiving e-mail (and the more popular solution for most people) is
an online e-mail service or webmail. Examples include Hotmail (now Outlook.com), Gmail, and Yahoo
Mail. Many of the online e-mail services, including the ones we mentioned, are free or have a free
account option.
The Email program you use is technically referred to as an Email application or Email client. It's the
program (Outlook, Gmail, or Yahoo, for example) that you've chosen to use to get an Email in the Email
system and on its way.
Your Email client or program, once you log in to it with your username and password takes care of
sending out your messages and downloading messages that have been sent to you.
When you send someone an Email, it leaves your computer and is stored on a computer called an
"Email server," which runs Email server software. When you finish up an Email and hit "Send,"
something called the "mail transfer agent" (MTA) picks up your message and starts it on its way.
Eventually it ends up at the recipient's own MTA.
What is an Email?
What are Hotmail, g-mail, yahoo mail and outlook?
Expected answer, these are free Email services/client through which we send Email
Reference:
• https://www.youtube.com/watch?v=78vGq_DWwUo
• Videos about “Email ”are assessable on:
• https://www.youtube.com/watch?v=SBTojgEHl90
• https://www.youtube.com/watch?v=0JF0tLds9eg
• https://www.computerhope.com/jargon/e/Email.htm
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Handout 17.2
Writing an e-mail
When writing an e-mail message, it should look something like the example window below. As you can
see, several fields are required when sending an e-mail:
• The To field is where you type the e-mail address of the person who is the recipient of your
message.
• The From field should contain your e-mail address.
• If you are replying to a message, the To: and From: fields are automatically filled out. If it's a
new message, you'll need to specify the recipients in the To: field, either by selecting them
from your contact list, or manually typing the full Email addresses. If you are manually specify
more than one recipient (as in a group e-mail), the addresses should be separated by a comma
and a space, or by pressing the Tab Key.
• The Subject should consist of a few words describing the e-mail's contents. The Subject lets the
recipient see what the e-mail is about, without opening and reading the full e-mail. This field is
optional.
• The CC ("Carbon Copy") field allows you to specify recipients who are not direct addressees
(listed in the "To" field). For instance, you can address an e-mail to Aslam and CC Alia and
Arsalan. Although the e-mail is addressed to Aslam, Alia and Arsalan will also receive a copy of
the message, and their addresses will be visible to Aslam, and to each other.
This field is optional.
• The BCC ("blind carbon copy") field is similar to CC, except the recipients are secret. Each BCC
recipient will receive the e-mail, but will not see who else received a copy. The addressees
(anyone listed in the "To" field) remain visible to all recipients. This field is optional.
• Finally, the Message Body is the location you type your main message. It often contains your
signature at the bottom; similar to a handwritten letter.
Reference:
• https://www.youtube.com/watch?v=78vGq_DWwUo
• Videos about “Email ”are assessable on:
• https://www.youtube.com/watch?v=SBTojgEHl90
• https://www.youtube.com/watch?v=0JF0tLds9eg
• https://www.computerhope.com/jargon/e/Email.htm
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Handout 17.2 (b)

