PROJECT ON Teaching{computer} In

A.V.M HIGHER SECONDARY SCHOOL

A project report submitted to Bhopal school of social science

Guided by: Habi Patrick

Submitted by; Aamir khan B.com (comp) 6th sem

STUDENT DECLARATION
I hereby declare that the project report entitled retail marketing on direct broadcasting satellite services. Submitted in partial fulfilment of the requirement for the degree of B.COM (computer) Bhopal school of social science, of my original work and not submitted for the award of any other degree , diploma , fellowship or similar title or prizes. The inter matter submitted here is true and original to the best of my knowledge.

AAMIR KHAN DATE:-

ACKNOWLEDGEMENT
I would like to express profound gratitude to Mrs.HABI PATTRICK for her valuable support, encouragement, supervision and useful suggestions throughout this research work. Her moral support and continuous guidance enabled me to complete my work successfully. Her intellectual thrust and blessings motivated me to work rigorously on this study. In fact this study could not have seen the light of the day if her contribution had not been available. It would be no exaggeration to say that it is her unflinching faith and unquestioning support that has provided the sustenance necessary to see it through to its present shape. I am grateful to Honorable Principal, B.S.S.S COLLEGE BHOPAL for his evincing keen interest in the B.com (computer) course and continuous encouragement giving during over period of study.I express my deep gratitude towards my parents for their blessing, patience, and moral support in the successful completion of my degree. I express my gratitude to all my teachers and friends who has supported me during my study at B.S.S.S COLLEGE BHOPAL.

CERTIFICATE
This is to that the project report entitled teaching. (computer) Submitted in partial fulfilment of the requirement for the degree of B.COM (computer) to the BARKATULLA UNIVERSITY , BHOPAL of my original work and not submitted for the award of any other degree , diploma , fellowship or similar title or prizes. The inter matter submitted here is true and original to the best of my knowledge.

Mr. Danish Khan (principal) Signature

submitted by Aamir khan

Teaching profession A teacher not only shows the right path that the students should follow but also prepares the human resource for the further development of the nation. According to me Teaching should be made the highest paying job in India to encourage the best brains to join the Teaching profession. For me as a part of society, we give maximum value to Our teachers, which mean the teaching jobs should be the highest paying jobs. So after getting an education of higher level, a student should feel that his first choice should be to be a teacher , a Nation builder because they will feel much more respected, will have a better pay scale, a better life. Teachers not only augment a student's intellect but also contribute to the well rounded development of his or her personality. Teaching jobs are regarded as the noblest of all the professions in the world. The quality of education in any educational institute hinges on the availability of good teachers. Yes,Teaching is definitely a noble profession. as we are taught from our childhood that That means a teacher is more than God and we should respect them that way. But how often do you hear a child today say He /she dreams of being a teacher one day? Do you think Teaching as a profession is valued as much as it was earlier? If not, what are the reasons behind it? Teachers" redirects here. For other uses, see Teachers (disambiguation). For university teachers, see professor. For 'extra-help teachers', see tutor. For Parapros, see Paraprofessional educator.

Jewish children with their teacher inSamarkand, the beginning of the 20th century A teacher or schoolteacher is a person who provides education for pupils (children) and students (adults). The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum.

COMPUTERS
INTRODUCTION Computers are showing up everywhere you look, and even in places you can't see. Computers check out your groceries, pump your gas, dispense money at the ATM, turn the heat on and off, control the way your car runs. They're everywhere! They're everywhere! In fact, the computer is rapidly becoming, as tightly woven into the fabric of our lives as the automobile.When automobiles were new, many people said "Those smelly, loud, complicated things will never replace the horse!" And "Those things break down in just a few miles, while my faithful horse goes on and on and repairs itself!" Nowadays it's hard to imagine the world without all the variety of four-wheeled, internal combustion vehicles. How many can you name? Sedans, pickup trucks, fire engines, front-end loaders, 4-wheelers, golf carts, bulldozers, cranes, vans, dump trucks... We have an "automobile" for every purpose under heaven - and in different models and colors, too.

