Internet basic

Computer Education 1
Internet Basic

INTRODUCTION TO
ICT INTEGRATION

Now you know more about ICT and its importance in school education.
Your professional experience on ICT Integration and your
understanding will greatly influence your teaching. This activity is
designed to enhance your thinking on Teaching and professional
development.

II Leaning Outcomes:
At the end of this activity, you will be able
to reflect on our professional practices as teachers
to identify the scope for enhancing teaching proficiency
to visualize the ICT enabled classroom practices
III Procedure
Write an overview on use of ICT in your school in which you
Think about how you have developed as a teacher.
Have you only developed in terms of gaining new knowledge in the subject that you
teach, or, expanding your teaching skills?
How can you make yourself more receptive to influences that can help you develop as a
teacher?
Use your e-diary to capture the most powerful lessons that you learnt during this activity
and then save it in your personal folder for future use.
Reflection
Take few minutes to reflect on your teaching and think on the scope for improvement.
Web links
http://ace.schoolnet.org.za/cd/docs/ed.ediary_portfolio.htm
http://www.ictineducation.org
http://www.unesco.org/bangkok/education/ict

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INTRODUCTION TO
ICT INTEGRATION

ICT is a potential tool makes our professional practice more interesting and
meaningful. In this activity, you will be realizing the relevance of ICT in
Schools by critically analyzing the existing resources, extent of use and design
strategies to create ICT enabled classrooms.

II Leaning Outcomes:
At the end of this activity, you will be able:
to realize how ICT enabled classrooms enhance students learning
to develop interest in using ICT in classroom practices
to identify the scope of integrating ICT in Education
III Procedure
Analyze the current state of ICT integration: First provide a description of the school's ICT
resources and facilities. Include a summary if the staff ICT development levels. Use the
framework as the basis for analyzing the current state of learning.
Identify key principles for ICT integration: Based on your understanding of this module,
identify between 5 and 10 key principles that should influence all activity regarding the
use of ICT for learning in the school, including staff development. Provide a clear
explanation for each principle that you include.
Recommendations: From the above understanding identify the most important activities
that should take place regarding ICT Integration.
Think of an action Plan for realizing plans in programs in your school
IV Reflection
Imagine a classroom situation, where ICT is not at all used in the teaching learning process and
is dominated by the traditional teaching methods. Compare this context with the ICT enabled
classrooms. List how these two classrooms are different from each other. According to you which
learning environment is more learners friendly. And Why?
V Web links
http://www.thecorner.org/elearning/
http://www.mcqueens.net/mcqueen-ntl/dis/toc_/Pt07.html
http://ace.schoolnet.org.za/cd/docs/ed.ediary_portfolio.htm
http://www.odlaa.org/publications/2003Proceedings/pdfs/mcnickle.pdf

Activity 3
Use goggle search for the following ICT policies and reports and prepare a short note on word
document and same in a file.
National ICT policy
UNESCO ICT policy
ICT Curriculum (NCERT, NCTE)
ICT Standards- UNESCO

Internet Basic

INTERNET BASIC

Understand of Internet connectivity and structure - Understanding hardware,
browsers & networking, Current ways of connecting to the internet.
Describe the value of telecommunications to increase relevant and authentic
learning opportunities.
Locate web pages, given a list of web sites related to various curriculum topics.
Equip with skills to research a relevant topic using a simple search technique
using search engines.
Apply effective strategies for safe and secure search for kids.

What is internet?
The Internet is a global system of interconnected computer networks that use the
standardized Protocol called TCP/IP (for Transmission Control Protocol/Internet
Protocol). It is a network of networks that
consists of millions of private and public,
academic, business, and government networks
of local to global scope that are linked by
copper wires, fiber-optic cables, wireless
connections, and other technologies. The
Internet carries a vast array of information
resources and services, most notably the inter-
linked hypertext documents of the World Wide
Web (WWW) and the infrastructure to support
electronic mail, in addition to popular services
such as online chat, file transfer and file
sharing, online gaming, and Voice over
Internet Protocol (VoIP) person-to-person
communication via voice and video.
Accessing internet
Internet access refers to the means by which users connect to the Internet. Common
methods of internet access include dial-up, landline (over coaxial cable, fiber optic or
copper wires), T- lines, Wi-Fi, satellite and cell phones.

Types of connections
ISDN

ISDN is a circuit-switched telephone network system, that also provides access to
packet switched networks, designed to allow digital transmission of voice and data
over ordinary telephone copper wires, resulting in better voice quality than an analog
phone. The major application is Internet access. ISDN typically provides a
maximum of 128 kbit/s in both upstream and downstream directions (which can be
considered to be broadband speed, since it exceeds the narrowband speeds of
standard analog 56k telephone lines)
Video on “what is ISDN on YouTube” -
http://www.youtube.com/watch?v=3dU7pSQ_D1M

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However, compared to modern speeds of broadband internet, dial-up is very slow
and can only nominally transfer at 56 Kilobits per second. Dial-up is usually the only
choice available for rural or remote areas where broadband installations are not
prevalent due to low population and demand.
Dial-up Internet access
Dial-up Internet access is a form of Internet access via telephone lines. The user’s
computer or router uses an attached modem connected to a telephone line to dial
into an Internet service provider’s (ISP) node to establish a modem-to-modem link,
which is then used to route Internet Protocol packets between the user’s equipment
and hosts on the Internet. A dial-up connection allows users to connect to the
internet via a local server using a standard 56k modem, the PC literally dials (hence
the name) a telephone number (provided by the Internet Service Provider) and
connects to the server’s modem and therefore the internet.

