INFORMATION, COMMUNICATION AND TECHNOLOGY (ICT)

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Nov 3, 2013 (3 years and 9 months ago)

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INFORMATION, COMMUNICATION AND TECHNOLOGY (ICT)


The Curriculum Frameworks’ rationale for the Technology and Enterprise
Learning Area states:



Students apply knowledge, skills, experience, and resources to the
development of technological solutions that
are designed to meet the changing
needs of individuals, societies, and environments. Students become innovative,
adaptable, and reflective as they select and use appropriate materials,
information, systems, and processes to create solutions that consider t
he short

and long
-
term impact on societies and environments.



Taken from:

http://www.curriculum.wa.edu.au/internet/Years_K10/Curriculum_Framework



The rationale for
the Statements of Learning for Information and
Communication Technologies states
:



The ability of individuals to use ICT appropriately to access, manage, and
evaluate information, develop new understandings, and communicate with
others in order to part
ici
pate effectively in society.



Taken from
:

http://www.mceecdya.edu.au/verve/_resources/SOL_ICT_Copyright _update2008.pdf


These lesson plans have been designed to c
over the outcomes found in the
Curriculum Frameworks’ Technology and Enterprise Learning Area and
MCEETYA Statements of Leaning for Information and Communication
Technology (2006).



The following topics are based on ICT activities that are designed for
you to teach
your students the tools of the World Wide Web 2.0 and the Inter
net. You will need to
refer to T
he Sunday Times


ChillOut
!

section each week as they often support the
lesson plans provided. These lesson plans can also provide a basis from which you
can adapt to your classroom and students. Resources are also provided which can
support the teaching and learning opportunities.

Enjoy the experience!

Regards Danielle and Michelle









ChillO
ut
!

Series 1
:

What is the World Wide Web
?

Activity 1
-

How does the World Wide Web Work?

Activity 2
-

Design a website

Activity 3
-

What is the role of the URL?

Activity 4
-

Users

of the Wo
rld Wide Web

Activity 5
-

Identifying information on a web page

Activity 6
-

Framing your research

Activit
y 7
-

History of Computing and the World Wide Web

Activity 8
-

Pop
-
up Advertising

Activity 9
-

Internet Advertising

Activity 10
-

Web 2.0 Product

Activity 11
-

Human Powered Search Engines

Activity 12
-

Web 2.0 Assignment

View the resources from
T
he Sunda
y Times



The Web and You


book.





1.0

The Web 2.0 and You


Topic



How does the World Wide Web work?





Learning Area



English, ICT.


Aim

-

Use ICT to develop new understandings.

Use sequence of instructions to manipulate technologies and achieve specific
outcomes.


Keywords

-

web browser, HTTP, html, web server, web clients, Internet Explorer,
Mozilla Firefox, URL, IP address.


Equipmen
t

-

i
nternet, World Wide Web
.


Resources

-

http://www.mit.edu/~rei/wwwi ntro.html


Read



The
Sunday Times


ChillO
ut
! section.


Activity

To use the World Wide Web, a series of operations have to be undertaken. First, you
turn on the compu
ter, which conne
cts you to the i
nternet. Electronic addresses have
to be searched, checked, then swapped and returned. The web page is found and
you start working on your computer.


Your task is to open up your schools


website, and during this process investigate
and rec
ord each of the steps that you carried out. There are also stages that occur in
cyber world of w
hich you will need to research.


U
sing the World Wide Web,

research

the steps
used
by yourself and the computer to
connect to a website. Make a pictorial
representation of the connectivity process.


Questions

1.

Make a dictionary of computer terms (start with the ones in the key words)

2.

Illustrate the steps required to open a website (see below for ideas)

3.

Explain the process to your peers

4.

Display charts in t
he
classroom, library or IT lab.