What makes a valid e-mail address?
There are several rules that an e-mail address must follow to be valid:
• As mentioned earlier, an e-mail must have a username followed by @ (the at sign) which is
followed by the domain name with a domain suffix.
• The username cannot be longer than 64 characters long, and the domain name cannot be
longer than 254 characters.
• There should be only one @ sign in an e-mail address.
• The space and special characters: ( ), : ; < > \ [ ] are allowed. Occasionally, a space, backslash,
and quotation mark work but must be preceded with a forward slash. Although valid, some e-
mail providers do not allow these characters.
• The username and e-mail addresses as a whole cannot begin or end with a period.
• The e-mail must not have two or more consecutive periods.
Advantages of e-mail
There are many advantages of e-mail and the usage of e-mail versus postal mail. Some of the main
advantages are listed below.
• Free delivery - Sending an e-mail is virtually free, outside the cost of Internet service. There is
no need to buy a postage stamp to send a letter.
• Global delivery - E-mail can be sent to nearly anywhere around the world, to any country.
• Instant delivery - An e-mail can be instantly sent and received by the recipient over the
Internet.
• File attachment - An e-mail can include one or more file attachments, allowing a person to
send documents, pictures, or other files with an e-mail.
• Long-term storage - E-mails are stored electronically, which allows for storage and archival
over long periods of time.
• Environmentally friendly - Sending an e-mail does not require paper (paperless), cardboard, or
packing tape, conserving paper resources.
What can be sent in an e-mail?
In addition to text messages being sent over e-mail, it is also possible to attach a file or other data in
an e-mail. For example, an attachment could be a picture, PDF, word processor document, movie,
program, or any file stored on your computer. However, because of some security issues, it may not
be possible to send certain types of files without additional steps. For example, many companies will
block .exe files from being sent over e-mail and would require you to compress the file into a .zip file.
Also, most e-mail providers have file size restrictions that would prevent any large files or programs
from being sent over e-mail.
Reference: https://www.computerhope.com/jargon/e/Email .htm
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HANDOUTS
Handout 18
Google Docs is a data storage online-based service that is offered by Google for free. It allows you to
collaborate with your colleagues while storing and editing data in real time. It has a word processing
application that will let you share memos, articles or any Documents with your team. It includes a
spreadsheet application that enables you to share relevant data such as company reports, budget
proposals and financial statements with your associates. Sharing files is made easier because these
Documents can be accessed by different people simultaneously.
Apart from that, Google Docs also allows you to store any type of files whether an audio file, a picture,
or a word Document.
Personally, I’ve been using Google Docs for years now and I couldn’t remember a downtime, at least
not for me. It has been very helpful to me and with my business as well. Collaboration with my team
with real-time updates made me manage things accordingly and smoothly.
Whenever I need to share a file to my colleagues who are from other parts of the globe, I need not tire
myself of endlessly sending updating Documents to them. I simply make one Docsument and upload
it in Google Docs and share it to my team. I can even limit their access to my Documents. I can set the
“can edit” subscription if I want them to do necessary edits in the Documents I am sharing, or I can
change that to “can view” if I don’t want them to do anything in my files. Here’s a video on how to
maximize Google Docs for your business.
As long as you have the internet connection, you can access your Google Docs files anywhere, any
time. You don’t have to download any software to have access to Google Docs. As long as you have a
Gmail account and a reliable internet connection, then accessing your files wherever you are in the
globe is not a problem because of the high technology cloud system that saves the information.
Just like in any versions of Documents, Google Docs detects misspelled words that you put in your
worksheet. In the tools menu, you will see the spellchecker icon which allows you to check the spelling
of your words.
Google Docs has a feature that will detect whenever you will add a link to your spreadsheet. It
automatically converts a plain text into a link. This saves our time from copying the URL and pasting it
in the browser. With just one click, you will then be redirected to the landing page of that specific link
Reference:
• https://www.youtube.com/watch?v=exlPqBCZIKA
• https://www.cultofpedagogy.com/google-student-projects/
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Session 19: ICT in Education Time: 120 Minutes
Date
Unit
ICT in Education
Sub Topic
Teaching learning Resources
Objectives of the Session
After completing this session, the trainee teachers will be able to:
• Recognize World Wide Web (www).
• To locate website’s name on URL.
• Searching multimedia resources uploading and downloading documents and other files
(pictures, audio, etc.).
• Saving information from web pages interfacing with online multimedia resources.
• Use Web 2.0 and chat/talk applications.
A.V-AIDS
Computer, Internet, Multimedia, Mobile, Smart Board etc.
Required Resources
Writing Board, Markers, Duster, and Handout: 19
Reflection on the Previous Session
For motivation and recalling the previous knowledge the trainer will ask the following questions:
• What are steps in creation a new blog?
• What are the steps to follow in creating new blogs?
• What is the importance of blog in teaching and learning?
• Invite three (2-3) trainee teachers randomly to reflect their views.
• Provide feedback to trainee teachers
Introduction of the Session 5 minutes
Begin today’s session by introducing the topic of the day:
World-Wide Web resources for teaching and learning.
Ask the:
• www stands for what?
• Why is it important to know about it?
Introduce the topic in the following way:
• The development of the World Wide Web was begun in 1989 by Tim Berners-Lee and his
colleagues at CERN, an international scientific organization based in Geneva, Switzerland.
They created a protocol, Hyper Text Transfer Protocol (HTTP), which
standardized communication between servers and clients.
Their text-based Web browser was made available for general release in January 1992.
Source: https://www.britannica.com/topic/World-Wide-Web
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Instructions/Activities
Activity 1: 35 minutes
Getting to know about the Teaching Learning Resources on ‘WWW’
• Make three (03) groups of trainee teachers A, B and C and let them assign their group
leaders.
• Provide a chart and a marker to each group.
• Ask them to read Handout 19 and assign Categories; A, B, and C to Groups: A, B, and C for
reading and mutual discussion processing for 15 minutes.
• Write the following questions on the writing board and each group has to write their
answers on the given chart.
o Q1. What are the basic browsing tools?
o Q2. How to access teaching learning resources?
o Q3. Describe 5 popular web sites for teaching learning resources.
• Ask each group presenter to display chart on wall.
• Ask group presenter to present their point and other groups will query about it.
• Conduct the activity by sharing your input.
• Use the multimedia and demonstrate the practical activities mentioned below to the
trainee teachers:
• Divide the trainee teachers into four groups: 1, 2, 3 and 4.
• Assign the following websites to the groups as follows:
o Group: 1 Grammarly (https://www.grammarly.com/)
o Group: 2 Linkedin (https://www.linkedin.com/)
o Group: 3 Animoto (https://animoto.com/)
o Group: 4 Edmodo (https://www.edmodo.com/)
• Select a website for demonstration through multimedia; Frovo (https://www.frovo.com/)
o Demonstrate ‘Access a website by entering the website’s URL (address) into the
browser’s address bar’
o Use of web 2 chat and talk application
o Demonstrate ‘Navigate through a website using hyperlinks, buttons, and tabs
o Demonstrate ‘Print a web page’
o Demonstrate ‘Add (bookmark) a web page to the ‘Favorites’ list’
o Demonstrate ‘Use the browser’s ‘Back’ and ‘Forward’ buttons to find recently displayed
web pages’
o Demonstrate ‘Use the ‘History’ button to find recently displayed web pages
o Demonstrate ‘Use the ‘Favorites’ list to display a ‘bookmarked’ web page
o Demonstrate ‘Access [browser’s] ‘Help
o Demonstrate Upload and down load resources
• Ask each group to work on their assigned websites on the same guidelines and share their
work on multimedia one-by-one.
• Encourage the audience for the short Q/A sessions at the end of each presentation.
• Conclude the session by answering their questions and providing a productive feedback.
Use of URL, Search of multimedia resources (uploading and downloading) Practice
• Divide the trainee teachers into five groups.
• Ensure the provision of multimedia and internet facility to each group. Assign a team leader
for each group.
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• Assign a short presentation to each group on the topics below:

o Group-A: Demonstrate ‘Searching Multimedia Resources’
o Group-B: Uploading and Downloading Documents and other files (pictures, audio, etc.)
o Group-C: Saving Information from Web Pages.
o Group-D: Interfacing with Online Multimedia Resources.
(example: videos on www.youtube.com about
learning to use a computer)
o Group-E: Using Web 2.0 and chat/talk applications
(Skype, Google Talk, etc.)
• Gauge each group’s performance by letting them presenting their work.
• Summarize the activity by writing down important points on the writing board related to
each group presentation
• Conclude the activity with productive feedback.
Additional Learning Material
https://www.youtube.com/watch?v=J8hzJxb0rpc
Assessment 10 minutes
The trainer will ask the following questions to assess the level of understanding of the trainee
teachers:
• Define WWW?
• What is URL?
• What are the various search engines?
• What is web 2 application?
Home Assignment:
Create a worksheet on the Three best Search Engines of 2019 describing their Home Page features,
user friendly characteristics, the services they provide to their users. Add related pictures if needed.
Teaching Strategies
Following strategies have been used in today session we used following strategies in today’s
session.
• Group Discussion
• short Lecture method
• Demonstration Method
• Multimedia presentation
• Practical lab exercise
• Pair work
Reflection on the Session 5 minutes
Ask the trainee teachers to write their reflections on the learned activities of today’s session on
‘WWW’ by answering the following questions:
• Which learned strategies are effective?
• Which one do you propose to improve further?
• Which activity was not interested and why?
• What is the basic navigation tools used in a browser?
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HANDOUTS
Handout 19
Category: A
Background: World Wide Web (www)
The World Wide Web was 'born' in March 1989 and is celebrating its 30th birthday. The World Wide
Web is merely a tool, as is a chalkboard, overhead projector, or VCR. Tools don't teach. When
effectively implemented they assist in the learning process. If learning on the part of the students has
been helped by the use of a tool, then the tool has been used successfully.
Common symbols used in web Address
The table below has common symbols used in web addresses and Email s. Match
the symbols and examples in column A (What you see) with an expression from
column B (What you say).
A. What you see B. What you say
@ At
.co.uk dot co dot uk
.com dot com
.org dot org
/ back slash
\ forward slash
a-b hyphen or dash
a_b Underscore
ABC upper case
abc lower case
abccommunications all one
abccommunications
word
Basic Browser Tools
Now that you are familiar with what the three main browsers look like, where to locate them, and how
to open them, it’s time to learn a few of the basic tools to navigate and use a browser window. Even
though we are the Chrome browser as an example to show these tools, they can be used in almost any
browser.
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1. Arrow Buttons. These two arrows navigate the browser back (the left arrow) to a previously
viewed webpage or forward (the right arrow) to more currently viewed WebPages. These
buttons can be pushed more than once to cause the browser to go back or forward further to
web pages rendered in a browser session’s history.
2. Refresh Button. This button reloads a webpage. Refreshing will update the information on a
webpage if it has changed. If a webpage has not completely loaded, refreshing will reload the
page so that it completely renders on the screen.
3. New Tab Button. Opens a new page in the same window when selected. This option allows for
many websites to be open but contained within one main window frame. This keeps the desktop
from being cluttered with too many open windows.
A browser with many tabs open will look to this.

4. Address Bar. This text field on a browser that identifies the webpage currently being viewed in
a browser window. All address bars are located at the top of the browser window. A user can
type in a new address to navigate to a new webpage. Each website on the internet is reached by
a web address known as a URL (Uniform Resource Locator) that references a specific location on
the internet. Type a URL into the address bar of a browser, then press the Enter (Return) key on
the keyboard to make the browser load the webpage associated with the URL. As browsers have
gotten more sophisticated, most do not require for http:// or even the www to be typed in order
for the webpage to be discovered.
5. Resizing and Closing Buttons. As covered in Common Terminology, these buttons allow a user
to change the size of a browser window.
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a. Minimize Button. Represented by an underscore in the upper right corner of the window.
When minimize, the browser will remain on the taskbar but not be visibly open on the desktop.
b. Maximize Button. Represented by a square in the upper right corner of the window. When
maximized, a browser window will enlarge a window, typically filling the entire computer screen.
c. Close Browser Button. The button in the upper right corner which is an X will terminate a
browser session. This button allows a user to quickly close a browser window when they are
finished surfing the internet. Note: If there are multiple tab windows open a browser it will
usually ask if you want to close all of the tabs before shutting down the browser.
6. Menu Button. In Chrome, the menu is indicated by three vertical dots in the upper right corner
of the browser window (Edge uses three horizontal dots; Firefox uses three stacked horizontal
lines). Once the menu button is selected a dropdown menu will appear.
Dropdown Menu. Once the menu button (#1) is clicked, it will display a dropdown menu (#2)
with a variety of choices.
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Category: B
Hyperlinks
A hyperlink (also called a link) is a section of text, an image, graphic or icon that is linked to a specific
webpage, image, file or object. This is commonly seen in a browser as text, often a blue color.
Once the link is selected, the webpage automatically navigates to the linked webpage, icon, image,
graphic or file. This is one of the main tools used when conducting a search on the web.
Bonus Tool
If you are ever asked by a support technician for the version of your browser, a quick way to discover
your version is to go to this website http://www.whatsmybrowser.org/. It will tell you the browser
type and additional information (like the operating system you are working with on your computer) so
you know how your browser is configured.
Category: C
BROWSERS AND THE WORLD WIDE WEB
Now that you are more familiar with web browsers and their navigation, here is an explanation of the
bigger picture about how they work. Watch this video to understand how browsers link you to the
World Wide Web.
https://www.youtube.com/watch?time_continue=33&v=It6tT2yxpsQ
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What is a search Engine?

A search engine is a web-based tool that enables users to locate information on the World Wide Web.
Popular examples of search engines are Google, Yahoo!, and MSN Search.
Following are some effective web-based learning materials recommended by literac:
S.No. Title of website Universal Resource Locator(URL)
1 Dotdash.com https://www.dotdash.com/
2 Coloring.com http://www.coloring.com/
3 Computer knowledge https://www.cknow.com/cms/
4 Excel Tutorial https://www.goskills.com/Excel
5 Funbrain https://www.funbrain.com/
6 Google https://www.google.com/
7 Gmail https://www.gmail.com/
8 How stuff works https://www.howstuffworks.com/
9 Wikipedia https://www.wikipedia.org
10 Facebook https://www.facebook.com/
11 EdHelper www.edhelper.com
12 APlus Math www.aplusmath.com
13 Mrs. Glosser’s Math Goodies www.mathgoodies.com
14 Education.com www.education.com/
15 Grammar Basics www.englishchick.com/grammar/grrem.htm
16 Crossword Express www.crauswords.com
Why use Web-Based Instruction?