Wireless connections
Wi-Fi provides wireless access to computer networks, and therefore can do so to the
Internet itself. Hotspots providing such access include Wi-Fi-cafes, where a would-be
user needs to bring their own wireless-enabled devices such as a laptop or PDA.
These services may be free to all, free to customers only, or fee-based. A hotspot
need not be limited to a confined location. The whole campus or park, or even the
entire city can be enabled. Grassroots efforts have led to wireless community
networks.

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Wi-Fi
The name of popular wireless networking technology that uses radio waves to
provide wireless high-speed Internet andnetwork connections. The Wi-Fi Alliance, the
organization that owns the Wi-Fi (registered trademark) term specifically defines Wi-
Fi as any "wireless local area network (WLAN) products that are based on the
Institute of Electrical and Electronics Engineers’ (IEEE) 802.11 standards." Wi-Fi
works with no physical wired connection between sender and receiver by using radio
frequency (RF) technology, a frequency within the electromagnetic spectrum
associated with radio wave propagation. The cornerstone of any wireless network is
an access point (AP). The primary job of an access point is to broadcast a wireless
signal that computers can detect and "tune" into. In order to connect to an access
point and join a wireless network, computers and devices must be equipped with
wireless network adapters Wi-Fi is supported by many applications
and devices including video game consoles, home networks, PDAs, mobile phones,
majoroperating systems, and other types of consumer
electronics. http://www.youtube.com/watch?v=Egxq00V0b1Y

WiMAX
WiMAX is a wireless digital communications system, also known as IEEE 802.16 that
is intended for wireless "metropolitan area networks".WiMAX can provide broadband
wireless access (BWA) up to 30 miles (50 km) for fixed stations, and 3 - 10 miles (5
- 15 km) for mobile stations.In contrast, the WiFi/802.11 wireless local area network
standard is limited in most cases to only 100 - 300 feet (30 - 100m). With WiMAX,
WiFi-like data rates are easily supported, but the issue of interference is lessened.
WiMAX operates on both licensed and non-licensed frequencies, providing a
regulated environment and viable economic model for wireless carriers. WiMAX can
be used for wireless networking in much the same way as the more common WiFi
protocol. WiMAX is a second-generation protocol that allows for more efficient
bandwidth use, interference avoidance, and is intended to allow higher data rates
over longer distances.

http://www.wimax.com/education

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WAP
The Wireless Application Protocol (WAP) is the de-facto world standard for the
presentation and delivery of wireless information and telephony services on mobile
phones and other wireless terminals. The WAP Forum has published a global wireless
protocol specification, based on existing
Internet standards such as XML and IP, for
all wireless networks. The WAP specification
is developed and supported by the wireless
telecommunication community so that the
entire industry and most importantly, its
subscribers, can benefit from a single, open
specification. WAP is designed to work with
most wireless networks such as CDPD,
CDMA, GSM, PDC, PHS, TDMA, FLEX,
ReFLEX, iDEN, TETRA, DECT, DataTAC,
Mobitex. The Wireless Application Protocol is
a standard developed by the WAP Forum, a
group founded by Nokia, Ericsson,
Phone.com (formerly Unwired Planet), and
Motorola.
"What is WAP" video from YouTube -
http://www.youtube.com/watch?v=Qxu__YtYvKE

Comparison with Wi-Fi
Comparisons and confusion between WiMAX and Wi-Fi are frequent because both are
related to wireless connectivity and Internet access
WiMAX uses spectrum to deliver a point-to-point connection to the Internet.
Different 802.16 standards provide different types of access, from portable
(similar to a cordless phone) to fixed (an alternative to wired access, where
the end user’s wireless termination point is fixed in location.) ·
Wi-Fi uses unlicensed spectrum to provide access to a network. Wi-Fi is more
popular in end user devices.
WiMAX and Wi-Fi have quite different quality of service (QoS) mechanisms.
WiMAX uses a mechanism based on connections between the base station and
the user device. Each connection is based on specific scheduling algorithms.
Wi-Fi has a QoS mechanism similar to fixed Ethernet, where packets can
receive different priorities based on their tags. For example VoIP traffic may
be given priority over web browsing.
Wi-Fi runs on the Media Access Control’s CSMA/CA protocol, which is
connectionless and contention based, whereas WiMAX runs a connection-
oriented MAC.
DSL
DSL or xDSL is a family of technologies that provides digital data transmission
over the wires of a local telephone network. DSL originally stood for digital
subscriber loop, but as of 2009 the term digital subscriber line has been
widely adopted as a more marketing-friendly term for Asymmetric Digital
Subscriber Line (ADSL), the most popular version of consumer-ready DSL.
DSL can be used at the same time and on the same telephone line with

Internet Basic

regular telephone, as it uses high frequency bands, while regular telephone
uses low frequency. The download speed of consumer DSL services typically
ranges from 256
kilobits per second
(kbit/s) to 24,000
kbit/s, depending on
DSL technology, line
conditions and
service-level
implementation.
View the video on
"What is a DSL
Modem" http://www.
youtube.com/watch?
v=Tz2d17gWZnc
View the video on
"Cable vs DSL: A
Broadband
Comparison" http://
www.youtube.com/w
atch?v=VAHAFi0TsbE