Taken from:
http://www.google.com.au/imgres?q=how+does+the+world+wi de+web+work&um=1&hl=en&sa=N&bi
w=1280&bih=643&tbm=isch&tbnid=PT5PGLg7GPLT7M:&imgrefurl=http://4xonlinelearni ng.bl ogspot.c
om/2009/12/how
-
does
-
www
-
work.htm
l&docid=Sd_wBZoj Ts9sNM&w=885&h=438&ei=MpFHTu3CK8HgmAX_8
-
TsBg&zoom=1&iact=hc&vpx=315&vpy=116&dur=214&hovh=158&hovw=319&tx=140&ty=90&page=1
&tbnh=100&tbnw=203&start=0&ndsp=16&ved=1t:429,r:1,s:0



2.0 The Web 2.0 and You



Topic



Designing a website







Learning Area



English, ICT.


Aim


Use

technologies to create, organise, and present information.


Keywords



website, web pages, web server, LAN, URL, hyperlinks, homepage
.


Equipment



i
nternet, World Wide
Web, Microsoft PowerPoint, Word
and

Publisher
.


Resources

-

http://www.rocketface.com/designi ng_a_website.html


Read



The
Sunday Times


ChillO
ut
!

section
.


Activity

Schools are now listing and presenting their own websites with information for their
audience. Each website has school
information, facts, and answers to common
questions, news and curricula information.


Investigate the setting out of websites. Make a list of the various sections found on a
web page. What do they contain? Some have picture icons that can take you to
speci
fic information. Other websites have words that contain different types of
information, hyperlinks that take you to other
websites
, contact details, and
comments from others etc.

Explore websites related to your theme, i.e. schools
,

and
make a list of the
types of content that you would like to use.


Using Microsoft Word and text boxes make you own website page (static) on your
school or class. Arrange the boxes in a suitable format and begin the website making
process. Consider who your audience might be?
Parents, teachers, students? Make
titles for your boxes, bullet point key information

and

add picture icons. For the more
advanced
,

they can make hyperlinks to pages with school/class information on it.


Include information like class topics, carnivals, ti
metables, holiday dates
,

excursions
and other interesting facts.


Questions

1.

What is the role of URL

s?

2.

Explain the format of a homepage

3.

What is the difference between a static and an interactive website?

4.

What are the key features of a website?

5.

How

does you
r website differ from t
he PerthNow website?





Taken from:
http://www.google.com.au/imgres?q=perthnow+website&hl=en&sa=G&gbv=2&tbm=isch&tbnid=4X8L
7fIV2C_BqM:&imgrefurl=http://bmorgan79.wordpress.com/&docid=IK3ixKA2SxMoTM&w=578&h=445
&
ei=kJ1HTtb3FYPJmAWqppXeAg&zoom=1&iact=hc&vpx=185&vpy=300&dur=149&hovh=197&hovw
=256&tx=186&ty=82&page=3&tbnh=144&tbnw=187&start=30&ndsp=15&ved=1t:429,r:0,s:30&biw=12
80&bih=643



3.0 The Web 2.0 and You



Topic



What is the role of URL

s
?




Learning Area



English, ICT.


Aim

-

Use

technologies to create, organise and present information
.


Keywords



protocols, domain name, Internet Prot
ocol (IP), pathname, Hypertext
Markup L
anguag
e, Hypertext Transfer Protocol.



Equipment



internet, World Wide Web.


Resources

-

Visit these websites for more information http://navigators.com/url.html


Read



The
Sunday Times


ChillO
ut
!

section
.


Activity

URLs are Uniform Resource Locators that specifies where known resources are, and
retr
ieves the text documents from the World Wide Web. URL

s are unique addresses
for a fi
le that is accessible over the i
nternet.


Your task is to identify ten different URL

s and explain the components of the
address.

For example the URL
-

http://www.perthnow.com.au/

Hypertext Transf
er Protocol:// World Wide Web. N
ame of the owner of the webpage.
Commercial business. In Australia.


Questions

1. What is the difference between http and ftp?

2. What is the function of a domain name?

3. Explain
the term

pathname

.