So it is with computers. There are different kinds of computers for different purposes. They are just as varied in size, expense, and ability as our more familiar 4-wheeled vehicles are.

What is a computer? A computer is an electronic device that executes the instructions in a program. A computer has four functions: a. accepts data b. processes data c. produces output d. results stores Input Processing Output Storage

Some Basic Terms Hardware Software Data Information the physical parts of the computer. the programs (instructions) that tell the computer what to do individual facts quantity ordered like first name, price,

data which has been massaged into a useful form, like a complete mailing address

What makes a computer powerful?

Speed

A computer can do billions of actions per second.

Reliability

Failures are usually due to human error, one way or another. (Blush for us all!)

A computer can keep huge amounts of data. Storage

V COMPUTER TYPES

There is a computer for every use under heaven, or so it seems. Let's look at the kinds of computers that there are, based on general performance levels.

Personal or micro Computers for personal use come in all shapes and sizes, from tiny PDAs (personal digital assistant) to hefty PC (personal computer) towers. More specialized models are announced each week - trip planners, expense account pads, language translators...

Hand-held

(HPC)

PDA

Tablet PC

Laptop

Desktop

Tower

Workstation

When talking about PC computers, most people probably think of the desktop type, which are designed to sit on your desk. (Bet you figured that one out!) The tower and the smaller mini-tower style cases have become popular as people started needing more room for extra drives inside. Repairmen certainly appreciate the roominess inside for all the cables and circuit boards ... and their knuckles.

A workstation is part of a computer network and generally would be expected to have more than a regular desktop PC of most everything, like memory, storage space, and speed. The market for the smallest PCs is expanding rapidly. Software is becoming available for the small types of PC like the palmtop (PPC) and handheld (HPC). This new software is based on new operating systems like Windows CE (for Consumer Electronics). You may find simplified versions of the major applications you use. One big advantage for the newer programs is the ability to link the small computers to your home or work computer and coordinate the data. So you can carry a tiny computer like a PalmPilot around to enter new phone numbers and appointments and those great ideas you just had. Then later you can move this information to your main computer. With a Tablet PC you use an electronic stylus to write on the screen, just like with a pen and paper, only your words are in digital ink. The Tablet PC saves your work just like your wrote it (as a picture), or you can let the Hand Recognition (HR) software turn your chickenscratches into regular text.

Main frame The main frame is the workhorse of the business world. A main frame is the heart of a network of computers or terminals which allows hundreds of people to work at the same time on the same data. It requires a special environment - cold and dry.

Supercomputers The supercomputer is the top of the heap in power and expense. These are used for jobs that take massive amounts of calculating, like weather forecasting, engineering design and testing, serious decryption, economic forecasting, etc.

The first supercomputer introduced in A Gallery of images of Cray the Cray-1. supercomputers - from the current model back to the earliest.

Cray was 1976 -

Distributed or Grid Computing The power needed for some calculations is more than even a single supercomputer can manage. In distributed computing using a PC grid many computers of all sizes can work on parts of the problem and their results are pooled. A number of current projects rely on volunteers with computers connected to the Internet. The computers do the work when they are not busy otherwise. The projects that need distributed computing are highly technical. For example, the http://setiathome.ssl.berkeley.edu/ project looks for signs of intelligent communication in radio signals coming from space.(SETI stands for Search for Extra-Terrestrial Intelligence.)

If you volunteer your computer for this project, you might be asked to load a small screen-saver program onto your own computer. When the computer is not busy, the screen saver comes on. The program downloads some signal data, starts to analyze it, and later reports the results back to SETI@Home. Once the program is installed, you do not have to do anything else but watch the progress in the screen saver.