Blackberry
BlackBerry is a line of wireless handheld devices that was introduced in 1999
as a two-way pager. In 2002, the more commonly known smartphone
BlackBerry was released, which supports push e-mail, mobile telephone, text
messaging, internet faxing, web browsing
and other wireless information services as
well as a multi-touch interface. It is an
example of a convergent device.
Developed by the Canadian company
Research In Motion (RIM), it delivers
information over the wireless data networks
of mobile phone service companies.
BlackBerry first made headway in the
marketplace by concentrating on e-mail.
RIM currently offers BlackBerry e-mail
service to non-BlackBerry devices, such as
the Palm Treo, through the BlackBerry
Connect software.
Watch the video on
blackberry.BlackBerry Bold: The review-

http://www.youtube.com/watch?v=gBEo4JLiMgMCell
Phone reunion-http://www.youtube.com/watch?v=OD8OcPGScRU

GPRS

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General packet radio
service (GPRS) is a packet
orientedmobile data
service available to users of
the 2G cellular
communication systems global
system for mobile
communications (GSM), as well
as in the 3G systems. In 2G
systems, GPRS provides data
rates of 56-114kbit/s. GPRS
data transfer is typically
charged per megabyte of traffic
transferred, while data
communication via
traditionalcircuit switching is
billed per minute of connection
time, independent of whether
the user actually is using the
capacity or is in an idle state.
GPRS is a best-effort packet
switched service, as opposed
to circuit switching, where a
certain quality of service(QoS)
is guaranteed during the connection for non-mobile users.
Watch video on GPRS networking-
http://www.youtube.com/watch?v=N3MevkJUiiA

The following table summarises some possible configurations of GPRS and
circuit switched data services.

Educational Application of Internet
Internet offers significant advantages to library media specialists, classroom
teachers and other educators; The Internet is opening up whole new worlds
and information resources for both classroom teachers and their students.
Many teachers have used the power of its numerous tools to supplement
classroom goals and objectives in a variety of different ways.
The Internet is also a wonderful tool for students. It allows them to construct
their own knowledge; promotes the use of technology as a powerful resource
tool; enables collaboration between and among students through various
projects and thematic units; provides a global perspective and interchange of
ideas; allows teachers to individualize student instruction; and encourages
the use of technology as a tool and enabler.
Lerner
Learning through e-learning, project preparations, online tests, accessing
enormous amounts of information quickly, work at their own pace special
needs, both remedial and extension, students are accessing quality material
irrespective of their geographical location. Students are interacting with peers
and experts outside the classroom, town, and/or country by creating blogs
and wikis. Multimedia is used widely to help students learn difficult concepts.
It encourages students to learn and simulations where they can experiment

Internet Basic

by changing the variables; Internet offers a host of different tools to
demonstrate learning suitable for divergent and different intelligences
creative thinking
Administration
Use of computers can help in running of the school administration. It
admission procedures, storing of officials and students’ records etc. The
application of computers to student record keeping evolved from simple
tabulation and keeping records of registration figures, attendance, grades in
examination, admission, registration scheduling, dropouts and additions, class
rosters, student aid, fees and scholarship, testing and evaluation, and
enrolment. Computers can also be used in educational planning and decision-
making, controlling, assisting instruction and simulation. Computers are
helpful in administrating aptitude tests and achievement tests at the time of
entrance. A computer software can process performance of the functions
related with teacher’s and employee’s promotion avenues, records of the
distribution of salary, holding of the student’s examination, preparing scheme
of examination, printing of papers and question papers, evaluation of answer
sheets, preparing marks sheets, certificates etc.,
Professional Development
Internet offers significant advantages to library media specialists, classroom
teachers and other educators; The Internet is opening up whole new worlds
and information resources for both classroom teachers and their students.
Many teachers have used the power of its numerous tools to supplement
classroom goals and objectives in a variety of different ways. The Internet is
not just for student retrieval of information. There are many opportunities for
educators to grow as professionals. E-mail communication with other teachers
provides for sharing of lesson plans or the solutions to specific classroom
problems and issues. The Internet is also a wonderful tool for students. It
allows them to construct their own knowledge; promotes the use of
technology as a powerful resource tool; enables collaboration between and
among students through various projects and thematic units; provides a
global perspective and interchange of ideas; allows teachers to individualize
student instruction; and encourages the use of technology as a tool and
enabler.
Web Browser
Web browser is a software application for retrieving, presenting, and
traversing information resources on the World Wide Web. An information
resource is identified by a Uniform Resource Identifier (URI) and may be a
web page, image, video, or other piece of content. Hyperlinks present in
resources enable users to easily navigate their browsers to related resources.
The major web browsers are Windows Internet Explorer, Mozilla Firefox, Apple
Safari, Google Chrome, and Opera.

Browser Features
Most browsers contain the following features. Some of these may be
presented as buttons (or icons) in a toolbar. If you don’t find a button, you
will find a menu item in one of the menus provided. You can usually
customize the toolbar to include any or all of these features:
A web browser works by using a protocol called HTTP to request a text
document from a web server. The text document contains special instructions
(usually written in HTML) that tell the browser how to display the document
on the user’s screen. The instructions may include references (hyperlinks) to
other web pages, information about text formatting and color, and position
information for images contained in the document.

Address field
This area is where the URL (web page address) for the web page is displayed
or entered. (A field is a text entry or display area.) In many browsers, there’s
a little downward facing arrow next to this field. When you click on the arrow
you will see a list of recently visited websites. Clicking one of these URLs will
take you to that website. You can also enter a URL into this field and then
press enter or return to go to the website. In some browsers there is a “Go”
button next to this field that initiates a server request after typing in a URL.
By the way, you don’t usually have to type in the “http://” part of the URL.
Most browsers will add that information in for you when you press enter or
return.

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Autofill Forms Button

When you encounter a page that has a form on it, such as an order page, this
button will make filling out the form much easier. See the Autofill section in
Preferences to use this feature.