4. What are the features of the file extension names?

5. What are the indicators of an authentic URL?






Taken from:
http://www.google.com.au/imgres?q=parts+of+a+URL&hl=en&sa=G&gbv=2&tbm=isch&tbnid=ZJ072q
1q3bEunM:&imgrefurl=http://w
ww.seopearl.com/internet
-
web
-
t echnol ogi es/modul e4/uniform
-
resource
-
locator.php&docid=fhLKa
-
zXO_ZiWM&w=470&h=150&ei=_aJHTt 3TKej7mAXe2ZHMBg&zoom=1&iact=hc&vpx=951&vpy=164&
dur=735&hovh=91&hovw=286&tx=155&ty=40&page=2&tbnh=80&tbnw=246&start=24&ndsp=20&ved
=1t:4
29,r:3,s:24&biw=1280&bih=643



4.0 The Web 2.0 and You



Topic


Users of the World Wide Web




Learning Area



English, ICT.


Aim



Use ICT to generate, develop, organise and present their work.

Describe the use of ICT and its use outside the school.


Keywords



publishing, blogging, tagging, social network, podcasting, gami
ng,
entertainment, information.


Equipment



i
nternet, World Wide Web, ICT technologies
.


Resources
-

Visit these websites for some facts
http://www.w3schools.com/browsers/browser
s_stats.asp

http://www.i nternetworldstats.com/stats.htm


Read



The
Sunday Times


ChillO
ut section and identify the six ways people are
using the website
.


Activity

People use the World Wide Web in different ways. Some l
ike creating documents,
others
cri
ticise

ideas and work,
while some

prefer to collect information, join other
groups, spectate what others are s
aying, or use the i
nternet but in an inactive mode.


Your task is to develop an online survey that finds out the different ways people i
n
your cl
ass or school use the i
nternet.


Choose a form to present your results back to the class.


Questions

1. What was the most common form of Internet usage by your peers?

2. What was the least common form of Internet usage by your peers?

3. Explain your resul
ts.

4. How did your results compare with others in your class?





Taken from:
http://www.google.com.au/imgres?q=who+users+of+the+worl d+wide+web&um=1&hl=en&sa=G&tbm=
isch&tbnid=gQVgP8qCZ
-
RNXM:&imgrefurl=http://gargasz.info/index.php/page/8/&docid=coaP6Mw1Ny0HdM&w=477&h=438&
ei=gatHTufxJIHEmAXO
-
c3NBg&zoom=1&iact=hc&
vpx=316&vpy=294&dur=380&hovh=215&hovw=234&tx=159&ty=139&page
=9&tbnh=131&tbnw=143&start=126&ndsp=18&ved=1t:429,r:1,s:126&biw=1280&bi h=643

5.0 The Web 2.0 and You



Topic



Identifying information found on a web page




Learning Area



English, ICT.


Aim

-

Use ICT

to develop new understandings.

Students interrogate and interpret the quality of the information presented.

Assess and critically reflect in technology and are able to reflect it in their work.


Keywords



website, web page, web server, URL, h
omepage, protocols, domain
names, published by, updated
.


Equipment



Internet, World Wide Web, ICT
.


Resources
-

Visit these sites for ideas http://computer.howstuffworks.com/web
-
page1.htm


Read



The
Sunday Times


ChillO
ut
!

section
.


Activity

Web
sites are written in HTML and are accessed by software on computer
-
based
devices. A website is hosted on a web s
erver and can function as a web
site for
personal, commercial, government or non
-
profit organisations.


Not all websites are factual. M
any are b
logs, and/or contain people

s opinion
s
. Your
task is to interrogate websites and identify the quality of the information contained on
the website.


Locate five different types of websites by their domain names. Make a list of
identifying features that indicate that it is a quality website. Make a list of identifying
features that indicate that it is not a quality website.


Some things to consider are

the publishers of the document, which country is it
registered with,

the

last t
ime the information was updated

and the authors of the site.


Questions

1. What are the purposes of websites?

2. What are the key features of a website?

3. What are some key i
ndicators for a reliable website?

4. How do wiki

s work?






Taken from:
http://www.google.com.au/imgres?q=website+sunday+times&um=1&hl=en&tbm=isch&tbni d=pUnWyw
LfWTYpaM:&imgrefurl=http://www.newsawards.com.au/08
-
winners&docid=QoYNEj XibOcXkM&w=506&h=240&ei=RrZHTvi X
EsmImQWmi_n8Bg&zoom=1&iact=r
c&page=2&tbnh=97&tbnw=205&start=16&ndsp=16&ved=1t:429,r:8,s:16&tx=107&ty=76&bi w=1280&b
ih=643



6.0 The Web 2.0 and You



Topic



Framing your research





Learning Area



English, ICT.


Aim



use technologies to assist with investigating and solving problems.

Use ICT to generate lines of inquiry.

Students select information and organise it in a suitable form for processing.


Keywords



Boolean logic.


Equipment


internet, World Wide Web.



Read


The Sunday Times


ChillIOut! Section.



Activity

Boolean searches hel
p to narrow your search on the i
nternet. By using particula
r
features such as

AND

,

NOT


and


OR

,

Boolean logic will only search for the words
that you have typed into the te
xt box. If you type
The
Sunday
Times, you will hit all
the web
sites with the words

Sunday


and

Times


in it. That is an awful lot of
information!


Read T
he Sunday Times


ChillO
ut
!

section on Boolean logic, choose a current theme
or the topic CHOGM
,

and a
pply Boolean logic to your search. Collate the list of
websites that you have made hits on. Undertake another search not using Boolean
logic and collate the list of websites that you have made hits on.


Compare your results for both searches. What did you
r investigation find out? Are
there are other methods that can be used to enhance your searches?



Questions

1. How many hits were listed?

2. How many URL

s were listed as reliable sources on the first two pages?

3. Explain strategies that assist with
searching for relevant sites?






Taken from:
http://www.google.com.au/imgres?q=CHOGM&um=1&hl=en
&sa=N&tbm=isch&tbnid=9zaouLzL9k0U
CM:&imgrefurl=http://www.about
-
australia.com/events/western
-
australia/pert h/events/exhibition
-
show/commonwealth
-
heads
-
of
-
government
-
meeting
-
chogm/&docid=XDBTWp2rQ87QDM&w=228&h=280&ei=l 7tHTryDIeSimQW93qHRBg&zoom=1&i act=
rc&du
r=27&page=2&tbnh=132&tbnw=107&start=9&ndsp=10&ved=1t:429,r:6,s:9&tx=51&ty=69&biw=
620&bih=603


7.0 The Web 2.0 and You



Topic



History of Computing and the World Wide Web




Learning Area



ICT, T&E, society and e
nvironment
,

English
.


Aim



Use technologies to assist with investigating and solving problems.
Use ICT to generate lines of inquiry.


Explore how ICT changes the

way we live our lives and has significant social, ethical
and cultural implications.

Students select information and organise i
t in a suitable form for processing.


Keywords



history, development, invention, uses.


Equipment


internet, World Wide Web.


Read



The Sunday Times ChillO
ut
!

section
.


Activity

Brainstorm the activities we partake in that use computers. Make a list
of the
activities we partake in that don

t use computers. How long ago was it that these
activities were common place?


Investigate the history of computers on the w
eb, making a list of the inventions and
changes that make today

s technology what it is. I
n small groups, investigate each
major milestone, discussing what is was, how it was made, and how it changed or
advanced the computing world.


Create a timeline and position the information along the line to track the changes.


Questions

1.

What do we use c
omputers for? What do we do that doesn

t involve the use of
a computer?

2.

How has computing changed over the years?

3.

What could computers be used for in the future?

4.

How have Web 2.0 products been developed?



Image From:
http://www.flamemultimedia.com/news/2009/04/30/flame
-
20
-
the
-
new
-
web
-
20.html


8.0 The Web 2.0 and You



Topic



Pop
-
up a
dvertising




Learning Area



ICT, society and
e
nvironment, English
.


Aim



U
se technologies to assist with investigating and solving problems.

Use ICT to generate lines of inquiry.

Explore

how ICT changes the way we live our lives and has significant social, ethical
and cultural implications.

Explore

the ways that ICT can be used to communicate.


Keywords



Pop
-
up advertising, pop
-
under advertising, web browser, persuasive.


Equipment



i
nternet, World Wide Web.


Read



The
Sunday Ti
mes ChillO
ut
!

section.


Activity

Discuss and define Pop
-
up advertising. Discuss the pop
-
up advertisements we
commonly see when using a Web Browser.
Read T
he Sunday Times


Chill
Out
!

article about Web Security and Cookies. Survey the class asking the questions listed
below.


Students creat
e a list a pros and cons for pop
-
up advertising. Create a persuasive
piece of writing or a speech to present an argument to
others on the topic of

Pop
-
up
advertising
-

informative or a
nnoying?



Questions

1.

What is pop
-
up advertising?

2.

Why do Web sites have
advertising?

3.

How do they know what products we might be interested?

4.

Why do people allow Pop
-
up advertising on their Web sites?

5.

How do we get rid of pop
-
up advertising on a site we are using?




Image From:
http://www.google.com.au/imgres?q=pop
-
up+advertising&um=1&hl=en&sa=N&
rls=com.microsoft:en
-
au:IE
-
SearchBox&biw=1024&bih=591&tbm=isch&tbnid=HY7wx
-
SQ9gT
-
3M:&imgrefurl=http://consumateit.blogspot.com/2010/04/evolution
-
and
-
advertising
-
part
-
3
-
pop.html&docid=1xwSZgA7VYyRzM&w=650&h=498&ei=Ap5ITvSRBeWTmQWv24GDBg&zoom=1&iact=rc&dur
=6
9&page=1&tbnh=147&tbnw=192&start=0&ndsp=12&ved=1t:429,r:1,s:0&tx=131&ty=72


9.0 The Web 2.0 and You



Topic



Internet a
dvertising





Learning Area



ICT, English
.


Aim



U
se technologies to assist with investigating and solving problems.

Use ICT to gen
erate lines of inquiry.

Exploring how ICT changes the way we live our lives and has significant social,
ethical and cultural implications.


Keywords



Pop
-
up advertising,

web browsing, survey, results.


Equipment



i
nternet, World Wide Web.


Read



The S
unday Times ChillO
ut
!

section
.


Activity

Ask student
s

to
log onto three

different sites they use often and record the
advertising they see

on the sites. Discuss how the w
ebsite information and the
advertising may be connected, or reflect the interests of people who usually use
those sites.


Create a survey to conduct with people of different age groups and backgrounds to
determine the effectiveness of Internet advertising

and the ability of computer
cookies to target an audience effectively.


Questions

1.

What is Internet advertising?

2.

How do cookies help market products and services?

3.

How are Websites and Pop
-
up advertisements related? By topic? By Target
audience?

4.

What
types of advertisements appear for different people?

5.

How often have the surveyed people bought something they have seen
advertised on a pop
-
up advertisement?

6.

How would you rate pop
-
up advertising on a scale of
1 to 10? One being
annoying and 10 being usef
ul and interesting.




Image From:
http://thelostjacket.com/advertising/annoying
-
internet
-
popup
-
ads


10.0 The Web 2.0 and You



Topic



Web 2.0 p
roducts





Learning Area



ICT, T&E, m
athematics, English
.


Aim



U
se technologies to assist with investigating and solving problems.

Use ICT to generate lines of inquiry.

Students select information and organise it in a suitable form for processing.