There are a number of reasons why a teacher might choose to use Web-Based Instruction, including:
• Enhancing student learning;
• Spending more time with students working in small groups or one-on-one;
• Reducing repetitive teaching tasks;
• Reducing paper flow and management, and;
• Providing improved instructional materials.
References:
• https://ojphi.org/ojs/index.php/fm/article/view/732/641
• http://literacybasics.ca/learner-retention/web-based-learning-resources/
• https://courses.lumenlearning.com/wm-compapp/chapter/basic-browser-tools/Handout: 16.2
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Teaching Learning Resources on WWW
Learning Resources: assist students to meet the expectations for learning and are defined by
provincial or local curricula such as texts, videos, software, and internet. Before a learning resource is
used in a classroom, it must be evaluated and approved at either the provincial or local level.
Examples of Web 2.0 Teaching Tools
Online tools and resources have made it easier for teachers to instruct students, and for students to
collaborate with those teachers and with other students and parents. These "Web 2.0" teaching tools
aren't magical, but they may seem to defy definition at times since they save time, help you to stay
organized, and often take up little space on a computer. Some of these applications are Web-based,
which means that they can be accessed from any computer.
The categories are listed in alphabetical order and the links to each tool are also listed alphabetically
within those categories.
Aggregators
The following list includes free tools that you can use to stay on top of current events, including
headlines and blogs.
1. Aggie: Aggie is an open source news aggregator that's also a desktop application. It downloads
the latest news and displays it in a Web page.
2. AWasu: Awasu is a state-of-the-art feed reader that comes loaded with features for both casual
personal use and professional, high-powered information management. Use this tool for
content archiving, coupled with an advanced search engine, and use advanced features to
manage your configurable channels. The personal edition is free to download and use.
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3. Bloglines: This is more of a personal news aggregator than a bookmark tool, but it's
sophisticated and highly useful for teachers who want to stay on top of current events in any
given topic.
4. FeedReader: This is a free reader that is simple to use. It supports podcasts.
5. RSS Reader: This RSS reader is able to display any RSS and Atom news feed (XML)
Bookmark Managers
Bookmark managers make it easy to build a personal directory where researchers can tap into sites
and materials that have been saved online and share them with others in most cases. The following
bookmark managers are free to use, but they all have different angles. In other words, teachers and
professors can do more with these sites than save a page or two.
1. Diigo: Turn your students onto this tool, which works like a bookmark manager with a highlighter
or with sticky notes. This is an ideal way to research for a paper or to create a new project for class.
This site works much like MyStickies, but without Diigo's highlighter.
2. Facebook: While Facebook is a social utility that can connect you with friends as well as with
students, you can also use this tool to bookmark Web sites and specific Internet pages.
3. LinkedIn: Sometimes you just want to get away from the students. LinkedIn provides a way for you
to communicate with your peers instead (or not), and it's also useful for bookmarking.
4. Pinterest: With Pinterest, teachers can organize and share anything from lesson plans, ideas, and
crafts using a virtual bulletin board. Teachers can also use this tool to network with other
educators.
5. Twitter: Twitter is a service for friends, family, and co–workers to communicate and stay
connected through the exchange of answers that can be no longer than 140 characters and spaces
per post. Use this tool to help your students stay up-to-date, as you could advertise a Twitter
address that students could use to learn about school projects, reading assignments, and other
announcements. You can also use this tool as a bookmark manager for research.
6. Yahoo! Bookmarks: Yahoo! Bookmarks is not intended to be a social bookmark site like the others.
Instead, it essentially allows you use your personal bookmark list at any computer. In fact, it acts
and feels very much like your browser's built-in bookmark manager.
Classroom Tools
You need tools to help assess class progress. You need tools to help keep students and parents
apprised of the students' progress. You need all sorts of tools, you need them at your fingertips, and
you need them to work efficiently. Some of those tools are listed below.
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1. Animoto: This web tool completely simplifies the creation and sharing of videos. Teachers will
have no trouble creating lesson plans or presentations for students.
2. Charles Kelley Quiz Generator: Create multiple choice or bilingual tests. Though some of the
quizzes generated here can only be used on this website, others can be put on your own
website.
3. Crocodoc: This web tool allows teachers to convert Microsoft Office and PDF documents to
HTML5, making them easily viewable. Teachers can display students' documents in their
browsers and edit as needed.
4. Engrade: Engrade is a free online gradebook that allows teachers to manage their classes online
as well as post grades, assignments, attendance, and upcoming homework online for students
and parents to see. Engrade is free and easy to use. Join over 10,000 teachers, parents, and
students using Engrade today.
5. Frovo: This online pronunciation dictionary comes in handy for foreign language teachers.
Users can hear any word pronounced in any language.
6. Grammarly: Several universities use this tool as a grammar checker. Students can use this as a
method to improve the process of peer editing because it checks for more than 250 points of
grammar.
7. My Project Pages: Built by teachers for teachers, use myprojectpages.com to create structured
online inquiry-based learning activities for the courses you teach that enable your students to
engage in meaningful learning experiences while online.
8. Slideshare: Ok, so you're still with PowerPoint, but you can jazz that presentation up at
Slideshare. This site takes your .ppt file (also works with Open Office and PDF files) so you can
share it with your students (and the world at large). You can add music, embed videos in
comments and more – all for free.
9. Survey Builder: Survey Builder allows you to easily create and manage online surveys suitable
for Internet-based oral history projects, course evaluations, and other endeavors that involve
collecting feedback. You do not need to know how to build a Web page that has forms, set up
a database to store entries, or do any of the other technical tasks that are normally required to
produce interactivity on the Internet.
10. Teacher Planet: Teacher Planet is a one-stop spot for teacher resources. Teachers can
download any number of lesson plan templates, worksheets, ESL-specific resources, and other
tools.
11. Web Poster Wizard: This free tool allows educators to create a lesson, worksheet, or class page
and immediately publish it online.
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12. Yugma: Teachers can use the free web conferencing feature with Yugma and also share their
entire desktop in real-time with one student. This can be extremely helpful in one-on-one
advising with students.
Collaboration
Part of teaching is collaboration. Teachers need to communicate with peers, administrators, and
students. The tools listed below – some free and some for a cost – will help you stay on top of your
projects with ease through open channels for collaboration.
1. Basecamp: Projects don't fail from a lack of charts, graphs, stats, or reports, they fail from a
lack of clear communication. Basecamp solves this problem by providing tools tailored to
improve the communication between people working together on a project.
2. Edmodo: Extremely similar to Twitter, except specifically designed for educators, Edmodo
facilitates collaboration and content sharing among students, teachers, and school districts.
3. FirstClass: Using a personalized Web page as a communication hub, teachers can send
messages to the principal, pick up student assignments, change homework tasks for that
evening, or have students build their own Web pages. First Class will run on a single server with
one administrators for any number of users. This tool is not free.
4. Gliffy: This diagram editor is easy to use, and you can save your work on their servers for free.
Gliffy Online has two ways to make document sharing simple. Collaboration enables others to
see and edit your work by simply entering their Email address. Publishing creates a read-only,
or public, image of your diagram that you can easily embed in a wiki, blog, or other type of web
software.
5. Mindomo: Mindmapping is a highly productive method of visual brainstorming that you can
use to plan projects or to map out a knowledge base. Mindomo has an interface and feature
set that rivals other free standalone mind-mapping applications such as Freemind. Maps are
shareable but require you to register and login to save them.
6. Schoology: Teachers can use this tool to share their instructional resources and connect with
other educators.
7. Skype: Teachers can collaborate on classroom projects while having their students visit a
classroom in another part of the world using the interactive Skype in the classroom. Skype is a
part of Microsoft, and it's free to use.
8. Twiddla: Twiddla is a great way to connect with students or other educators. Through its web-
conferencing capabilities, teachers can brainstorm and share ideas.
Reference: https://oedb.org/ilibrarian/101-web-20-teaching-tools/
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HANDOUTS
Handout 20. 1 (a)
Reference:
https://visual.ly/community/infographic/social-media/4-factors-blogging
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Handout 20. 1 (b)
Reference:
https://visual.ly/community/infographic/social-media/4-factors-blogging
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Handout 20.2
Logs: The Use of Weblogs in Education
Category-A
1. What is a blog?
Weblogs are personal web pages written in chronological order and maintained through a specific
software that helps their administrators. Weblogs, commonly referred to as blogs, are similar to an
electronic journal or diary. The writer, known as a blogger, makes periodic entries, sometimes as
frequently as a few times a day.
2. How will you find the blog of your interest?
What distinguishes a blog from other online publications is the periodic updates, usually displayed on
the homepage in reverse chronological order: new entries appear at the top of the page and older
ones are archived according to date. Ask your students for other ways blogs are different from
websites.
3. What kinds of subjects do bloggers write about?
Blogs can be on any subject. Discuss with your students the subjects of blogs they have read, or ask
them to imagine a blog subject that would interest them.
4. How can you find blogs that interest you?
You can use online search tools to find blogs, including search engines like Google or a blog directory.
Category-B
5. How do you start your own blog?
You can start a blog for free by using a service such as WordPress.com or Blogger.com or can created
by following the steps below:
Steps in creating a blog
1. Sign in to Gmail account
2. Click on the right caption “Google apps”
3. Then click on the Blogger
4. Click on “create new blog”
5. Pick a blog name. Choose something descriptive.
6. Get your blog online. Register your blog and get hosting.
7. Customize your blog. Choose a free template and tweak it.
8. Write & publish your first post. The fun part!
9. Promote your blog. Get more people to read your blog.
10. Make money blogging.
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HANDOUTS
Handout 21
Sample Lesson Plan: Essential Components of a Lesson Plan
Teacher: Subject: Grade:1