Back Button
Use this button to go back to the previous page opened in this particular browser window.
In some browsers, holding the mouse down on this button produces a menu of previous
pages, that you can then choose from. In other browsers, there‟s a little arrow next to the
Back button that produces this menu.
Bookmarks or Favorites
You can easily create a shortcut to your favorite web pages by using the Bookmark (or
Favorites) menu or button. This is a very important feature and it works a little differently
in each browser. In Internet Explorer, use the Favorites Menu to Add to Favorites. You
can then use the Organize Favorites menu item to place your bookmark in a folder or
particular place in the list. In Netscape, FireFox and Safari, choose Add Bookmark from
the Bookmark menu. You can then choose Show All or Manage Bookmarks to create
folders and/or rearrange your bookmarks. In most browsers you can also place favorite
websites to an area just above the main browser window.
Close Box
This button in the upper right corner of the window will close the browser window. If there
is only one browser window open, the program will exit. One way to tell if you have more
than one browser window open is to look at the button bar at the bottom of the screen. If
you see more than one button with the icon of the browser you are using, you can switch
between the open windows by clicking on these buttons. Another way to deal with
multiple windows is to Minimize or Restore the window to its pre-maximized size. On the
Macintosh, there‟s a similar button, but separate windows are more obvious and closing
the last one does not quit the browser. (See also: Minimize or Restore and Maximize.)
Fonts or Larger or Smaller
In Internet Explorer a button called Fonts gives you a menu to choose the size of the text
displayed in the browser window. Some browsers offer two buttons, Larger and Smaller
to change the size of the text.
Forward ButtonLike the Back button, the Forward button takes you to pages that you
have previously seen in a particular browser window. The Forward button is only
available if you have used the Back button and want to go Forward to where you were
before. In some browsers,holding the mouse down on this button produces a menu of
previous pages, that you can then choose from. In other browsers, there‟s a little arrow
next to the Forward button that produces this menu.
History Button
Most browsers offers a History button or menu item which allows you to look at the last
several hundred web pages you‟ve been to, and select one of them for an easy return
path.
Home Button
This button takes you to the page that has been designated as your “home” page. You
can select your “home page” in the browser‟s Preferences (or Internet Options) section.
Favorites, Links or Personal Toolbar
You can add your own buttons to this toolbar. In Explorer it is called Favorites or Links

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Toolbar and in Netscape it is called the Personal Toolbar. These toolbars can be hidden
or shown by using the View menu.
Maximize Button
In Windows you can use this button to make the browser‟s window enlarge to full screen.
When the window is already maximized this button is replaced by the Restore button.
(See also: Minimize or Restore and CloseBox.)
Menubar
In Windows the Menubar is a part of each browser window. Choices include File, Edit,
View, History, Favorites or Bookmarks and Help. On the Macintosh, these Menus are
always at the top of the screen.
Minimize Button
In Windows you can use this button to make the browser‟s window disappear from the
screen. You can restore the window by clicking its button on the bottom of the screen.
(See also: Maximize or Restore and CloseBox.)
Print Button
You can print any web page by clicking this button.
Reload or Refresh Button
If you suspect the contents of a browser‟s window may have changed since the last time
you viewed it, you should click the Reload or Refresh button to update the page.
Restore Button
If the browser‟s window is maximized you can use this button to restore the size of the
window so that it no longer fills the entire screen. This is very useful if you want to see
more than one window at the same time. (See also: Minimize or Maximize and
CloseBox.)
Search Button or Field
In some older browers there is a button to go to the page you have designated as your
“search” page. You can select your “search page” in the browser‟s preferences section or
by clicking the “Choose a Search Engine” button in the Search window. Most browsers
now have a search field, at the right end of the main button bar, which you can type into
to perform Internet searches.
Security Indicators
Most browsers show a padlock icon in the lower left corner of the window to indicate a
secure connection. This means that data being sent or received from that server is
encrypted and would be extremely difficulty for a third party to access. If this padlock is in
the locked position , you know you have a secure server connection. If the padlock is
unlocked, then you do not. Another way to tell is by the URL or web site address. If the
URL begins with https:// then the server connection is secure.
Status Bar
The bar along the bottom of the browser‟s window shows you what is being loaded into
the browser window at the moment or the URL of the link your mouse is over. There is
usually also a progress indicator that shows how much of a file has already been
downloaded.
Stop Button
Use this button if you want to stop loading the contents of a page.
Window Title
The title of the web page appears in the browser window‟s title. Sometimes pages don‟t
have titles. When you bookmark a page, the window‟s title is used to identify the
bookmark.
The title of the web page appears in the browser window‟s title. Sometimes pages don‟t
have titles. When you bookmark a page, the window‟s title is used to identify the
bookmark.
Safe Browsing Practices
Make sure your computer is updated!
Detailed directions on updating Windows can be found here:
http://www.bio.fsu.edu/complabs/using_windowsupdate.php

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Instructions on updating Mac OS 10.x can be found here:
http://www.bio.fsu.edu/complabs/macupdate.php
Browse the Web with an up to date browser!
We suggest using Mozilla Firefox if you have a PC:
http://www.mozilla.org/products/firefox/
If you‟re using a Mac, we suggest using Safari.
Run anti-spyware programs weekly.
The anti-spyware programs we recommend for a PC are:
Ad-Aware 6.0, SpyBot, Webroot Spy Sweeper
Run Stinger to search for viruses.
PC Users: You should already have McAfee VirusScan or similar program running.
Set your Operating System to always show file extensions.
PC Users: Go to „My Computer‟ - „Tools‟ - „Folder Options‟ - „View‟ tab - and take the
check out of „Hide file extensions for known file types‟.
Mac Users: Click on „Finder‟ - and select the option to show all file extensions.
Other Safe Browsing Practices
Stay on trusted web sites.
Never follow a link in an email that wants you to update account/personal information.
See also; How to avoid Phishing Scams
Do not open unknown email attachments.
Links may not be what they seem. Hold the mouse pointer over a link to see the actual
link location (usually displays in the bottom left).
Do not run programs that are of unknown origin.
Search engines
The very first tool used for searching on the (pre-web) Internet was Archie.[3] The name
stands for “archive” without the “v.” It was created in 1990 by Alan Emtage, a student at
McGill University in Montreal.