Another method does not use a screen saver, but uses any idle time on your computer to work on the project. Results are sent to the project's home over the Internet. Some current distributed computing efforts are: Entropia: FightingAIDS@Home modeling evolution of resistance to drugs and designing better AIDS treatments working on how proteins fold, which is important to understanding how they work and reproduce cryptography problems and mathematical

http://folding.stanford.edu/

Distributed.Net

http://demo.cs.brandeis.edu/golem/ (Genetically Organized Lifelike Electro Mechanics) evolving robots PiHex calculating the value of Pi to certain large places (done!)

Other Important Terms Server The term server actually refers to a computer's function rather than to a specific kind of computer. A server runs a network of computers. It handles the sharing of equipment like printers and the communication between computers on the network. For such tasks a computer would need to be somewhat more capable than a desktop computer. It would need:

more power larger memory larger storage capacity high speed communications

Minicomputer The minicomputer has become less important since the PC has gotten so powerful on its own. In fact, the ordinary new PC is much more powerful than minicomputers used to be. Originally this size was developed to handle specific tasks, like engineering and CAD calculations, that tended to tie up the main frame.

For more on the history of computing: The Computer Museum History Center The center traces the development of the computer. The site includes a timeline that is sorted by year or by topic. You can also search for information on people, companies, and products in the computer industry. M.S. Program in Computer Admission to the MS Program requires a strong background in Computer . Background courses which contain much of what is needed include: in Mathematics - calculus, linear algebra, and probability and statistics; in Computer Science - programming languages, computer organization, discrete structures, algorithms and information structures, computer architecture and operating systems. Degree Options Requirements for the Master's degree may be met through one of two options, which should be discussed with an advisor. The thesis option (Option I) is intended for students who wish to pursue a career in research or who are planning further graduate study. The project option (Option III) is generally recommended for students who plan on the MS being a terminal degree. Both thesis and project option students will work with a supervisory committee of three faculty members who will oversee the work and review the student's final report. A final oral exam is required of all students. Breadth Requirement To satisfy the breadth requirements each student must take at least two courses (6 credit hours) in each of the three tracks - Theory; Systems; Applications. See track listing for detailed information.Additionally, the student must attend at least 15 departmental colloquia or doctoral oral presentations during his/her MS program; a signup sheet is used during these events as proof of attendance.

Depth Requirement To satisfy the depth requirement, the student must take Thesis or Project credit hours plus the 900-level courses required for the option (see below) chosen. CSCE 896, CSCE 897, CSCE 898, CSCE 899, CSCE 996 courses taken as independent study courses usually count only towards the depth requirements. When CSCE 896 and 990 are taken as regular courses the student's supervisory committee may, if deemed appropriate, assign them to a track and they can be counted in the breadth requirements. The total number of independent study type courses (CSCE 896, CSCE 897, CSCE 898, CSCE 899, and CSCE 996) counted toward the program may not exceed 9 credit hours. When CSCE 896 and 990 are taken as regular courses, they are not counted toward the 9-hour limit.

Thesis Option (Option I) The requirements for this option may be satisfied by taking a total of 24 credit hours of regular courses. In addition, the student must complete a thesis under the supervision of a graduate faculty member in the department. The thesis (CSCE 899) contributes another 6 credit hours for a total of 30 credit hours. The student is also required to take at least 9 credit hours of advanced courses (900-level) in Computer Science.

A typical plan for this option consists of 9 credit hours of regular courses for each of the first two semesters, 6 credit hours of courses and an independent study (or research other than thesis) in the third semester and 6 credit hours of thesis in the final semester; however, the student should determine an exact program in consultation with the supervisory committee.

The supervisory committee for a student working on a thesis consists of three computer science faculty members approved by the graduate committee. The names of the committee members are suggested by the student in consultation with his/her advisor.