Social Studies
Date: No. of Lesson:
Students: 26
Topic: Road Rules (Road Safety)
Objectives: Students will be able to identify common road signs, and are ready to follow the safety
rule for each.
Learning outcomes: Classroom structure:

Trainee teachers will be able to: (Collaborative learning, individual, testing, etc.)
All–understand the meaning of different road
signs. Collaborative learning
Most –comprehend the meaning and follow
the instructions of the road signs. Individual learning
Some - follow some of the selected road signs

correctly.
Students for Academic Intervention: -
Extension students: 4
Hamid, Ali, Hadia,
Support students: 3
Aminah, AbuBakr, Suhaib
Resources needed:
Road sign books), Road Trip Bingo worksheet set (one per student), Road sign printouts, Large
construction paper, Small construction paper, Markers, Scissors Kid-safe scissors (optional, one
pair per student), Glue sticks (one per student), Count Traffic Signs worksheet.
Cultural Relevance: Keywords:

Awareness of the road rules and traffic sense Safety, yield, follow, rules.
while driving/travelling/walking on the roads in
Pakistan (Lahore).
Preparation:
• Cut out the printouts of road signs, and glue them to a piece of large construction paper to
create a poster.
• Cut the bingo cards into strips, to make it easier for children to cut them into squares.
Brainstorming (3 min): Students will be asked Teaching Methodology:
some open-ended Questions about their Whole-class and group work
awareness to crossing roads and following Brainstorming,
traffic signs that they had read and discussed in Explicit Instruction/Teacher Modeling,
the previous lesson. They will be shown traffic Guided Practice/Interactive Modeling,
lights and will be asked the meaning of these Independent Working
lights & how to follow them as a formative Group work
assessment of the previous lesson).
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Thinking Vessel:
The teacher will ask the students if any of them
have seen signs from the book. The key lesson
of this activity will be added by explaining to
them that road signs are important because
they help people follow rules of the road to
keep drivers, bicyclists, and pedestrians safe
(this will be written on the board).
Main Activity: Differentiation:
Explicit Instruction/Teacher Modeling (10 min): • Enrichment: Challenge advanced students to
The teacher will gather them in a group and incorporate math into this lesson by
will: completing the Count the Traffic Signs
worksheet.
• Display the poster with common road signs
on it. Great examples of signs include: stop Support: Assist students who are struggling by
sign, yield, do not enter, one-way, cutting out all of the squares for them. Reiterate
pedestrian crossing, speed limit signs, etc.* the name and function of each sign as you glue
• Point to each sign, describing the name and them down, one by one.
function of each.
• Have the class repeat each sign name as
she/he says it aloud.
• After describing each sign's function, s (he)
will ask the class some questions to think
about. Great examples include: How would
this help drivers stay safe? How would this
help pedestrians stay safe?
• Bring out the bingo worksheets, which have
been cut into strips.
• Demonstrate how to cut out a road sign
square.
• Model how to use the glue stick to paste the
road sign squares to a small piece of
construction paper.
Guided Practice/Interactive Modeling (15
minutes):
• If your students are developmentally ready,
pass out a pair of child-safe scissors to each
student, and instruct them to cut their bingo
strips into squares.
• If your students aren't ready to use scissors
on their own, cut out the squares for them.
Walk around the room and provide
assistance where needed.
Independent Working Time (10 minutes):
Pass out a small sheet of construction paper
and a glue stick to each student. Instruct
your class to glue their road signs on to the
piece of construction paper.
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Assessment for leaning (5 min): (Teacher, Student, Group etc….)