What is Search Engine?
A Web search engine is a tool designed to search for information on the World Wide
Web. The search results are usually presented in a list and are commonly called hits. The
information may consist of web pages, images, information and other types of files. Some
search engines also mine data available in databases or open directories. Unlike Web
directories, which are maintained by human editors, search engines operate
algorithmically or are a mixture of algorithmic and human input.
The very first tool used for searching on the (pre-web) Internet was Archie.[3] The name
stands for “archive” without the “v.” It was created in 1990 by Alan Emtage, a student at
McGill University in Montreal.
How search engine works
A search engine operates, in the following order
1. Web crawling
2. Indexing
3. Searching

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Web search engines work by storing information about many web pages, which they
retrieve from the WWW itself. These pages are retrieved by a Web crawler (sometimes
also known as a spider)
When a user enters a query into a search engine (typically by using key words), the
engine examines its index and provides a listing of best-matching web pages according
to its criteria, usually with a short summary containing the document‟s title and
sometimes parts of the text.

Some Search engines
Google, Yahoo, Search.com, AltaVista, Excite, Lycos
Effective Search Strategies
Choosing the right tool
Where to start looking depends on factors such as Your knowledge of the topic Your
existing knowledge of online resources in the area Whether you are looking for a
specific piece of information, or conducting a substantial literature review. How
accurate/reliable the information needs to be whether you are looking for something likely
to be located in the “deep web” How current the information is
Knowing the characteristics of the tool: search syntax
Different search tools offer different options for refining searches, and may use different
search syntax. Read the help pages!
Stop words
Many search engines by default ignore common words such as “the” “and” “in” and so on.
Some search engines allow you to force stop words to appear by using +.
Boolean logic
AND
chocolate AND cake will find pages with both terms
OR
chocolate OR cake will find pages with either or both terms
AND NOT (NOT)
chocolate AND NOT cake will find pages with the term chocolate, but not those with cake
NEAR
chocolate NEAR cake will find pages where chocolate appears within a given number of
words of each other
AltaVista
http://www.altavista.com/
+ to require words
- to exclude
“ “ phrase searching
* truncation
domain: restrict search by domain, e.g.
domain:za
Google
http://www.google.com/
all terms automatically required (+ not
necessary, use only for stop words)
- to exclude words
NO truncations
“ “ phrase searching

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Kids’ search engines
These are free Web tools, called search engines that both parents and children can use
to search the Net for sites that are interesting or entertaining, with the security of knowing
that the results of their searches will almost always be appropriate for families. Some
kids‟ search engines rely on filtering schemes to filter out inappropriate Web pages, while
others have preselected lists of good content that you can search through.
Precision
Kids‟ search engines sometimes define their content through the use of a filtering tool. In
those cases, the results can only be as
precise as the tool being used. In other
cases, the content comes from preselected
lists, compiled through human review of
Web sites, that are highly precise. It is
important to remember, though — kid-safe
search engines do not filter Internet content
in general, just the results that come up
when you enter a search. Search engines
alone cannot prevent Web users from
visiting inappropriate sites, but they can
encourage children to do otherwise.
Control
Whoever maintains the engine often has almost total control over its functioning.
Sometimes parents can toggle various settings, but final authority over how the engines
work, or over the ways in which Web pages are filtered, is often out of their hands.
Scalability
Search engines‟ scalability will vary along with the ways in which they find appropriate
Web sites. Those engines which use preselected lists will take time to adapt to the influx
of new sites, while those which use an on-the-fly sort of filtering scheme (such as
keyword-based filtering or another form of rapid filtering) will usually be able to deal with
them without any problem.
Physical safety protections
Kids‟ search engines can only redirect your children to positive content; they often can‟t
protect your child‟s emotional or physical well being should they venture away from the
sites suggested by the engine.
Functionality costs
Even the most expansive search engines cannot
comb more than a fraction of all the Internet‟s
resources — the Internet is simply too big, and is
growing too fast. Kids‟ search engines by
definition take a narrower approach to the
Internet‟s content, and as such, they are often less
powerful than some of their larger, more fully
functional brethren, although they are a good deal
more safe for kids.