Keywords



apps, tools
,

Web

2.0, social media, networking
.


Equipment



i
nternet, World Wide Web,
The Web And You
,
p
ages 6, 7 and 8
.


Read



The Sunday Times ChillO
ut
!

section
.


Activity

Discuss what the term Web 2.0 refers to. Create a usable definition with the
students. Brainstorm different products, apps, tools and resources that fall under this
definition. Using computers, create a survey to discover the most used Web 2.0
products, an
d how often they are used.


Compile the survey information and present as a display. Discuss the results and the
reasons why this may be so.


Questions

1.

What does Web 2.0 mean?

2.

What apps, tools and resources do we
use that fit the definition of W
eb 2.0?

3.

How many of us use these?

4.

What apps, tools and resources are used the most? What questions could we
ask to find the most commonly used apps and tools?

5.

What do the results suggest?

6.

Do you think this will be the same in the future?



Image from:
http://blog.etech.com/2010/11/21/main
-
features
-
of
-
hp
-
webos
-
2
-
0
-
phone/




11.0 The Web 2.0 and You



Topic



Human Powered Search Engines


Learning Area



ICT, society and e
nvironme
nt
,

English
.


Aim



U
se technologies to assist with investigating and solving problems.

Use ICT to generate lines of inquiry.

Students select information and organise it in a suitable form for processing.


Keywords



Human Powered, search engines, keywords, phrases, introduction,
browser.


Equipment



i
nternet, World Wide Web.


Read



The Sunday Times ChillO
ut
!

section
.


Activity

Rea
d The Sunday Times ChillO
ut
! section on search e
ngines. Discuss the different
types of search engines. Choose a topic you are currently using in the

classroom, it
could be from a society and environment, science or health learning a
rea. Ask the
students to find and print out an article to do with the topic.


Ask the students to beco
me a human powered search e
ngine team. They will need
to read the article and highlight any keywords and phrases they think are important
in the article. The students will then wr
ite a three

sentence summary of the article
using the keywords and phrases.


Display the articles, a list of their keywords and phrase
s and their short summary as
a w
eb
site
, linking the articles or keywords that have a commonality, demonstrating
how a search for different keywords would give the articles linked to them.


Question
s

1.

How do internet search e
ngines work?

2.

How is a human powered search e
ngine different?

3.

What topics are we studying that would ha
ve a lot of information on the
i
nternet about it?

4.

When you begin a search what kind of information do you use?

5.

What are keywords

and phrases?

6.

What would you write as a summary for your article?



12.0 The Web 2.0 and You



Topic



Web 2.0 a
ssignment


Learning Area



ICT, English
.


Aims



Exploring how ICT changes the way we live our lives and has significant
social, ethical and
cultural implications.

Recognising that information must not be taken at face value, it must be analysed
and evaluated to take account of its purpose, author, currency and context.

Exploring the ways that ICT can be used to communicate, collaborate and
share
ideas on a global scale, allowing people to work together in new ways and changing
the way in which knowledge is created.

Students select information and organise it in a suitable form for processing.


Keywords



Web 2.0 a
pplications, tools, resourc
es, definitions, functions, abilities,
development, limitations.


Equipment



i
nternet, World Wide Web, recording capability technologies.


Read



The Sunday Times ChillO
ut
!

section
.


Activity and Questions

Students are given time to research and prepare

a presentation using a podcast or
video on the following.


1.

Define Web 2.0?

2.

Explain how Web 2.0 products are different to the technologies before them.

3.

How are these applications, tools and resources used in learning,
entertainment and communications?

4.

Investigate one Web 2.0 application, tool or resource. Discuss its
development, uses, limitations and popularity.

5.

Predict the changes that will occur in technology and its uses for Web 3.0
products.



Image From: http://wordcastnet.com/2011/craft
-
month
-
p
odcasts
-
for
-
the
-
knitter
-
crocheter
-
quilter
-
woodworker
-
beader
-
jeweler/