As the students are working, walk around the room to observe their work and ask them
questions about different road signs they're working with. Great questions include: What do
these signs mean? How would that help people stay safe?
Review and Closing (5):
To close the lesson, review the discussion at the beginning of the class.
Instruction to the class to call out the names of the signs they see. Asking students to share the
importance of each sign with the whole class.
Encourage them to look out for these signs as they pass them on the roads.
Homework:
As the students are working, walk around the room to observe their work and ask them
questions about different road signs they're working with. Great questions include: What do
these signs mean? How would that help people stay safe?
Review and Closing (5):
To close the lesson, review the discussion at the beginning of the class.
Instruction to the class to call out the names of the signs they see. Asking students to share the
importance of each sign with the whole class.
Encourage them to look out for these signs as they pass them on the roads.
Teacher Evaluation: (What went well, were all students involved, engaged, What’s next etc.….)
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HANDOUTS
Handout 22.1
What is worksheet?
A worksheet, in the word's original meaning, is a sheet of paper on which one performs work. They
come in many forms, most commonly associated with children's school work assignments, tax forms,
and accounting or other business environments. Software is increasingly taking over the paper-based
worksheet.
It can be a printed page that a child completes with a writing instrument. No other materials are
needed. It is "a sheet of paper on which work schedules, working time, special instructions, etc. are
recorded. A piece or scrap of paper on which problems, ideas, or the like, are set down in tentative
form." In education, a worksheet may have questions for students and places to record answers.
Usually worksheet consists of:
• Multiple choice questions
• Matching exercises
• Handwriting practice
• Coloring pages
• Math problems
• Fill-in-the-blank book reports
• Word searches and crossword puzzles
• Copy work
Worksheet in Education
In the classroom setting, worksheets usually refer to a loose sheet of paper with questions or exercises
for students to complete and record answers. They are used, to some degree, in most subjects, and
have widespread use, for example, in the math curriculum where there are two major types. The first
type of math worksheet contains a collection of similar math problems or exercises. These are
intended to help a student become proficient in a particular mathematical skill that was taught to them
in class. They are commonly given to students as homework. The second type of mathematics
worksheet is intended to introduce new topics, and is often completed in the classroom. They are
made up of a progressive set of questions that leads to an understanding of the topic to be learned.
Worksheets are important because those are individual activities and parents also need it. They
(parents) get to know what the child is doing in the school. With evolving curricula, parents may not
have the necessary education to guide their students through homework or provide additional
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support at home. Having a worksheet template easily accessible can help with furthering learning at
home.
Overall, research in early childhood education shows that worksheets are recommended mainly for
assessment purposes. Worksheets should not be used for teaching as this is not developmentally
appropriate for the education of young students.
As an assessment tool, worksheets can be used by teachers to understand students’ previous
knowledge, outcome of learning, and the process of learning; at the same time, they can be used to
enable students to monitor the progress of their own learning.
Worksheet generators are often used to develop the type of worksheets that contain a collection of
similar problems. A worksheet generator is a software program that quickly generates a collection of
problems, particularly in mathematics or numeracy. Such software is often used by teachers to make
classroom materials and tests. Worksheet generators may be loaded on local computers or accessed
via a website. There are also many worksheet generators that are available online. However, original
worksheets can be made on applications such as word or power point.
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Handout 22.2
How to make worksheets for your classroom through PowerPoint!
There will be variations if you have a different version of PowerPoint, but it shouldn’t be too hard to
modify the steps.
Step 1: Open PowerPoint and click “layout.” Select the blank layout.
Step 2: Select “Slide Size” (usually in the Design tab) and set a custom size to your page size.
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You can definitely set it to 8.5 x 11 or 11 x 8.5 or even to 10.75 x 8.25 or 8.25 x 10.75.
Step 3: Add borders.
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Step 4: Insert text boxes wherever you need them.
You can do this with the Insert tab, but if you look at the Home tab, there is a box with all the shapes
and a text box. It will also keep frequently used shaped here.
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Step 5: Insert clip art.
Many clip artists will include both JPG and PNG images. However, the use of PNG images will have a
clear background instead of a white box behind them.
Step 6: Insert any shapes and lines. You will use the same steps as making a border, but I will show you
how to format it so it is the perfect size and in the right place.
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Format the color of your shape:
To make sure it is the right size:

Go to the Format tab. On the right side, look at the sizes for the height and width. If you need a shape
to be a certain size, you can change these. To make a circle perfectly round, make sure both the height
and width are the same.
You got your shapes together, but they’re not in the right spot. You don’t have to move every piece
individually!
Click your mouse and hold it down as you go over and around the shape, just as if you were making a
text box or square around it.
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Let go and all of those pieces will be selected together and will move together. You can click one piece with your
mouse and move the whole thing. You can also use the arrow keys on your keyboard to move it, which is helpful
if it’s something so small your mouse can’t click it properly.
You can duplicate the shapes by having them selected and clicking “Ctrl+D.”
If you want them perfect lined up, just move it around. These handy red guidelines appear that will
show you when it is aligned to another shape!
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Step 7: Save as a PDF.

This will ensure that your fonts and layout will look the same, even if you are on a computer that does not have
the fonts downloaded or has a different version of PowerPoint.
At the top, click the File tab then click “Save As.” It’s not a bad idea to save your PowerPoint as a PowerPoint
too just in case you need to go back and edit.
Name your document and click “Save as Type.” Select “PDF.”

Reference:
https://collaboratinginkinder.com/2017/03/23/how-to-make-worksheets-for-your-classroom-or-
teacherpayteachers/
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Handout 22.3 (a)

Exemplars Narrative Rubric
Expert Purpose: Conventions:
May have a compelling opening or hook. Includes good context. Has few errors.
Tells a story.
Organization:
Is well organized.
Has the organization of a story – characters, problem, and
resolution.
Uses transitions effectively.
Voice and Tone:
Are appropriate to audience.
Has sentence variety and fluency.
May use precise and/or metaphorical language. Convey
knowledge and understanding. Detail/Elaboration:
Includes a depth of information that supports the focus/problem.
Uses concrete and sensory description.
Dialogue is effective.
May have other narrative qualities: show-not-tell, thought shots,
exploded moment, for example.
Practitioner Purpose: Conventions:
Has some context. May have
Tells a story. multiple errors,
Organization: but they do not
Is organized. interfere with
Uses some transitions. meaning.
Has the organization of a story – characters, problem, and
resolution.
Voice and Tone:
Appropriate to audience.
Uses appropriate language, sentence structure and variety.
Detail/Elaboration:
May include dialogue and concrete and sensory description.
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Apprentice Purpose: Conventions:

Opening has little context or context may be missing. Many errors of
May be missing part of the qualities of a story or simply lists multiple types.
events. Errors may
Organization: interfere with
Has some organization. meaning.
Voice and Tone:
Language is pedestrian.
May use slang.
Uses basic sentence structure.
Details/Elaboration:
May have random or irrelevant details.
Details may be listed with no elaboration.
Ideas may not be elaborated or details are insufficient.
Reference:
https://exemplars.com/sites/default/files/2019-06/2019_narrative_rubric.pdf
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Handout 22.3 (b)

K–2 Science Continuum
Topics Emerging Developing Using Applying
(Can do with much (Some guidance is (Can do consistently (Can apply skills
teacher guidance needed but can do and independently. and/or concepts new
and prompting). independently as May need and/or different
well). occasional situations with little
prompting). guidance).
Asks When prompted by Students need Students can Questions continue to
Questions the teacher “what do occasional prompting independently ask be spontaneous and
about the you wonder about?” to ask questions questions about driven by curiosity
the student will about observations observations and about their world.
World Around
respond. Student will and investigations. investigations. Students
Them
ask a question about Questions are more Questioning is more independently ask
an observation with directly related to spontaneous and “what if” questions
guidance. observations and consistent. during and after
Expresses curiosity investigations. Students begin to observations and
about their world and Students continue to express curiosity investigations.
seeks information by express curiosity beyond what is Student questions
asking “why” about their world and directly observable. often extend
questions. “How” and ask “how” and “what” Student can ask “what observations and
“what” questions may questions more if” questions with less investigations to new
be generated with independently. prompting. levels.
guidance. With prompting and Occasionally Students may ask ideas
Questions may not modeling students questions posed may about how ideas and
always relate to may begin to ask extend observations events are connected.
what’s being observed “what if” questions. and investigations.
or investigated.
Uses Senses to Students can use the Students continue to Students use more Students consistently
Observe sense of sight to use the sense of sight than one sense to use more than one
observe objects and to observe and can observe with little sense to observe
events and sort these use other senses with guidance. Students objects and events.
accordingly by some prompting. can independently Students can sort by
properties and non- Students can sort by sort by more than one more complex
properties (i.e.: more than one property and classify properties and
smooth, not smooth). property with less objects into groups. independently identify
With prompting guidance. and/or explain the
students can observe rule.
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HANDOUTS
Handout 23.1
The Advantages and Importance of Online Learning
Some say that wisdom comes with age while others insist that it comes from learning. Nowadays,
thanks to the internet, learning is open to all. Hence, people in the countries where traditional learning
is facing various obstacles can take advantage of online courses. So far, e-learning has been effective
to the people that understood its value. It offers the chance to have great results for lower costs and
sometimes for no costs at all. Despite these, online learning has many other advantages. Education
may have several purposes, and online courses help to fulfill it. Some even say that e-learning can
revolutionize education as it provides new opportunities for traditional learning. Taking online classes
has a lot of advantages and below are some of the most important.
Everyone can access education no matter the location
When people choose to pursue a study program in numerous cases they need to move to another city,
away from their home, family, and friends. Meanwhile, there are countries where gender issues
prevent young women from accessing education. In such cases, online learning helps to eliminate
borders and barriers, both social and physical. Online courses are a great solution to the challenges
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that these people face as they are provided with high-quality education and on their own place and
time.
You can Learn about Anything and Whatever You Like
There was this article ‘Use these two words on your college essay to get into Harvard’. If this would
work Harvard or Stanford wouldn’t be what they are. On the other hand, it may happen to anyone to
not get accepted into his or her favorite university. Therefore, they give up the dream to pursue a given
field of studies and research. Meanwhile, online courses allow you to study whatever you want or
anything that triggers your curiosity. Prestigious universities provide free courses because education
must be free to everyone.
Comfort and Flexibility
It happens to young students to find themselves into a highly competitive learning environment. Some
people like this as it motivates them to work hard but there are others that feel overwhelmed. No
matter the fact that failure is essential to success, there are persons that can’t bear failure among
others. Meanwhile, it is easier to accept it at home. This makes people feel comfortable. Speaking of
comfort, online courses help to avoid long classes and uncomfortable classrooms. The bed or the couch
are more comfortable.
Further on, you can save time and cut the cost of commuting from home to the campus. Another thing
that a lot of people agree is the fact that there will be no need to wake up early in the morning. Yet,
keep in mind that in order to be successful it is important to leave your comfort zone.
Sharing knowledge with others
It is common that when we learn something new we feel the need to share it with others. This is
another purpose of education, sharing knowledge. In the case when the course you are taking is part
of a bigger community or network of people like the campus of the Youth Citizen Entrepreneurs
Competition, you can encourage others by sharing what you have learned from the free online courses.
You can join hundreds of thousands of young people from all over the world that have benefited from
our online training and learn the secrets for successful entrepreneurship. All these can help to
generate an idea or project and develop it in a way that can bring a change to your community and
beyond.
Reference:
https://www.entrepreneurship-campus.org/the-advantages-and-importance-of-online-learning/
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Handout 23.2
10 E-Learning Platforms You Can Use For Online Courses
Here is a brief run-down of 10 E-Learning platforms you can use for online courses:
1. Udemy
Udemy firmly believes in disrupting and democratizing educational ecosystem by allowing anyone and
everyone to learn from its pool of more than 20000 Subject Matter Experts. To a very large extent,
Udemy has been successful in its mission. This eLearning platform has many content creation tools
such as PDF documents, PowerPoint, etc. text and video content can be collated to create and publish
courses.
This online training platform can be used by instructors for free. However, Udemy makes big money
by taking 50% per sale of your course. Udemy has more than 12 million students.
2. Teachable
No doubt, Udemy is a great online training platform. But there is little autonomy for instructors. For
instance, Udemy doesn’t let instructors control branding and pricing of courses. Also, instructors know
little about students. Teachable capitalized on all such limitations.
Today, Teachable has more than 3 million students, 7500 instructors, and 20000 courses. The numbers
are getting bigger and better. Instructors should pay a monthly fee to access this platform.
To attract prospects, this eLearning platform gives a free eBook which clearly explains aspects such as
course creation, video creation, slides presentation etc.
3. WizIQ
WizIQ is yet another established name in the eLearning industry. For all intents and purposes, this
online teaching software has been the go-to tool for instructors to deliver live and on-demand
webinars. It is equipped with enough provisions such as slides, desktop sharing tools, audio, video etc.
WizIQ is very common among academic course content creators.
It’s effortlessly easy to create courses and publish them on WizIQ online marketplace. By the way,
WizIQ is known to provide a host of plug-ins for popular learning management software such as
Moodle, Sakai etc.
4. Ruzuku
Ruzuku is another valuable addition to this list of 10 best eLearning platforms. Instructors aren’t
required to have much knowledge of technology to use this platform. As a matter of fact, Ruzuku
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invests great efforts to make it easy for Subject Matter Experts to create and publish courses. It has a
ton of cool features such as PayPal payment gateway, MailChimp integrations, everyday backups, etc.
5. Educadium
Educadium is on an ambitious mission to assist entrepreneurs and organizations of all sizes to create,
manage and profit from online teaching and training through its EasyCampus platform. It has a
plethora of features ranging from course designing to course publishing. You should check its trial
version to get an idea of this online training platform. Subsequently, choose your subscription package.
6. Learn Worlds
Are you looking for a platform which can complement course content with immense social learning
and high interaction? Are you looking for a white label solution? Stop your search right now and take
a look at the impressive features of Learn Worlds. The platform’s premium positioning has worked
wonders all these years. There are many impressive features such as tools to build sales pages,
simulators, intelligent sales engine, advanced analytics, etc. They certainly deserve premium
positioning.
Learn Worlds is a very good option. But be sure to do the math—the platform charges $5 per sale and
monthly subscriptions start from $24 per month.
7. Thinkific
I have been a course instructor on Thinkific for quite some time. It’s an amazing platform for 35000 +
content creators who are looking to brand and sell courses. If you are looking to grow your audience
quickly, you should bet your chances on Thinkific.
I have seen many business savvy and smart personalities having trouble in designing and scaling their
courses on other platforms. By all means, Thinkific is a top class exception. Prospects have little trouble
in the building, launching, scaling, and marketing their courses.
8. Academy Of Mine
As the name suggests, Academy of Mine lets you start your own online academy. If you are looking for
a drag-and-drop solution that can save you a lot of time, Academy of Mine scores brownie points. This
online teaching software is power—packed with an amazing administrative interface. The learning
curve is somewhat steep. That said, if you climb up the curve, you can leverage all its powerful features.
9. Course Craft
Looking to turn your blog into a profitable business? Try CourseCraft. Its editor is flexible, simple and
powerful enough to create different types of courses. It’s integrated with Stripe and PayPal payment
processors. Creating quizzes, lessons and forums is just a matter of few precious minutes. Instructors
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can run discounts and offers. Students can collaborate with friends and instructors and create a big
knowledge ecosystem. It has great custom branding features.
10. Skill share
Top teachers on Skill share make as high as $40000 annually. Almost every course lesson entails two
key components—video and class project. Courses are made up of a series of small videos whose
duration is typically anywhere between 10 and 25 minutes. You can make money through Skillshare’s
Partner Program. Of course, you have to fulfill certain prerequisites like enrolling at-least 25 learners
per class etc.
Skill share’s subscription model is different from that of Udemy. Udemy sells subscriptions of individual
courses while Skillshare sells subscriptions to all its complete content.
Reference:
https://elearningindustry.com/elearning-platforms-use-online-courses-10
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ICT Handouts For Induction Program Phase IV