A website is a collection of related web pages,
images, videos or other digital assets that are
addressed with a common domain name or IP
address in an Internet Protocol-based network. A
web site is hosted on at least one web server, accessible via the Internet or a private
local area network.
Web pages are accessed and transported with the Hypertext Transfer Protocol (HTTP),
which may optionally employ encryption (HTTP Secure, HTTPS) to provide security and
privacy for the user of the web page content. The user‟s application, often a web browser,
renders the page content according to its HTML markup instructions onto a display
terminal.
Use of Website for education (e-learning)
There is emerging research on how the website can be an important component of a
program that significantly increases student learning. This type of program requires
students and teachers to have appropriate access to the Internet and instruction in its
use. It also requires changes in curriculum content, instructional practices, and
assessment to take advantage of the communication and information storage and
retrieval strengths of the website, and to appropriately assess the types of learning these
strengths engenders.
Types of Websites
There are a few million active web sites on the internet today (no point in giving numbers,

Internet Basic

they are bound to change by the time you read this article!) and they can be classified in
various categories. Corporate Websites, personal websites, Flash websites, Slaes pages,
E-commerce websites, Web Apps and Intranets
Website Evaluation
The User Context:
The most important factor when evaluating Web sites is your search, your needs. What
are you using the Web for? Entertainment? Academic work? Hobbies or vocational
interests? Scholarly sources are traditionally very strongly text-based. Compare the
appearance and the content of an academic journal with a popular magazine.
The Web Context:
Some of the visual distinctions that signal the nature of content in print sources hold true
on the Web as well, although, because the Web encourages wider use of graphics, Web
versions of printed works usually contain more graphics and more color than their print
counterparts.
Five criteria for evaluating Web pages
1. Accuracy of Web Documents
2. Authority of Web Documents
3. Objectivity of Web Documents
4. Currency of Web Documents
5. Coverage of the Web Documents

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1. Barker, Joe, and Saifon Obromsook. Evaluating Web Pages: Techniques to Apply &
Questions to Ask. (Library, University of California—Berkeley, 11 August 2009)
2. Henderson, John R. The ICYouSee Critical Thinking Guide. (Ithaca College, NY; 26
August 2009)
3. Kapoun, Jim. “Teaching Undergrads WEB Evaluation: A Guide for Library Instruction.”
C&RL News (July/August 1998): 522-523.
4. Kirk, Elizabeth E. Evaluating Information Found on the Internet. (The Sheridan Libraries,
Johns Hopkins University; 1996 copyright date).
5. Smith, Alastair G. “Testing the Surf: Criteria for Evaluating Internet Information
Resources.” The Public-Access Computer Systems Review 8, no. 3 (1997). (Victoria
University of Wellington, NZ; 1997 copyright date)
6. Tillman, Hope. Evaluating Quality on the Net. (Babson College, MA; 28 March 2003)
Suggested readings
1. 1.Webpage evaluation check list
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
2. Yahooligans! - Evaluating Web Sites Guide to evaluating sites by the “Four A‟s” -
Accessible, Accurate, Appropriate, and Appealing.

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3. Evaluating Web Pages: Techniques to Apply and Questions to Ask
4. How To Evaluate A Web Site - http://www.llrx.com/features/webeval.htm
References
1. “The website of the world‟s first-ever web server”. Retrieved 2008-08-30.
2. Cailliau, Robert. “A Little History of the World Wide Web”. . Retrieved 2007-02-16.
3. “Ask Oxford: How should the term website be written in official documents and on the
web?”. Oxford Dictionaries Online. Retrieved 2007-02-23.
4. “The Slot—Sharp Points: Here We Go Again—Eeee!”. Retrieved 2007-02-25.
5. Evaluating WebPages
http://library.duke.edu/services/instruction/libraryguide/evalwebpages.html

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Activity 1: Understanding Internet Concepts
I. Introduction
The Internet is a global system of interconnected computer networks that use the
standardized Protocol called TCP/IP (for Transmission Control Protocol/Internet Protocol).
This activity gives brief introduction of internet how the internet works, components required
for accessing internet. How internet usage benefits the people especially for teaching
learning process.
Learning Outcomes:
At the end of this activity, you will be able to
Explain the internet concepts
familiarize with terminology of internet
Identify the pre requisites for accessing internet.
Discuss about the benefits internet usability for classroom teaching learning process.
Procedure
1. Discuss in groups and compile a list of internet usage in daily life. Group will come out
with a list.
2. Refer the given site and find out the definition of internet. (An Imaginary
diagram of internet, draw it on a paper networks of network.)
www.en.wikipedia.org/wiki/Internet,
http://www.primaryresources.co.uk/online/internet.swf
3. Let us find out the components required for the accessing internet. Give brief outline
of what you need to get started on the Internet and how your web hosting package is
accessed.
4. Refer the following web link to know about internet installation wizard. (you have a
internet connection, to access the internet you need to follow the installation wizard).
Broadband connection wizard
5. Let us explore the past - a video on “History of Internet” from
youtube http://www.youtube.com/watch?v=9hIQjrMHTv4, this gives an idea how
internet has come in to existence.
6. View the video on “How Internet Traffic Works” from youtube
http://www.youtube.com/watch?v=bH2-eqFK-
8s&feature=PlayList&p=54031AD674DAC5CF&playnext=1&playnext_from=PL&index
=40
www.en.wikipedia.org/wiki/History_of_the_Internet, list out the terminology used in
the video and discuss among the group.
7. Browse through websites given below and list out terminology and technology used in
internet.(explanatory part)
www.en.wikipedia.org/wiki/History_of_the_Internet
www.en.wikipedia.org/wiki/Internet,
www.internet.com,
www.livinginternet.com, www.webopedia.com/TERM/I/Internet.html
basing on the above information fill up the black provided in flow chart.
8. Explore the internet in your subject for classroom teaching and professional
development.

http://www.schoollink.org/twin/ http://surfaquarium.com/newsletter/internet.htm
http://www.usdla.org/html/journal/MAR02_Issue/article01.html
http://www.csmonitor.com/2004/0824/p14s01-legn.html
http://doras.dcu.ie/675/
Reflection:
list the reasons for using the internet
list the types of information that may be obtained from the internet
How do I use the internet for your classroom teaching?
Usage of internet would help in your professional development, comment.
Web links
http://www.cnri.reston.va.us/what_is_internet.html
http://www.sics.se/~psm/payments/sld004.htm
http://computer.howstuffworks.com/internet-infrastructure3.htm
www.en.wikipedia.org/wiki/Internet
www.en.wikipedia.org/wiki/History_of_the_Internet

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Activity 2: Downloading and Installing web browser (eg: Internet
Explorer or Mozilla Fire Fox)
I. Introduction:
In order to access the Internet, one needs special computer software called an Internet
browser. There are many different types of software for Internet access, however, in this
module; we will focus on multi-component Internet software programs, downloading and
installation.
II. Learning Outcomes:
State the steps to download
Familiarise with the installation of web browser
Use web browser for accessing internet
III. Procedure
1. Discuss in groups and compile a list of various known web browsers.
2. Watch the following video to understand downloading and installation of a web
browser.
Downloading Mozilla Fire Fox
Click Start button at the Task Bar
3. Launch Internet Explorer In the address bar, type
in http://www.mozilla.com/ and press Enter. The Mozilla website will appear on
the screen and click on the following button.

4. Display the following window click on save file on desktop.

5. The following icon is visible on your desktop
6. Double click on the icon to install the Firefox browser in your computer. The following window
you want to run this file? CLICK ON Run

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7. Welcome to Mozilla Firefox wizard is displayed it guides till the completion of installation.

8. CLICK the following icon to open the browser for accessing

internet.
9. Finally the browser windows displays as below

IV. Reflection:

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List the different web browsers used in accessing the internet.
How do I access the internet without a web browser
V. Web links
www.Google.com/Chrome
www.maxthon.com
www.opera.com/download/
www.apple.com/safari/download
www.avantbrowser.com
www.mozilla.com/firefox
www.microsoft.com/windows/internet-explorer/default.aspx

Activity 3: understanding a web browser
I. Introduction
Web browser is a software application for retrieving, presenting, and traversing
information resources on the World Wide Web. An information resource is identified
by a Uniform Resource Identifier (URI) and may be a web page, image, video, or
other piece of content. This activity will help you familiarize with basis of web
browser and open source browsers-definition and key features of web browsers.
Steps and benefits of browsers, elements and safe practices of browser. This will
help you to differentiate different web browsers and their features.
II. Learning Outcomes
Explain what a web browser is.
Familiarise with basic elements in web browsers
identify and explore various features of web browsers
Compare different types of web browsers.
Discuss about safe practises in browsing.
III. Procedure
1. Refer the books or websites and find out the definition of web browser and
open source browsers and difference among them.
2. View the video on “web Browsers” from how stuff works
http://computer.howstuffworks.com/firefox.htm
3. View the video “A quick overview of what makes Mozilla’s latest browser”
http://www.mozilla.com/en-US/firefox/video/
4. Complete the tutorial on Web browser from
http://www.learnthenet.com/english/html/12browser_2.htm,http://www.hitm
ill.com/internet/browsers.html
5. Browse through the various web browsers to identify the various elements of
web browser. Use screen shot of web browser to label various elements.
6. Subgroups work on different web browsers and compare the features of
different web browsers basing on the data prepare a table for at least two
browsers.
http://en.wikipedia.org/wiki/Comparison_of_web_browsers
http://www.consumersearch.com/web-browser-reviews/compare
IV. Weblinks
1. Amaya release history
2. Mozilla 1.7.13 release notes
3. AOL Explorer release notes
4. Camino 1.5.5 release notes
5. Firefox 3.5.3 release notes
6. Netscape Browser release notes
7. Opera changelogs
8. Google Chrome for Mac at LifeHacker
9. Information on WorldWideWeb
10. Internet Explorer 7 Team blog
V. References
1. Jacobs, Ian; Walsh, Norman (15 December 2004). "URI/Resource
Relationships". Architecture of the World Wide Web, Volume One. World Wide
Web Consortium. Retrieved 30 June 2009.
2. Stewart, William. "Web Browser History". Retrieved 5 May 2009im a dog.
3. http://www.searchenginejournal.com/mozilla-firefox-internet-browser-
market-share-gains-to-74/1082/
4. http://marketshare.hitslink.com/browser-market-share.aspx?qprid=0

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5. "The SeaMonkey Project". Mozilla Foundation. 7 November 2008. Retrieved
30 June 2009.
6. "Cyberdog: Welcome to the 'doghouse!". 5 July 2009. Retrieved 30 June
2009.
7. Teelucksingh, Dev Anand. "Interesting DOS programs". Opus Networkx.
Retrieved 30 June 2009.
8. Andersen, Starr; Abella, Vincent (15 September 2004). "Part 5: Enhanced
Browsing Security". Changes to Functionality in Microsoft Windows XP Service
Pack 2. Microsoft. Retrieved 30 June 2009.
9. "Pop-up blocker". Mozilla Foundation. Retrieved 30 June 2009.
10. "Safari: Using The Pop-Up Blocker". Mac Tips and Tricks. WeHostMacs. 2004.
Retrieved 30 June 2009.
11. "Simple settings". Opera Tutorials. Opera Software. Retrieved 30 June 2009.
12. Bokma, John. "Mozilla Firefox: RSS and Live Bookmarks". Retrieved 30 June
2009.
13. "RSS newsfeeds in Opera Mail". Opera Software. Retrieved 30 June 2009.
14. "About Browsers and their Features". SpiritWorks Software Development.
Retrieved 5 May 2009

Activity 4: Exploration of information using search engine
I. Introduction:
Skilful searches are essential for 21st century learning and information literacy. With
abundant information at our fingertips it is important to teach and reinforce literate
searching. In this beginning search lesson you will take a look at search engines. By
challenging participants to understand the basics of search and how to understand
results they'll learn how they can "drive" a search engine to deliver the results they
need, features of search engine and compare different search engines how normal
search engine differ from kids search engine and effective search strategies
II. Learning Outcomes:
Explain the principles, features and functions of search engine
Perform accurate and time saving search.
Compare the features of different search engines.
differentiate normal search engine from kid search engine
use effective search strategies for accessing information
III. Procedure
1. Introduce some basic definitions used in web search. (Search Engine,
website, query, URL)
2. After participants brainstorm definitions demonstrate in Google search box
and compare the definitions.
3. View the video on how search engine works from YouTube at
http://www.youtube.com/watch?v=h0xUHykOPtY
http://www.youtube.com/watch?v=aFyZaUuvWIs&feature=related
4. View the video on effective web search strategies at YouTube
http://www.youtube.com/watch?v=CWHPf00Jkqg
Access the Google Search page on a computer display and ask participants to
put a search query into the box and try the “I Feel Lucky” button. Then try
the same query using the Google Search button. Explain the difference that
they see.
5. Complete the tutorial on web search from
http://docs.google.com/View?id=dfvwdtqp_78cksf49cx
6. Browse through various search engines with the same query and explain the
difference that they see and compare he different
features. http://www.searchengineshowdown.com/features/
7. Access the different kids search engine and try to find out the difference with
normal search engine.
http://www.ivyjoy.com/rayne/kidssearch.html
8. Using search engine find out top 100 websites for teachers.
IV. Web links
1. Guidelines for better
search” http://www.google.com/support/websearch/bin/answer.py?hl=en&an
swer=134479
2. Search the essentials http://www.google.com/educators/p_searchbasics.html
V. References

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1. For a more detailed history of early search engines, see Search Engine
Birthdays (from Search Engine Watch), Chris Sherman, September 2003.
2. Steve Lawrence; C. Lee Giles (1999). "Accessibility of information on the
web". Nature 400: 107. doi:10.1038/21987.
3. Bing Liu (2007), Web Data Mining: Exploring Hyperlinks, Contents and Usage
Data. Springer, ISBN 3540378812
4. Levene, Mark (2005). An Introduction to Search Engines and Web Navigation.
Pearson.
5. Hock, Randolph (2007). The Extreme Searcher's Handbook. ISBN 978-0-
910965-76-7
6. Javed Mostafa (February 2005). "Seeking Better Web Searches". Scientific
American Magazine.
7. Ross, Nancy; Wolfram, Dietmar (2000). "End user searching on the Internet:
An analysis of term pair topics submitted to the Excite search engine". Journal
of the American Society for Information Science 51 (10): 949–958.
doi:10.1002/1097-4571(2000)51:103.0.CO;2-5.
8. Xie, M.; et al. (1998). "Quality dimensions of Internet search engines".
Journal of Information Science 24 (5): 365–372.
doi:10.1177/016555159802400509.
9. http://www.w3.org/History/19921103-
hypertext/hypertext/DataSources/WWW/Servers.html
10. http://home.mcom.com/home/whatsnew/whats_new_0294.html
11. "Internet History - Search Engines" (from Search Engine Watch), Universities
Leiden, Netherlands, September 2001, web: LeidenU-Archie.
12. Archive of NCSA what's new in December 1993 page
13. Yahoo! And Netscape Ink International Distribution Deal

Activity 5: Web site and its evaluation
I. Introduction
A website is a collection of related web pages, images, videos or other digital assets
that are addressed with a common domain name or IP address in an Internet
Protocol-based network. This activity will help you familiarize what is website, key
elements of a good website its type and its benefits for classroom teaching and open
source browsers-definition and key features of web browsers.
II.Learning Outcomes:
familiarizes what is a web site
Understand overview of website, styles, soft ware system used.
Know the key elements for a good web site should have.
Differentiate types of websites.
Discuss about the benefits educational website for classroom teaching
learning process.
Develop rubrics for evaluation of web site.
III. Procedure
1. Ask the participants to compile definition of website, web page etc.,
2. Visit the following web sites and observe carefully give an overview of website
and its uses.
http://dsc.discovery.com/
http://www.nationalgeographic.co.in/
http://www.dnai.org/
http://learn.genetics.utah.edu/
3. Browse through various educational websites and list the benefits
4. View the video “How to evaluate a website”
http://muse.widener.edu/~tltr/How_to_Evaluate_9.htm
http://www.teachertube.com/viewVideo.php?video_id=84556
5. Discuss and develop methodology for website evaluating
http://www.library.cornell.edu/olinuris/ref/research/webeval.html
6. Access the various websites and try to evaluate the website basing on the
rubrics.
IV Suggested readings
1. Webpage evaluation check list
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
2. Yahooligans! - Evaluating Web Sites Guide to evaluating sites by the "Four
A's" - Accessible, Accurate, Appropriate, and Appealing.
3. Evaluating Web Pages: Techniques to Apply and Questions to Ask
4. How To Evaluate A Web Site - http://www.llrx.com/features/webeval.htm

Internet Basic

V. References
1. "The website of the world's first-ever web server". Retrieved 2008-08-30.
2. Cailliau, Robert. "A Little History of the World Wide Web". . Retrieved 2007-02-16.
3. "Ask Oxford: How should the term website be written in official documents and on
the web?". Oxford Dictionaries Online. Retrieved 2007-02-23.
4. "The Slot—Sharp Points: Here We Go Again—Eeee!". Retrieved 2007-02-25.
5. Evaluating WebPages
http://library.duke.edu/services/instruction/libraryguide/evalwebpages.html

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