Thesis Option Requirements:

24 credit hours of regular courses A thesis (6 additional credit hours) Total = 30 credit hours (at least 9 of which must be 900 le

Project Option (Option III) The requirements for this option may satisfied by taking a total of 36 credit hours. The program must include at least 3 credit hours, but no more than 6 credit hours of CSCE 897 (Masters Project). This course cannot be taken with the P/N option. The student must also complete a project under the supervision of a graduate faculty member in the department. The project (CSCE 897) contributes 3-6 of the 36 credit hours. The student is also required to take at least 12 credit hours of advanced courses (900-level) in Computer Science if a 6-hour MS project is presented and at least 15 credit hours if a 3-hour MS project is presented.

A typical plan for this option consists of 9 credit hours of regular courses for each of the first three semesters, and 3 (or 6) credit hours of courses and 6 (or 3) credit hours of project in the final semester.

The supervisory committee for a student working on a project consists of three computer science faculty members approved by the Computer

Science Graduate Committee. The names of the committee members are suggested by the student in consultation with his/her advisor. Project Option Requirements:

30-33 credit hours of regular courses A project (3-6 additional credit hours) Total = 36 credit hours (12-15 hours must be 900-level courses in Computer Science) Memorandum of Courses The program of study is formally established by filing a Memorandum of Courses with the Office of Graduate Studies. The memorandum must be filed before the student has received grades in more than onehalf of the prescribed program, in most cases this is before the end of the student's second semester in the MS program. The memorandum must be signed by the Advisor and submitted to the Graduate Secretary. It is then signed by the Graduate Chair, and finally by the Dean of Graduate Studies. The memorandum cannot be filed until the student has cleared all the deficiency courses listed in his or her Certificate of Admission. Thesis/Project Report All students must complete either a thesis or a project under the supervision of a member of the graduate faculty. It is expected that the work done in a thesis has some original research contribution. While it is not required that the work done in a project has some amount of original research contribution, it is expected that the work be of good quality. The student is required to write the thesis or a project report in a standard style (Use the Guidebook for Preparing your Thesis or Dissertation available from the Office of Graduate Studies.) LaTeX templates are also available on the departmental computers.

Following the review by the advisor, copies of the thesis or the project report are given to the members of the supervisory committee. The

student must give a copy to each committee member at least two weeks before the

final oral examination. Students working on a thesis must also submit a copy to the Graduate Studies Office at least two weeks prior to the date of the oral examination. Final Oral Examination A final oral examination is required for all students. The student must file a Final Examination Report for BACHELORS Degree form at least four weeks before the required oral examination in their last semester of study. The oral examination will be scheduled for two hours and consist of a defense of the thesis or the project. The presentation is open to the public and the student is required to give an abstract (electronic copy) to the office to be used for advertising. After the public presentation and a question-and-answer period, the remainder of the examination is conducted privately by the supervisory committee. The examination is based on the thesis/project and other course work. The supervisory committee may require the student to do additional work and the advisor is generally responsible for making sure that the work is completed. The advisor decides on the grade of the MS Thesis/Project. Final Report The student is expected to make the changes recommended by the supervisory committee and prepare a final copy of the thesis/report. The student is required to give a hard-bound copy to the advisor as well as the departmental office. It is also customary to offer each member of the supervisory committee a copy of the final report. Students doing a thesis must also submit two unbound copies to the Library.

Abstract The professoriate is a foundational component of higher education and impacts program success. This study describes computer and information sciences (CIS) faculty workloads empirically. The role of faculty in higher education is characterized in terms of research, teaching, service, and administration. Specifically, this study examines the relationships of faculty individual characteristics, occupational characteristics, and organizational context across the percent of effort allocations in regards to workload. The data used for this study was the National Center for Education Statistics most recent examination of the faculty, the 1999 National Survey of Postsecondary Faculty (NSOFP-99) data. Specifically, this study describes CIS faculty on selected individual characteristics, occupational characteristics, and institutional context; describe the actually and preferred effort allocations of CIS faculty; determines if significant differences exists between the actually and preferred effort allocations in workload of CIS faculty; determines if a relationship exists between the actual allocation of workload of CIS faculty and individual characteristics, occupational characteristics, and instructional context. Data analysis was conducted using SPSS. To answer the research questions means, standard deviations, frequencies, percents, correlations, and t-tests were implemented. This study found the majority of faculty workload is spent on teaching and the majority of program and faculty evaluation is based on research. The study suggests that more research is needed to develop a better picture of CIS faculty in terms of workloads.

THE FACULTY COMPUTER PROGRAM (FCP) The University aims to encourage a common platform for electronic communications and core applications through the Faculty Computer Program (FCP), as well as other computer acquisition programs like DeSC and the Student Computer Initiative. The goal of the program is to make computer equipment available to all of our faculty as an aid to teaching and scholarship, and to provide incentives towards standardization that will facilitate common software and networking protocols. The criteria for eligibility for the program are outlined here.

In place since 1996 and sponsored by the Office of the Provost, the Faculty Computer Program refreshes the computer technology for full

professors, associate professors, research scholars, senior research scholars, senior lecturers and instructors. The FCP computer refresh cycle is every four years. Eligible faculty may choose one of any of the FCP computer models, including an Intel Core based desktop computer, an Intel Core based laptop computer, an Apple desktop computer, an Apple laptop computer, or a Lenovo Tablet PC every four years.

As of April 18, 2011 all FCP laptops must be encrypted with the Princeton Encryption Service. For more information about Princeton Encryption Rollout Project, please see www.princeton.edu/encryption.

OIT administers the Faculty Computer Program and maintains the historical data regarding eligible faculty and computer purchases.

Using computers in language teaching Computers have made a triumphal entry into education in the past decade, and only a dyed-in-the wool Luddite would deny that they have brought significant benefits to teachers and students alike. However, an uncritical use of computers can be just as disadvantageous to students as a refusal to have anything to do with them. In this article I discuss some of the ways that computers can be used in English language teaching, with a view to helping colleagues make the most of the opportunities they offer to ESL students.

It is helpful to think of the computer as having the following main roles in the language classroom:

teacher - the computer teaches students new language

tester - the computer tests students on language already learned tool - the computer assists students to do certain tasks data source - the computer provides students with the information they need to perform a particular task communication facilitator - the computer allows students to communicate with others in different locations

Computer as teacher. In the early days of computers and programmed learning, some students sat at a terminal for extended periods following an individualized learning program. Although we have come a long way from the rather nave thought, held by some at that time, that the computer could eventually come to replace the teacher, there has been a return to a much more sophisticated kind of computerized teaching using multimedia CD ROMS. In such programs, students can listen to dialogues or watch video clips. They can click on pictures to call up the names of the objects they see. They can speak into the microphone and immediately hear a recording of what they have said.

The program can keep a record of their progress, e.g. the vocabulary learned, and offer remedial help if necessary. Many of these CD ROM programs are offered as complete language courses. They require students to spend hours on their own in front of the computer screen, usually attached to a microphone headset. For this reason alone I prefer not to use them in my language teaching. Another of their serious drawbacks, in my view, is the fact that in many cases the course content and sequence is fixed. The teacher has no chance to include materials that are of interest and importance to the particular students in his or her class.

As an alternative to large CD ROM packages, there is an increasing number of useful sites on the World Wide Web, where students can get instruction and practice in language skills such as reading, listening .

Computer as a tester. The computer is very good at what is known asdrill and practice; it will tirelessly present the learner with questions and announce if the answer is right or wrong. In its primitive manifestations in this particular role in language teaching, it has been rightly criticised. The main reason for the criticism is simple: many early drill and practice programs were very unsophisticated; either multiple-choice or demanding a single word answer. They were not programmed to accept varying input and the only feedback they gave was Right or Wrong. So for example, if the computer expected the answer "does not" and the student typed "doesn't" or " doesnot" or " does not ", she would have been told she was wrong without any further comment. It is not surprising that such programs gave computers a bad name with many language teachers. Unfortunately, there are now very many of these primitive drill and killprograms flooding the Internet. Despite their obvious disadvantages, such programs are nevertheless popular with many students. This is probably because the student is in full control, the computer is extremely patient and gives private, unthreatening feedback. Most programs also keep the score and have cute animations and sounds, which many students like. There are some programs which do offer more useful feedback than right or wrong, or that can accept varying input. Such programs blur the role of the computer as teacher or tester and can be recommended to students who enjoy learning grammar or vocabulary in this way. If two or more students sit at the same computer, then they can generate a fair amount of authentic communication while discussing the answers together. Computer as a tool. It is in this area that I think the computer has been an unequivocal success in language teaching. Spreadsheets, databases, presentation slide generators, concordancers and web page producers all have their place in the language classroom, particularly in one where the main curricular focus is task-based or project-work. But in my opinion, by far the most important role of the computer in the language classroom is its use as a writing tool. It has played a significant part in the introduction of the writing process, by allowing students easily to produce multiple drafts of the same piece

of work.. Students with messy handwriting can now do a piece of work to be proud of, and those with poor spelling skills can, after sufficient training in using the spell check, produce a piece of writing largely free of spelling mistakes. Computer as a data source. I'm sure I don't need to say much about the Internet as a provider of information. Anyone who has done a search on the World Wide Web will know that there is already more information out there than an individual could process in hundred lifetimes, and the amount is growing by the second. This huge source of information is an indispensable resource for much project work, but there are serious negative implications. I shudder to think of how much time has been wasted and will continue to be wasted by students who aimlessly wander the Web with no particular aim in mind and with little or no guidance. I generally do not turn my students free to search the web for information. Instead, I find a few useful sites beforehand and tell the students to start there; anyone who finishes the task in hand can then be let loose! As an alternative to the Web, there are very many CD ROMs, e.g. encyclopaedias, that present information in a more compact, reliable and easily accessible form. Computer as communication facilitator. The Internet is the principal medium by which students can communicate with others at a distance, (e.g. by e-mail or by participating in discussion forums). In fact at Frankfurt International School the single most popular use of computers by students in their free time is to write e-mails to their friends. Some teachers have set up joint projects with a school in another location and others encourage students to take part in discussion groups. There is no doubt that such activities are motivating for students and allow them to participate in many authentic language tasks. However, cautious teachers may wish to closely supervise their students' messages. Recent research has shown up the extremely primitive quality of much of the language used in electronic exchanges!

Computers in education have been disparaged as: Answers in search of a problem. And certainly many computer activities of dubious pedagogical value have been devised in the past simply to justify the existence of an expensive computer in the classroom. Nowadays, however, I think it is much more clearly understood that the computer can play a useful part in the language class only if the teacher first asks: What is it that I want my students to learn today, and what is the best way for them to learn it? In most cases, the answer will probably not involve the computer, but there will be occasions when the computer is the most suitable and, for the students, most enjoyable way to get the job done.

References

The Internet and ELT

Eastment, D. 1999 The British Council

This is a brief but useful overview of the issues concerning the use of the Internet in English language teaching.

CALL Environments TESOL, Va.

Egbert, J & Hanson-Smith, E (eds.) 1999

Despite the unpromising title, this is a good and very comprehensive account of the use of computers in language teaching. It contains detailed discussions of the pedagogical value of the entire spectrum of computer-based language activities.

Dave Sperling's Internet Guide New Jersey

Sperling, D. 1998 Prentice Hall,

This is a comprehensive listing of Internet sites for English language learners and teachers. Sperling also runs a very good ESL website called Dave's ESL Caf at http://www.eslcafe.com. ................ Call for contributions I am looking for contributors of content for this website. In particular, I would like to build up a stock of materials to help students with their work in other subjects. There are examples of what I mean in theLearners/School Subject Help pages of the Students section of this website. If you are interested in contributing, please read the webpage containing more details on how to do so.

BIBLOGRAPHY As we are on end of the project report so in completion the project report following references are considered

a) b) c) d)

www.google.com www.wikepedia.com www.yahoo.com www.scribd.com\