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Induction Program for Teachers 2024-25

• A popular misconception and belief is that acquiring technological equipment is ‘empowering’

• ICT-enhanced education activities should not be perceived as a substitute for conventional

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

Regardless, initiative is an attribute that earns rewards. It’s especially indicative of

I. Elements of the NICT Strategy

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

Output regarding teaching learning process

ISTE STANDARDS FOR EDUCATORS

To encourage collaborative work among students

To help students learn digital tools

2. What is a way in which a teacher can demonstrate expertise in technology?

Transfer current teaching methods to technological methods

Participate in learning communities

Use tools to encourage collaborative thinking

Design assessments to gather data

Promote using technology in a limited manner

Practice implementation of emerging technologies

Limit the use of digital devices for computer science classes

Encourage collaboration without the use of virtual learning environments

Organization Lesson shows a Lesson shows Lesson shows

The 10 Commandments of Computer Ethics:

Ways to improve ethics among computer users

‫‪1. Instructions: Read carefully individually.‬‬ ‫‪Time: 20 Minutes‬‬

‫ﮐﺴﯽﺣﺪ ﺗﮏ ﺳﻨﻮﺭﮮ ﮨﻮﺋﮯﮨﻮﺗﮯ‪،‬ﮐﭙﮍﮮ ﺑﮭﯽﮐﺎﻓﯽﺣﺪﺗﮏﺻﺎﻒﮨﻮﺗﮯ ﺟﻨﮩﯿﮟ ﺷﺎﯾﺪﻭﮦ ﺧﻮﺩ ﺩﮬﻮﻧﮯﻟﮕﺎ ﺗﮭﺎ۔‬

‫ﮈﺍﮐﭨﺮ ﺟﯿﮉﯼ ﺍﻟﻔﺮﯾﮉ‬

‫‪1.‬‬ ‫‪JDee ki khani in written from.‬‬

Handout 8.1 (A)

As shown in the figure.

3. Deleting text in the document

Handout 8.1 (B)

Instructions: Read carefully and discuss in groups. Time: 10 minutes

To Format Text Font Style

To Format Text Font color

To use the Bold, Italic, Underline command

To change the text case

Handout 8.1 (C)

Instructions: Read carefully and discuss in groups. Time: 15 Minutes

To insert a blank table

4. To delete a row or column

Border and shading

2. Fill in the blanks depending to the following page.

a. Name of the opened Document is …………………………….

Adding the Page Numbers to the Document

Adding Header and Footer in a Document

Changing Margins of a document

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

To change the orientation of a page

To preview a document before printing

For sharing his/her good ideas and

information with others faculty members

Provincial Institute for Teacher Education, Khyber PakhtunKhawa

Science Assessment, 2019-2020

Tick ( ) the two correct sentences from the following:

Instructions: Read the handout carefully with understanding. Time: 10 minutes

• Has a variety of charts like bar, pie and line etc

Group D: What is Spreadsheet?

Group B: What is the purpose of Spreadsheet?

Group A: What is the difference between Work Book and Worksheet?

2. Answer the following: