ICT Training Manual

Consultancy Support Services Ltd.
TRAINING MANUAL
THE USE OF ICT IN TEACHING AND LEARNING
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P A G E B A S I C T R A I N I N G M A N U A L
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PARTNERS
CONTACT:
CONSULTANCY SUPPORT SERVICES (CS2) LTD THE PENTHOUSE, 6th FLOOR, OGUN STATE HOUSE, PLOT 74, RALPH SHODEINDE STREET, CENTRAL BUSINESS DISTRICT, ABUJA. GPO 10027, Garki, Abuja FCT Fax: +234-(0)9-2731674, +234-803-6219869 +234-(0)805-6247007 e-mail: cs2@officeliveusers.com or consultancysuppportservices@gmail.com
ACKNOWLEDGEMENTS
The Microsoft Office training module was adapted from a manual developed by: SCHOOLNET NIGERIA 10, Adamu Ciroma Street, Jabi, Abuja. e-mail: ronke@schoolnetng.net url: www.schoolnetng.net The Microsoft Digital Literacy Curriculum and Learning Essentials training modules are courtesy of: MICROSOFT NIGERIA 29, Kampala Crescent, Off Cairo Street, Off Adetokunbo Ademola Street, Wuse II, Abuja, Nigeria Phone +234 (9) 413 1760/ 290 7746 | Fax +234 (9) 413 1760| jummaiu@microsoft.com url: http://www.microsoft.com/digitalliteracy and e-mail: http://www.microsoft.com/unlimitedpotential
The US-Computer Emergency Response team (CERT) http://onguardonline.gov/certtips/st04-001.html You are permitted to reproduce and distribute the US-CERT Tips in whole or in part, without changing the text you use, provided that you include the copyright statement or "produced by" statement and use the document for noncommercial or internal purposes. For commercial use or translations, send your email request to webmaster@us-cert.gov.
CONSULTANCY SUPPORT SERVICES (CS2) LTD email:cs2@officeliveusers.comandconsultancysupportservices@gmail.com,
Website:http://consultancysupportservices.googlepages.com
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TABLE OF CONTENTS
PARTNERS Contact: Acknowledgements Computer Basics Module Information Introduction Objectives: Introduction to computers History of computing eMBEdDED computers Personal computers Minicomputers Mainframe computers Supercomputers Basic computer systems: what is hardware and software? Hardware Software Programs Programming languages Input and output devices Input devices Output devices Storage devices and media Computer networks Basic Skills Using the mouse Using the mouse (practice tasks) Saving work (practice tasks) Test and review Microsoft Word Module Information Introduction Objectives: Introduction to computers Microsoft EXCEL Module Information Introduction Objectives: HISTORY Multimedia in ICT-based Learning Module Information Introduction- MS-ENCARTA
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Objectives: History34 World Atlas Encarta Dictionary Technology User editing of Encarta Using Encarta via a chatbot Access through live.com Benefits of Multimedia Uses of Multimedia Sources of Multimedia Amazing Nature Around the World Famous Voices Science & Machines Introduction- POWERPOINT Module Information Introduction Objectives: History41 Operation Compatibility Cultural effects PowerPoint training notes IMPORTANCE OF VIRTUAL LIBRARY (VL) TO TEACHER EDUCATION Module Information Introduction BASIC DEFINITIONS EDUCATION? TEACHER? VIRTUAL LIBRARY (VL) ADVANTAGES OF THE VIRTUAL LIBRARY OVER THE TRADITIONAL LIBRARY TRADITIONAL LIBRARY Issues VIRTUAL LIBRARY - Issues ADVANTAGES OF THE VIRTUAL LIBRARY Difference between Virtual Library and Library Automation ISSUES to consider when developing a Virtual Library Virtual Library Vision NEW PARADIGM MANAGING COSTS CUT COSTS MANAGING COSTS LEVERAGING CUSTOMER BASE MANAGING COSTS Public Private Partnership (PPP ) MANAGING COSTS BROADER AMORTISATION NEW PARADIGM SUSTAINING BANDWIDTH NEW PARADIGM - PITFALLS SUGGESTION LEVERAGING RESOURCES OTHER RESOURCES VALUE PROPOSITION
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FINDINGS OF THE UNESCO FS4VL http://portal.unesco.org/en/ev.php@URL_ID=7447&URL_DO=DO_PRINTPAGE&URLSECT ION=201.html 56 JOURNAL COSTS ELECTRONIC VS PRINT EDITIONS: ASSUMPTIONS 56 MANAGEMENT OF THE HEI VL SUSTAINABILITY OF ICT PROJECTS COMMUNITY/ CAMPUS RADIO (CR) INTERNET PROTOCOL (IP) GLOBAL SYSTEM for MOBILE (GSM) communications FANTSUAM FOUNDATION PARADIGM SHIFT PARADIGM SHIFT - Steven R. Covey ASSIGNMENT CONCLUSION ICT Skill Sharing Module Information Introduction Working locally Working nationally and globally Microsoft Peer Coaching Program Cyber Security Module Information Objectives: Acknowledgements INTRODUCTION - Computer security Cyber Security Why is Cyber Security a Problem? What is cyber security? What are the risks? What is the Nigerian Government doing? What can you do? Guidelines for Publishing Information Online Why is it important to remember that the internet is public? What guidelines can you follow when publishing information on the internet? Understanding ISPs What is an ISP? What services do ISPs provide? How do you choose an ISP? Choosing and Protecting Passwords Why do you need a password? How do you choose a good password? How can you protect your password? Understanding Anti-Virus Software What does anti-virus software do? What happens if the software finds a virus? Which software should you use? How do you get the current virus information? References
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Understanding Firewalls What do firewalls do? What type of firewall is best? How do you know what configuration settings to apply? Coordinating Virus and Spyware Defense Isn't it better to have more protection? How can anti-virus or anti-spyware software cause problems? How can you avoid these problems? Debunking Some Common Myths How are these myths established? Why is it important to know the truth? What are some common myths, and what is the truth behind them? Good Security Habits How can you minimize the access other people have to your information? What other steps can you take? Safeguarding Your Data Why isn't "more" better? How can you protect both your personal and work-related data? Real-World Warnings Keep You Safe Online Why are these warnings important? What are some warnings to remember? Keeping Children Safe Online What unique risks are associated with children? What can you do? REVISION: Computer and Internet Vocabulary Appendix I: CYBER-CRIME Overview Appendix II: FREE TEXTBOOKS ON CYBER-CRIME Appendix III: USEFUL RESOURCES Appendix IV: ACADEMIC RESOURCES
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Appendix V: GOOD SECURITY HABITS -- EIGHT CYBER SECURITY PRACTICES TO STAY SAFE ONLINE 79 1 2 Protect your personal information. It's valuable. Know who you're dealing with online. Phishing bait or prey? Free Software and File-Sharing worth the hidden costs? Spyware Email Attachments and Links legitimate or virus-laden? 79 79 80 80 80 80
Use anti-virus software, a firewall, and anti-spyware software to help keep your computer safe and secure. 81 Anti-virus Software 81 Anti-Virus Software- What to Look For and Where to Get It 81 Firewalls 81 Information on how to turn on your operating system's firewall. 81 Anti-Spyware Software 82 Zombie Drones 82 Be sure to set up your operating system and Web browser software properly, and update them regularly. 82 Use strong passwords or strong authentication technology to help protect your personal information. 82 Back up important files.
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Learn what to do if something goes wrong. Hacking or Computer Virus Internet Fraud Deceptive Spam Divulged Personal Information Protect your children online.
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Appendix V: ICT & Education Glossary of Terms
COMPUTER BASICS MODULE INFORMATION Title: Duration: CourseLevel: Prerequisites: DeliveryMethod: LearningObjective: ComputerBasics 2Hours Beginner None ClassroomInstruction Basiccomputerappreciation INTRODUCTION Teachersneedtobefamiliarwithcomputerbasicsandbecomeconfidentintheuseofterminology.Thismodulehas been designed to give you a quick overview and enable you to go into a lesson with confidence. It is important to stressthatthisisthestartofalongjourneyand,aswithallotherskills,practicemakesperfect. OBJECTIVES: 1 2 3 4 5 6 Introductiontocomputers Computersystems:hardwareandsoftware Inputandoutputdevices Storagedevicesandmedia Networking Basicskills(practicetasks) INTRODUCTION TO COMPUTERS A computer is a machine for manipulating data according to a list of instructions. The first programmable electronic computersdatetothemid20thcentury(around19401941),althoughtheconceptandvariousnonelectronicand analog models date back before this. Early electronic computers were the size of a large room, and their thermionic valve technology demanded huge amounts of power.[1] Today, computers are based upon tiny integrated circuits, arehundredsofmillionstohundredsofbillionsoftimesmorepowerful,[2]andsimplercomputerscanbemadesmall enoughtofitintoawristwatchandpoweredbyasimplewatchbattery. Personal computers and their portable equivalent, the laptop computer, have come to be an integral part of the modern information age; they are what most people think of as "a computer". However, the most common form of computer in use today is by far the embedded computer. Embedded computers are small, simple devices that are often used to control other devicesfor example, they may be found in machines ranging from fighter aircraft to industrial robots, digital cameras, consumer electronics, kitchen and other domestic appliances, hi fi components, carsandothervehicles,medicaldevicessuchashearingaids,mobilephones,andchildren'stoys. The ability to store and execute programs makes computers extremely versatile and distinguishes them from calculators. The ChurchTuring thesis is a mathematical statement of this versatility: Any computer with a certain minimum capability is, in principle, capable of performing the same tasks that any other computer can perform. Therefore, computers with capability and complexity ranging from that of a personal digital assistant to a supercomputer are all able to perform the same computational tasks as long as time and storagecapacityarenotconsiderations. Source:http://en.wikipedia.org/wiki/Computer HISTORY OF COMPUTING TheJacquardloomwasoneofthefirstprogrammabledevices. It is difficult to define any one device as the earliest computer. The very definition of a computer has changed and it is therefore impossible to identify the first computer. Many devicesoncecalled"computers"wouldnolongerqualifyassuchbytoday'sstandards. Originally, the term "computer" referred to a person who performed numerical calculations (a human computer), often with the aid of a mechanical calculating device. Examples of early mechanical computing devices included the
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abacus, the slide rule and arguably the astrolabe and the Antikythera mechanism (which dates from about 150100 BC). The end of the Middle Ages saw a reinvigoration of European mathematics and engineering, and Wilhelm Schickard's1623devicewasthefirstofanumberofmechanicalcalculatorsconstructedbyEuropeanengineers. However,noneofthose devices fitthe modern definitionof acomputerbecausetheycouldnotbe programmed.In 1801,JosephMarieJacquardmadeanimprovementtothetextileloomthatusedaseriesofpunchedpapercardsas a template to allow his loom to weave intricate patterns automatically. The resulting Jacquard loom was an importantstepinthedevelopmentofcomputersbecausetheuseofpunchedcardstodefinewovenpatternscanbe viewedasanearly,albeitlimited,formofprogrammability. In 1837, Charles Babbage was the first to conceptualize and design a fully programmable mechanical computer that he called "The Analytical Engine".[3] Due to limited finance, and an inability to resist tinkering with the design, BabbageneveractuallybuilthisAnalyticalEngine. Largescale automated data processing of punched cards was performed for the U.S. Census in 1890 by tabulating machines designed by Herman Hollerith and manufactured by the Computing Tabulating Recording Corporation, which later became IBM. By the end of the 19th century a number of technologies that would later prove useful in the realization of practical computers had begun to appear: the punched card, Boolean algebra, the vacuum tube (thermionicvalve)andtheteleprinter. During the first half of the 20th century, many scientific computing needs were met by increasingly sophisticated analog computers, which used a direct mechanical or electrical model of the problem as a basis for computation. However, these were not programmable and generally lacked the versatility and accuracyofmoderndigitalcomputers. Source:http://en.wikipedia.org/wiki/Computer EMBEDDED COMPUTERS Embedded computers usually perform specific function within a larger piece of equipment such as a vehicle brainbox, microwave oven controller and Video playertimer.
Figure1:EmbeddedComputerinaShoe
PERSONAL COMPUTERS Computers for personal use come in all shapes and sizes, from tiny PDA (personal digitalassistant) Personal Computer (PC) including Desktop and Laptop/ Notebook computers are showninthepicturesinFigures.
Figure4:PDA Figure3:DeskTop
MINICOMPUTERS
Figure 2: Laptop/ NotebookComputer
Thistermisbecomingredundantwithtime.ThisisbecausethePChasbecomesopowerfulonits own.Infact,theordinarynewPCismuchmorepowerfulthanminicomputersusedtobe. MAINFRAME COMPUTERS The mainframe is the workhorse of the business world. A mainframe is the heart of a network of computers or terminals which allows hundreds of peopletoworkatthesametimeonthesamedata.
Figure 5: Computer Mini
Figure 6: Mainframe Computer
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SUPERCOMPUTERS The supercomputer is the top of the heap in power and expense. They are used for jobs that involve massive amounts of calculating, like weather forecasting, engineering design and testing, seriousdecryption,economicforecastingetc. BASIC COMPUTER SYSTEMS: WHAT IS HARDWARE AND SOFTWARE? HARDWARE Thetermhardwarecoversallofthosepartsofacomputerthataretangibleobjects.Circuits,displays,power supplies,cables,keyboards,printersandmiceareallhardware.
Historyofcomputinghardware
Figure 7: Super Computer
First Generation (Mechanical/Electromechanical)
Calculators ProgrammableDevices Calculators
Antikythera mechanism, Difference Engine, Norden bombsight Jacquard loom, Analytical Engine, Harvard Mark I, Z3 AtanasoffBerry Computer, IBM 604, UNIVAC 60, UNIVAC120 ENIAC, EDSAC, EDVAC, UNIVAC I, IBM 701, IBM 702,IBM650,Z22 IBM7090,IBM7080,System/360,BUNCH PDP8,PDP11,System/32,System/36 VAX,AS/400 Intel4004,Intel4040 Intel 8008, Intel 8080, Motorola 6800, Motorola 6809,MOSTechnology6502,ZilogZ80 8088,ZilogZ8000,WDC65816/65802 80386,Pentium,68000,ARMarchitecture
[15]
SecondGeneration(VacuumTubes) ProgrammableDevices Third Generation (Discrete transistors and Mainframes SSI,MSI,LSIIntegratedcircuits) Minicomputer
Minicomputer 4bitmicrocomputer 8bitmicrocomputer 16bitmicrocomputer FourthGeneration(VLSIintegratedcircuits) 32bitmicrocomputer 64bitmicrocomputer Embeddedcomputer Personalcomputer

x8664,PowerPC,MIPS,SPARC 8048,8051 Desktop computer, Home computer, Laptop computer,Personaldigitalassistant(PDA),Portable computer,Tabletcomputer,Wearablecomputer
Serverclasscomputer Theoretical/experimental
Quantum computer, Chemical computer, DNA computing, Optical computer, Spintronicsbasedcomputer OtherHardwareTopics Input Mouse,Keyboard,Joystick,Imagescanner Monitor,Printer Floppydiskdrive,Harddisk,Opticaldiscdrive,Teleprinter RS232,SCSI,PCI,USB
Peripheraldevice(Input/output)
Output Both Shortrange
Computerbusses
Long range (Computer Ethernet,ATM,FDDI networking)
Source:http://en.wikipedia.org/wiki/Computer
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SOFTWARE Inordertomakethedifferentpartsofacomputerwork,youneedsetsofinstructionscalledcomputerprograms.An example of one such program is the operating system e.g. Microsoft Windows 2000 or Microsoft Windows XP. In addition to this, there are other programs which will allow the user to create letters and pictures etc. Examples of these programs include MicrosoftWord,MicrosoftAccessetc. PROGRAMS A1970spunchedcardcontainingonelinefromaFORTRANprogram.The card reads: "Z(1) = Y + W(1)" and is labelled "PROJ039" for identification purposes. In practical terms, a computer program might include anywhere from a FORTRAN program. The card reads: "Z(1) = Y + W(1)" and is dozen instructions to many millions of instructions for something like a labelled"PROJ039"foridentificationpurposes. word processor or a web browser. A typical modern computer can execute billions of instructions every second and nearlynevermakeamistakeoveryearsofoperation. Largecomputerprogramsmaytaketeamsofcomputerprogrammersyearstowriteandtheprobabilityoftheentire program havingbeenwrittencompletelyinthe mannerintendedisunlikely. Errorsincomputer programs arecalled bugs. Sometimes bugs are benign and do not affect the usefulness of the program, in other cases they might cause the program to completely fail (crash), in yet other cases there may be subtle problems. Sometimes otherwise benign bugs may be used for malicious intent, creating a security exploit. Bugs are usually not the fault of the computer. Since computers merely execute the instructions they are given, bugs are nearly always the result of programmererrororanoversightmadeintheprogram'sdesign.[6] In most computers, individual instructions are stored as machine code with each instruction being given a unique number (its operation code or opcode for short). The command to add two numbers together would have one opcode, the command to multiply them would have a different opcode and so on. The simplest computers are able to perform any of a handful of different instructions, the more complex computers have several hundred to choose fromeach with a unique numerical code. Since the computer's memory is able to store numbers, it can also store the instruction codes. This leads to the important fact that entire programs (which are just lists of instructions) can be represented as lists of numbers and can themselves be manipulated inside the computer just as if they were numeric data. The fundamental concept of storing programs in the computer's memory alongside the data they operateonisthecruxofthevonNeumann,orstored program,architecture. In somecases, a computer mightstore some or all of its program in memory that is kept separate from the data it operates on. This is called the Harvard architectureaftertheHarvardMarkIcomputer.ModernvonNeumanncomputersdisplaysometraitsoftheHarvard architectureintheirdesigns,suchasinCPUcaches. While it is possible to write computer programs as long lists of numbers (machine language) and this technique was used with many early computers,[7] it is extremely tedious to do so in practice, especially for complicated programs. Instead, each basic instruction can be given a short name that is indicative of its function and easy to remembera mnemonic such as ADD, SUB, MULT or JUMP. These mnemonics are collectively known as a computer's assembly language. Converting programs written in assembly language into something the computer can actually understand (machine language) is usually done by a computer program called an assembler. Machine languages and the assembly languages that represent them (collectively termed lowlevel programming languages) tend to be unique to a particular type of computer. For instance, an ARM architecture computer (such as may be found in a PDA or a handheld videogame) cannot understand the machine language of an Intel Pentium or the AMD Athlon 64 computerthatmightbeinaPC.[8] Though considerably easier than in machine language, writing long programs in assembly language is often difficult and error prone. Therefore, most complicated programs are written in more abstract highlevel programming languages that are able to express the needs of the computer programmer more conveniently (and thereby help
Figure 8: A 1970s punched card containing one line from a
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reduce programmer error). High level languages are usually "compiled" into machine language (or sometimes into assemblylanguageandthenintomachinelanguage)usinganothercomputerprogramcalledacompiler.[9]Sincehigh level languages are more abstract than assembly language, it is possible to use different compilers to translate the samehighlevellanguageprogramintothemachinelanguageofmanydifferenttypesofcomputer.Thisispartofthe means by which software like video games may be made available for different computer architectures such as personalcomputersandvariousvideogameconsoles. Thetaskofdevelopinglargesoftwaresystemsisanimmenseintellectualeffort.Ithasproven,historically,tobevery difficulttoproducesoftwarewithanacceptablyhighreliability,onapredictablescheduleandbudget.Theacademic andprofessionaldisciplineofsoftwareengineeringconcentratesspecificallyonthisproblem. Source:http://en.wikipedia.org/wiki/Computer PROGRAMMING LANGUAGES Programminglanguagesprovidevariouswaysofspecifyingprogramsforcomputerstorun.Unlikenaturallanguages, programminglanguagesaredesignedtopermitnoambiguityandtobeconcise.Theyarepurelywrittenlanguages andareoftendifficulttoreadaloud.Theyaregenerallyeithertranslatedintomachinelanguagebyacompileroran assemblerbeforebeingrun,ortranslateddirectlyatruntimebyaninterpreter.Sometimesprogramsareexecuted byahybridmethodofthetwotechniques.Therearethousandsofdifferentprogramminglanguagessome intendedtobegeneralpurpose,othersusefulonlyforhighlyspecializedapplications. Source:http://en.wikipedia.org/wiki/Computer INPUT AND OUTPUT DEVICES INPUT DEVICES To enter information into the computer, we use input devices. The most common input device is a keyboard and mouse. Both these devices are used to put information into a computer hence referred to as input devices. Below youcanseearangeofinputdevices.

Figure9:Inputdevices
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OUTPUT DEVICES These are devices which will allow you to see or hear your work. The best example of an output device is a monitor orscreen.Otherexamplesincludeprintersandspeakers.
Figure10:Outputdevices
STORAGE DEVICES AND MEDIA Therearetwotypesofstorageincomputers: Centralmemory,whichisusedtoholdprogramsanddatawhiletheyarebeingused.Thiscentralmemoryis referredtoasRandomAccessMemory(RAM).Hencethebiggerthismemoryis,themoreprogramsyoucanrun atthesametime.However,whenthecomputerisswitchedoffthecontentsofRAMarelost.Thisiswhyyou mustsaveyourworkbeforefinishingacomputersession. Thesecondtypeofmemoryisknownassecondaryorbackingstorageandthisisusedtostoredataand instructionsuntilweneedtousethem.Thebestexampleofthisistheharddiskdrive.Whenyousavework,you writeitontotheharddriveandwhenyouwanttobringuppreviouswork,thecomputerreadsitfromthehard drive.Inadditiontoharddiskdrives,othersecondarystoragedevicesincludefloppydisks,CDROMs,DVDsand magnetictape. COMPUTER NETWORKS Acomputernetworkiswhenseveralcomputershavecommunicationlinksbetweenthem.Thereareseveraltypesof networkswhichcanbefoundinschools.Thesearesomeexamples: Manydesktopcomputersconnectedtoeachothersothattheycansendmessagesfromonetoanother.Thisis knownaspeertopeernetworking. Othernetworkshaveonemaincomputercalledanetworkserverwhichisconnectedtoalldesktopcomputers. Whenpeopleusethistypeofnetwork,theworkissavedonthenetworkserversharddisk.Allthesoftware programseg.MicrosoftWordarealsoloadedontheserver.
An alternative to networked computers is using a computer as a standalone computer. A standalone computer doesnottalktoanyothercomputers.Thisismorecommoninsmallofficeswithfewmembersofstaff. BASIC SKILLS USING THE MOUSE Themouseisthemostimportantinputdeviceandyouneedtobeableto use it correctly. Almost all mouse devices come with two buttons (referred to as lefthand and righthand buttons) as shown in the picture below. Thereareafewbasicskillsrequiredtouseamouseeffectively. Pointing Figure11:Twobuttonmouse Sliding the mouse on the mouse pad moves the pointer on the screen. Rest your hand on the mouse, move it slowly around the mouse pad, and see what happens to the arrow on the screen.Controlthemovementofthearroworpointer.
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Clicking Gently pressing either of the two buttons on the mouse is one way to give the computer a command to do something. This is called clicking. There are two types of clicking. A single click is where you press the lefthand button once, while double clicking involves clickingthebuttontwiceinquicksuccession. Clicking the lefthand button once and holding down Thisisperhapsthemostcommonwayforusers to give instructions or commands to the computer. It is also used to select a word to changeitsfont. Clickingtherighthandbuttononce Thisalwaysopensashortcutmenuwhichallowsyoutoselectfromarangeoftasks. USING THE MOUSE (PRACTICE TASKS) 1Highlight a section of text (click lefthand button once andholddownandselectsectionoftext)
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Selecting a single word in a text (double click the lefthandbutton)
Cuttingawordfromasentence(doubleclickleft hand button on the word which you want to cut, then click the righthand button once and choose the cut command) SAVING WORK (PRACTICE TASKS) When working on a computer, it is important that you save your work regularly in a specified location. For this part of the training, you will need to access to the hard diskofthecomputeronwhichyouareworking. Step1:Selectingdrivewheretosavework Click on the Start button and then click on My Computer.Nextchooseoneofthestoragelocationson your hard drive where you would like to save your work (these are usually referred to as local disk (C:) or local
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disk (D:). It is normal practice to store work in the local disk (D:) but pleasecheckwithyourtrainer. Step2:Createafoldertosaveyourworkinto Doubleclickononeofthedrivesintowhichyouwanttosaveyourwork (local disk (C:) or local disk (D:) and create a new folder. Click on File, New, and then Folder, then click once and a new folder is created. Step 3: Rename the newly createdfolder Clicktheleftmousebuttononceonthenewfoldertohighlightandthenclick the righthand mouse button which will bring up a new menu, then click on Rename. Give this folder a suitable name which will allow you to save and retrieve your work easily. Step4:Savingyour work into the correctfolder Click on File and Save As, and first give your document a name (in this case, its called letter). This file letter has got to be stored into a folder called Training. Where it says Save in, select the part of a hard disk where you have created a folder calledTrainingand clicktwiceonthe folderand thensaveyourfile(seethetwoscreenshotsbelow).
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TEST AND REVIEW 1. Choosewordsfromthelistbelowtocompletethesesentences A B C D E Akeyboardisanexampleofa_______________ Aspeakerisanexampleofa________________ Inputandoutputdevicesareexamplesof____________ Aharddiskdriveisa____________ Theinstructionswhichmakethepartsofacomputerworkarecalled________________
FA computer which can be carried around to make it easy to work away from your office is called a _________________ Software,storagedevices,desktopcomputer,inputdevice,laptopcomputer,hardware,mainmemory,outputdevice 2. Ticktheboxwhichbestdescribeseachofthefollowingitems Printer MicrosoftWord Scanner MicrosoftWindowsXP 3. Hardware Software
Whichoftheseareinputdevices?Circleasappropriate Microphone Monitors Digitalcamera Speakers Scanner Keyboard
4.
Canyouthinkoftwoadvantagesofhavingcomputersnetworked? Advantage1: ________________________________________________________ ________________________________________________________ Advantage2: ________________________________________________________ ________________________________________________________
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MICROSOFT WORD MODULE INFORMATION Title: Duration: CourseLevel: Prerequisites: DeliveryMethod: LearningObjective: MicrosoftWord 3Hours Beginner BasicComputer ClassroomInstruction FunctionalutilizationofthebasicfeaturesofMSWord INTRODUCTION MicrosoftWordisMicrosoft'sflagshipwordprocessingsoftware.Itwasfirstreleasedin1983underthenameMulti Tool Word for Xenix systems.[1] Versions were later written for several other platforms including IBM PCs running DOS (1983), the Apple Macintosh (1984), SCO UNIX, OS/2 and Microsoft Windows (1989). It is a component of the Microsoft Office system; however, it is also sold as a standalone product and included in Microsoft Works Suite. Beginning with the 2003 version, the branding was revised to emphasize Word's identity as a component within the Office suite: Microsoft began calling it Microsoft Office Word instead of merely Microsoft Word. http://en.wikipedia.org/wiki/Microsoft_Word OBJECTIVES: 1 2 3 4 5 6 IntroductiontoMSWord StartingMSWord Usingtablestocontrolpagelayout Insertingandformattingtext Insertingimages Practicetasks INTRODUCTION TO COMPUTERS The notes will guide you through the construction of a singlepage question sheet about the Pyramids ofEgypt. 1FirstopenMSWordfromtheStartmenu. Your new page will appear as above. The first thing to do is to save your new document. Use the File menu to open the Save As box. At the top of the box (where it says Save in:) choose a location where you will keep this document. Use Desktop for now. At the bottom of the box (where it says Filename:)typeinanameforthisdocument.CallitPyramids. 2. 3. Now spend a few minutes exploring the screen. Look at the menu items across the top of the screen (File, Edit,Viewetc).Belowthem,lookatthetoolsforformattingtext.Youwillbeusingsomeoftheselater. To create the question sheet, you will first have to set up your page layout. MS Word uses tables to control the layout of a page. Sometimes tables are not necessary, for example when using MS Word to write a
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letter, but with more complex layouts they are essential if you are to control where text and images will appear. Movethemousetothemenus atthe topofthe screen andclick onTable. A submenu will appear below. Hold the mouse over the word Insert, and another submenu will appear to the right. Move the mouse over the word Tableandclickonce.ThiswillopentheInsertTablebox. Look at the different options. Here you can decide how many rows and columns your table will have, and also their initial size. For this exercise make the same selections as in the example above, with one column and three rows, and AutoFit to window. Then click OK. Your table should now appearasbelow:
The next step is to split the middle row into two columns. Move the mouse sothatthecursorisinthemiddlerowofthetableandclickonce.Nowgoto the Table menu at the top of the page. Click once on the word Table to openthesubmenu below.Movethe mouse downuntil it isover thewords SplitCells,andclickagain.ThiswillopentheSplitCellsbox. Choose two columns and one row, then click OK. Your table should now looklikethis:
Noticethatthemiddlerowisnowdividedintotwocolumns.Wewilldosomemoreformattingofthetablelateron, butnowitistimetomoveontoenteringtext. 1. Our firsttextitemwillbethe Heading forourquestion sheet.Thiswillgo in thetoprowof thetable.Clickonce in the top row to move the cursor there, and then type in your title, for example Pyramids of Egypt. We will formatthistextalittlelateron.Nowtypesometextintotherightcolumnofthemiddlerow.Thiscouldperhaps giveageneraldescriptionofthePyramids,forexample: PyramidsofEgypt The Pyramids at Giza, just outside Cairo, are the only remainingwonderoftheAncientWorld.Over4000years old,theyareoneofthemostimpressivesightsanywhere intheworld.
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Finally,wewilllistsomekeyquestionsaboutthePyramidsinthebottomrowofthetable.Usethereturnkeytoput theseitemsinalist. PyramidsofEgypt The Pyramids at Giza, just outside Cairo, are the only remainingwonderoftheAncientWorld.Over4000years old,theyareoneofthemostimpressivesightsanywhere intheworld.
WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu? WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen? 5. Beforeweformatthetextwehavejustentered,wearegoingtoinsertanimageintothelastemptyspacein ourtable.Thereareseveralsourcesfromwhichyoucanobtainimages. Firstly, there are Clip Art images. These are often installed automatically onto computers or networks together with operating systems such as Windows or a package such as Microsoft Office.Theseimagesarebasedondrawings,suchastheexamplebelow. To insert a Clip Art image, click once in the left column of the middle row of your table (to select the image insertion point). Now move the mouse tothemenusatthetopofthescreenandclickon Insert. A submenu will appear below. Hold the mouse over the word Picture, and another sub menu will appear to the right. Move the mouse over the words Clip Art and click once. This will opentheInsertClipArtpanelontheright ofyour screen,asshownbelow.
Nowtypeinaword(orwords)todescribethekindofpictureyou would like in the Search text: box. You will see the word pyramids in the example above. Press the Search button, and all available images which match your search word will be displayed,asshownbelow. Now doubleclick on the image you want to use, and it will appearinyourdocumentattheinsertionpoint. Your table should now look something like the following example. It contains all the text and images we want in the right layout. However, this is not the finished document. We still have
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toformatthetext,theimageandthetable.
PyramidsofEgypt The Pyramids at Giza, just outside Cairo, are the only remainingwonderoftheAncientWorld.Over4000years old,theyareoneofthemostimpressivesightsanywhere intheworld. WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu? WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen? 6. As stated above, there are other sources of images which you can use besides Clip Art. Clip Art may not be installed on your computer, or you may decide that you would prefer a photograph to a drawing. Photographscancomefromavarietyofsources.Wewillconsiderthreeofthesehere.
Firstly,youmayhaveyourownphotos,eitheronaCDoralreadystoredinafolderonyourcomputer.Alternatively, youmaybeabletoaccessphotosfromMicrosoftEncartaEncyclopedia,whichmaybeinstalledonyourcomputeror network. Finally, you may be able to find a suitable image on a website (some Encarta images are available here too),althoughrememberthattheremaybecopyrightissueswiththis. Touse photos from Encarta or from a website,you must firstsave themonto yourcomputer.Todothis, rightclick with the mouse on the photo you have chosen. This will open a new menu window on your screen. Use the mouse to select the Save Picture As option and leftclick once to open the SavePicturedialoguebox,shownbelow. Notice here that we have chosen to save our picture onto the Desktop, and that we have given our photo the file name pyramids. The computer has automatically selected JPEG in the Save as type: box. JPEG is a standard format for using photos on computers. By clicking on the Save button, this photo will now be savedontoyourcomputersothatyoucanuseitinyourwork. Tousethephotoyouhavejustsaved,clickonceintheleftcolumnof
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themiddlerowofyourtable(toselecttheimageinsertionpoint).Nowmovethemousetothemenusatthetopof the screen and click on Insert. A submenu will appear below. Hold the mouse over the word Picture, and another submenu will appear to the right. Move the mouse over the words From File to open the Insert Picture dialogue box,asshownbelow. Youmustnownavigatetothefolderwhereyourphotoisstored. In the example here, the photo of the Pyramids is stored on the Desktop. If you wish to use a photo from a CD then you will have to navigate as shown in the picture below. First insert the CD containing your photos into your computers CD drive, and then repeatthepreviousstepstoopentheInsertPicturedialoguebox. Notice now that your CD appears in the list of options displayed in the Look in: box. In this example the CD being used is called Cairo, Sept 2003. Doubleclick on the name of your CD to open the CDs contents, and then navigate to find the photo you want touse. Doubleclick on the image and it will appear in your document at the insertion point. Your table should now look somethinglikethefollowingexamples. PyramidsofEgypt The Pyramids at Giza, just outside Cairo, are the only remaining wonder oftheAncientWorld.Over4000years old, they are one of the most impressive sights anywhere in the world. WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu? WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen? PyramidsofEgypt The Pyramids at Giza, just outside Cairo, are the only remaining wonder of the Ancient World. Over 4000 years old, they are one of the most impressive sights anywhere in the world. WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu?
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WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen? Notice that in both examples the image is too big and has badly affected the layout of our table. We will resize the imageinthenextsteps. 7. While Clip Art images are usually quite small, when using photos you will often need to resize them. We want the image to be roughly half the width of the whole table. To do this click once anywhere on the image.Thiswillcreatesmallsquaresoneachcorneroftheimageandinthemiddleofeachside.Nowmove the mouse carefully until it is over the square at the bottom right corner of the image. This will change the mouse pointertoablackdiagonal doubleheadedarrow.Click andholddownthemouse button,then drag the mouse across the page and up to the left until the bottom right corner of the image is roughly half way acrossthetable.Whenyouhavedonethisletgoofthemousebutton.Thiscanbequitetrickytocontrol,so take care and take your time until you get it right. If you are not happy with the final position of the image, then go to the Edit menu at the top of the page, click once to open the submenu, then select Undo Resize Object. This will return the image to its original size and position. When you have correctly resized the imageyourtableshouldlookliketheexamplebelow:
PyramidsofEgypt The Pyramids at Giza, just outside Cairo, are the only remaining wonder of the Ancient World. Over 4000 years old, they are one of the most impressive sights anywhereintheworld. WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu? WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen? 8.Ournextstepistoformatourtext.Usethemousetoselectthetextyouwantto work with. We will start with the Heading. Click once immediately before the text, hold down the mouse button and then drag the mouse to the right so that all the textoftheHeadingishighlighted.Releasethemousebutton,andgototheFormat menu at the top of the screen. Click once on the word Format to open the sub menublow,thenclickonFonttoopentheFontoptionsbox. From this box we can control various features of our text, including font (the type of script), style (eg. bold or italic etc), size, colour etc. The box also displays a previewforourselectionstohelpustoknowwhenwehaveachievedtheeffectwe want. Bearing in mind that we are currently working on the Heading of our page, trytoexperimentnowwithdifferentfontoptionsuntilyouarehappywiththelook of your title. When you are satisfied, click the OK button. Your heading has bow been formatted. You can repeat theseinstructionstoformatalltheothertextinyourdocument. Yourdocumentmaynowlookliketheexamplebelow.
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PyramidsofEgypt The Pyramids at Giza, just outside Cairo, are the only remaining wonder of the Ancient World. Over 4000 years old, they are one of the most impressive sights anywhereintheworld. WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu? WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen? 9. There are a few more text formatting features that we can use to improve the look of our document. First we might want to change the alignment of our text. Alignment means whether text appears to the left, in themiddle,ortotherightofabox.Youwantthetitletobeinthemiddleofitsrow.Selectandhighlightthe
titleusingthemouseasinStep7above.Nowlookatthetextformattingtoolbarnearthetopofthescreen. The alignment options are the four buttons to the right of the U button. Click once on the second of these to move the selected text (in this case the title) to the centre of its row. Now do the same for the line of text which says: Bristol offers the following outstanding attractions: 10. Now I want tomovethetextintherightcolumnof themiddlerowfurtherdown,sothat itisverticallynearthebottom of its box, roughly. To do this, rightclick once in this cell. This will open a new menu window in which you willbeabletoseethewordsCellAlignment.Holdthemouseoverthesewordsandaseriesofsmallimages willappear. Usethemousetoselectthebottomleftalignment icon,andleftclickonce.Thiswillmoveyour texttotherequiredposition.Followthisproceduretoaligntheothertextinyourdocument. My final text formatting is to put bullet points in front of the questions at the bottom of the page and to move this text as a single block to the right. First select and highlight the list of questions (see Step 7 above for highlighting instructions). Now click the Bullets button. This is towards the right of the text toolbar, as shownbelow(shadedandlabeled):
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Yourdocumentshouldnowlooksomethinglikethis:
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PyramidsofEgypt
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ThePyramidsatGiza,justoutsideCairo,are the onlyremaining wonderofthe Ancient World. Over 4000 years old, they are one of the most impressive sightsanywhereintheworld.
WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu? WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen? The final step in creating the question sheet is to format the table. We can decide where we want border lines to appear and also the background colour of each part (cell) of the table. We can also change the size of different cells to create space around the text and images. Follow these instructions to format a single cell, and repeat them to complete the formatting work for all other cells. Click once in the first cell you want to work with. Now move the mouse to the menus at the top of the screenandclickonthewordTabletoopenthesubmenubelow.MovethemousedowntoselecttheTable Propertiesoption.ThisopenstheTablePropertiesbox.
ClicktheBordersandShadingbutton. NoticeinthetopleftcornerthattheBorderstabisopen.Fromhereyou canchoosea border(ornone) for boththe wholetable and alsoforany individual cell. You can set a colour and a thickness for the border and also a style (eg. solid lines, dotted lines etc). Most importantly, use the Apply to: box in the bottom right of the window to select where your changes will be made (either the whole table or individual cells use thearrowtotherightofthisboxtomakeyourchoice). Still working withthe Borders andShadingbox, clickon theShading tab (topleft)tochangebackgroundcolours.
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UsethemousetoselectthecolouryouwantandusetheApplyto:boxtochoosewhereitwillbeapplied. To change the size of cells, move the mouse until it is directly above the line marking the edge of the cell you want tochange.Themousepointerarrowwillchange totwo parallellines with a small arroweither side. Nowclick and hold the left mouse button, and drag the line to where you want it to be. Let go of the mouse button, and you will seethatthecellhaschangedsize. Experiment carefully with these steps for each cell until your table looks like what you wanted. Look at the example below. PyramidsofEgypt
ThePyramidsatGiza,justoutsideCairo,are the onlyremaining wonderofthe Ancient World. Over 4000 years old, they are one of the most impressive sightsanywhereintheworld.
WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu? WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen?
That concludes this training activity in MS Word. Work through these notes as many times as you can to gain confidence and to speed up your work. Try different options and aim for different effects. Finally, think carefully about how your new skills with MS Word could be used to create materials for teaching and learning (such as worksheets etc). MS Word makes it easy for you to create professionallooking documents and also to store and shareyourresources. FormoreinformationgototheMicrosoftWordhomepagehttp://office.microsoft.com/word/
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MICROSOFT EXCEL MODULE INFORMATION Title: Duration: CourseLevel: Prerequisites: DeliveryMethod: LearningObjective: MicrosoftExcel 3Hours Beginner BasicComputer ClassroomInstruction FunctionalutilizationofthebasicfeaturesofMSExcel INTRODUCTION Microsoft Excel (full name Microsoft Office Excel) is a spreadsheet application written and distributed by Microsoft for Microsoft Windows and Mac OS. It features calculation and graphing tools which, along with aggressive marketing, have made Excel one of the most popular microcomputer applications to date. It is overwhelmingly the dominant spreadsheet application available for these platforms and has been so sinceversion5in1993anditsbundlingaspartofMicrosoftOffice. http://en.wikipedia.org/wiki/Microsoft_Office_Excel OBJECTIVES: 1 2 3 4 5 6 IntroductiontoMSExcel StartingMSExcel Settingupaspreadsheet Enteringandformattingdataandcells Usingbasiccalculationfunctions Practicetasks
Figure 12: Microsoft Excel 2003 running under WindowsXPHomeEdition
HISTORY Microsoft originally marketed a spreadsheet program called Multiplan in 1982, which was very popular on CP/M systems,butonMSDOSsystemsitlostpopularitytoLotus123.Thispromoteddevelopmentofanewspreadsheet called Excel which started with the intention to, in the words of Doug Klunder, 'do everything 123 does and do it better' . The first version of Excel was released for the Mac in 1985 and the first Windows version (numbered 2.0 to lineup with the Mac and bundled with a runtime Windows environment) was released in November 1987. Lotus wasslowtobring123toWindowsandby1988Excelhadstartedtooutsell123andhelpedMicrosoftachievethe position of leading PC software developer. This accomplishment, dethroning the king of the software world, solidified Microsoft as a valid competitor and showed its future of developing graphical software. Microsoft pushed its advantage with regular new releases, every two years or so. The current version for the Windows platform is Excel 12, also called Microsoft Office Excel 2007. The current version for the Mac OS X platform is Microsoft Excel 2004. Early in its life Excel became the target of a trademark lawsuit by another company already selling a software package named "Excel" in the finance industry. As the result of the dispute Microsoft was required to refer to the programas"MicrosoftExcel"inallofitsformalpressreleasesandlegaldocuments.However,overtimethispractice hasbeenignored,andMicrosoftcleareduptheissuepermanentlywhentheypurchasedthetrademarktotheother program. Microsoft also encouraged the use of the letters XL as shorthand for the program; while this is no longer common, the program's icon on Windows still consists of a stylized combination of the two letters, and the file extensionofthedefaultExcelformatis.xls.
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Exceloffersmanyuserinterfacetweaksovertheearliestelectronicspreadsheets;however,theessenceremainsthe same as in the original spreadsheet, VisiCalc: the cells are organized in rows and columns, and contain data or formulaswithrelativeorabsolutereferencestoothercells. Excel was the first spreadsheet that allowed the user to define the appearance of spreadsheets (fonts, character attributes and cell appearance). It also introduced intelligent cell recomputation, where only cells dependent on the cellbeing modifiedareupdated(previousspreadsheetprogramsrecomputedeverything allthetimeorwaitedfor a specificusercommand).Excelhasextensivegraphingcapabilities. When first bundled into Microsoft Office in 1993, Microsoft Word and Microsoft PowerPoint had their GUIs redesignedforconsistencywithExcel,thekillerapponthePCatthetime. Since 1993, Excel has included Visual Basic for Applications (VBA), a programming language based on Visual Basic which addsthe ability to automatetasks in Excelandto provide userdefined functions(UDF) foruse inworksheets. VBA is a powerful addition to the application which, in later versions, includes a fully featured integrated development environment (IDE). Macro recording can produce VBA code replicating user actions, thus allowing simple automation of regular tasks. VBA allows the creation of forms and inworksheet controls to communicate with the user. The language supports use (but not creation) of ActiveX (COM) DLL's; later versions add support for classmodulesallowingtheuseofbasicobjectorientedprogrammingtechniques. http://en.wikipedia.org/wiki/Microsoft_Office_Excel The notes will guide you through the construction of a simple teachers mark book, and show you how to use MS Exceltocarryoutbasiccalculations. 1. First open MS Excel from the Start menu.
MS Excel is a program for working with numbers. It can be used for creating a class mark book, keeping records, creating charts and keeping an inventory. It allows you to perform calculations and to present processed data in a variety of ways such as charts and reports. When you start MS Excel, a blank workbook titled Book 1 will open. A workbook is a file that contains multiple worksheets. Begin by saving this first workbook. Remember to choose a suitable destination folder in which tosavethedocument,andgiveitthefilename markbook. Eachworksheetisagridofrowsandcolumnsinwhichyoucanenterdata.Eachrowisknownbya number(seethe farlefthandcolumn).Eachcolumnisknownbyaletter(foundatthetopofeachcolumn).Eachofthesmallboxesin the grid is known as a cell. Cells are known by the letter of the column and the number of the row in which they appear.ThecelloutlinedinthetoplefthandcornerintheexampleaboveisthereforeknownasCellA1. 2. Now you are going to enter some data into the spreadsheet. First we will type in the names of some students into our mark book, as shown in the example below. Try this yourself, making sure that you enter the data in exactly the correct rows and columns. For this exercise we will use just a short list of ten names, althoughthebenefitsofMSExcelbecomegreaterwhenlargernumbersofentriesareinvolved.
Toenterdata,simplyclickineachcell,thentypeasusual.YoucanusetheEnter(orReturn)keytomovetothenext celldown.
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Now carefully enter the column headings shown in the example below. Again, ensurethattheyareallenteredinexactlythecorrectcells.
CellColumnheading B3MATHS36 C3MATHS% D3SCIENCE% E3LANGUAGE% F3HISTORY% G3GEOGRAPHY% 4. Look carefully at your spreadsheet, and you will see that the columns are not wide enoug h to contai n the colum n headings. We will therefore have to change the column width.
Move the mouse carefully until it is directly over the line between the letters B and C on the very top row of the spreadsheet. The standard MS Excel mouse pointer (a white cross) will change into a vertical black line with a doubleheaded arrow. Click once and hold down the left mouse button, then drag slowly to the right. This will make Column B wider. Let go when it is a suitable width. Use the EditUndo function (in the top menu) if you have difficulties with this. Once you have successfully widened Column B, repeat these steps to widenallfurthercolumnsuptoandincludingColumnG.Yourspreadsheetshouldnowlooksomethinglikethis: 5. Thecolumnheadingsreflectarangeofschoolsubjects.Wearegoingtoentersomeimaginarytestresults.In Column B we will enter results for a Maths test where the maximum possible score was 36. A little later on you will learn how to convert these scores into a percentage score (out of 100), using builtin MS Excel features. We will therefore leave Column C blank just for now. We will enter scores out of 100 in each subject for each pupil in Columns D, E, F and G. Your spreadsheet should now look like this
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example: Noticethattextisautomaticallyalignedtotheleftofcells,whilenumbersarealignedtotheright. 6. We have now finished entering data, and it is time to do our first calculation. MS Excel carries out calculations inseveral differentways. Our firstcalculation will work outthepercentagescores forColumnC (outof100)fortheMathstest,basedonthescoresgivenoutof36inColumnB. ToconvertthenumbersfromColumnBintopercentages,wemustuseaformula.
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MSExcelformulaealmostalwaysfollowastandardformat,liketheexamplebelow: =sum(B4/36*100) It is essential to spend a few minutes considering this format so that you understand in future how such formulae areconstructed. Formulaealmostalwaysbeginwithan=sign Ifcalculationisrequiredtheywilloftenbeginwith=sum Thecalculationrequiredappearsinbrackets() Whereverpossible,refertocellnumbers,asthiswillspeedupoperations(inthisexamplewehaveentered thecellnumberB4,asthisisthefirstoftheMathsscoreswhich wewanttoconverttoapercentage) MSExcelusesthefollowingsymbols:
+addition subtraction *multiplication /division In the example, then, we want to divide the contents of cell B4 (which is 12) by the maximum possible score (36), then multiply this number by 100(tomakeitapercentage). Type the whole equation =sum(B4/36*100) into cell C4, then press Enter/Return, and the percentage 33.33333333 will appear. Mental arithmeticwilltellyouthatthisisthecorrectpercentagescore. 8. Whenyouarehappywiththepreviousstep,youcanextendthepercentagecalculationtocompleteColumn C. Click once in Cell C4, then go to the top menu and select EditCopy. Cell C4 is now surrounded by a flashing dotted line to show that its contents have been copied. You have now copied the correct formula forthepercentagecalculationsothatyoucanuseitinothercells. Now select cells C5 down to C13. To do this, click once in cell C5, hold down the mouse button and drag the pointer down until it is over cell C13. When you let go of the mouse button these cells should be highlightedtoshowthattheyhavebeenselected. Move the mouse again to the top menu and select EditPaste. When you click on this option, you will notice that the whole of Column C has beencompletedwiththecorrectpercentagescores.
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WewillnowformatCellsC4downtoC13todisplayfiguresinthesamewayasintheothercolumns,withno decimal places. Click once in Cell C4 and hold down the mouse button, then drag with the mouse slowly down until all the cells from C4 down to C13 have been highlighted, as shown below, then let go of the mousebutton.
Go to the menu bar at the top of the screen and select the Format menu, then the Cells option from the sub menu.ThiswillopentheFormatCellsdialoguebox.CheckthattheNumbertabisopen(topleftcorner),andensure thatthedecimalplacessettingis0.WhenyouhavemadeyourselectionsclicktheOKbutton. Yourspreadsheetshouldnowlookliketheexampleshownbelow. 10.Now that we have a complete set of percentage scores for each student in every subject, we can use MS Excel todosomefurthercalculations. First we need to type in a few more columnandrowheadings,asfollows: CellHeading I3TOTAL J3AVERAGE K3PASS/FAIL? A15HIGHEST A16LOWEST Now your spreadsheet should look like this: 11. First, lets find out the highest score in the Science test. Obviously this can be done easily with such a short list without the need for any calculations at all, but the MS Excel function which you are learning here can be used with limitless lists of numbers. You will realise the benefit of this if you imagine trying to carry out the same process for a whole school with severalhundredpupils. Thispointholdstrue formuchofwhatyou are learninghere. Even if the answersto thecalculationsappearobvious,andyoufindyourselfthinkingIdidntneedacomputertodothat,please bear in mind that this is just a simple demonstration and tutorial. The real benefit of MS Excel comes with thelonglistsofnumbersanddatawhichneedtobeprocessedintherealworld!
BacktoScience:typethisformulaintocellD15 =MAX(D4:D13) Letsjustanalysethisformula. Aswesaidbefore,MSExcelformulaealmostalwaysstartwithan=sign. MAXmeansthatwewanttofindthehighest(ormaximum)value Detailsofourcalculationappearinbrackets()

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WewanttofindthehighestvalueinthecellsD4toD13.Notehowwehaveusedacolon(:)torepresent this.
Theanswer70shouldappearincellD15,toindicatethat70wasthehighestscoreintheSciencetest.Thisprocess canbeusedtofindthehighestvalueinanyrangeofcells. To complete the Highest Score entries for all other subjects, you can either repeat the steps outlined above (changing the formula each time to different cell numbers), or you can copy and paste the formula in cell D15 into cellsC15,E15,F15andG15.LookatStep8aboveagainforareminderhowtocopyandpaste. 12. We will now calculate the lowest score for each subject, starting again with Science. This time our formula willbe:
=MIN(D4:D13) MINhereshowsthatwewanttofindthelowest(orminimum)score. TypethisformulacarefullyintocellD16,pressEnter/Return,andtheanswer39shouldappear.Nowusecopyand pastetofindthelowestscoresforallothersubjects. Afewpointsaboutformulaeandcalculations: UseEditUndoifanythinggoeswrong Ifyoumakeamistakewhentypingaformulathenthiswillbeindicated Ifyouchangeavalueinvolvedinacalculationthentheanswerwillautomaticallyberecalculated
On this last point, imagine that you had made a mistake when marking the Science test. Imagine that the student calledRonaldohad in factonlyscored 36%, notthe46 shownon thespreadsheetsofar.ClickonceoncellD11,and typein 36, thenpressEnter/Return. This will replace theoriginalvalue ofcellD11 (46)withthenew score(36), and will automatically lead to a change in the lowest score, shown in cell D16. MS Excel thus avoids the need for re calculationbyautomatingsuchprocesses. 13. The next set of calculations will provide information about individual students in the class. We can use formulaetoworkoutthetotalscore foreachstudent across all five subjects, andtheir averagescorefor all fivesubjects,andevenwhethereachstudenthasreachedthescorewhereweconsiderthemtohavepassed thetests.
Toworkoutatotalscore,typethisformulaintocellI4: =sum(C4:G4) Noticeagainhowthisformulaisconstructed: Itbeginswithan=sign Itusesthewordsumtoindicateacalculationisrequired Thedetailsofthecalculationareinbrackets() TherangeofcellstoaddtogetherisbetweenC4andG4 Thisisrepresentedbyacolon(:) Thetotalscoreof256shouldnowappearincellI4.Whenyouarehappywiththiscalculation,usecopyandpasteto completethetotalscoresforallstudents,asexplainedinStep8. 14. Toworkouttheaveragescore,wesimplyneedtotypethefollowingformulaintocellJ4:
=average(C4:G4) ThiswillenterintocellJ4theaverageofthecontentsofcellsC4,D4,E4,F4andG4,inotherwordsitwillgiveusthe averagescoreforthestudentcalledBeckham.Thisshouldbe51.Whenyouarehappywiththiscalculation,usecopy andpastetocompletetheaveragescoresforallstudents,asexplainedinStep8.
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We will quickly format the cells again to avoid any use of decimal places (see cells C15 and C16). Select and highlight all cells in use (columns A to K and rows 1 to 16. To do this, click once in cell A1 (top left corner), thenholddownthemousebuttonanddragthemousepointerdownandtotherightuntilitisovercellK16. NowfollowtheinstructionsgiveninStep9abovetoformattheselectedcellscorrectly.
Yourspreadsheetshouldnowlooklike this: 16. For our final calculation, imagine that your headteacher wants to know how many students have passed the tests and how many have failed. The Headteacher has said that an average score of 60% or higher represents a pass, while anything lower than 60%isafail.
Wenowneedaformula which showsthis.In MSExcelwemustuseanifstatement.Theseareroughlydesigned alongthefollowinglines: IfthescoreincellJ4ismorethan59,thenthewordpasswillappearincellK4.IfthescoreincellJ4isequaltoor lessthan59,thenthewordfailwillappearincellK4. ThecorrectformulatotypeintocellK4isasfollows: =IF(J4>59,"pass","fail") ComparethisformulawiththewrittenIfstatementshownabove. Type this formula into cell K4, press enter, and the value fail should appear. This is because Beckhams average scoreof51%isnotabovethepassmark(setat60%). Whenyouarehappywith this step, usecopyand pastetoapplythe Ifstatementtoall students.Youshould see that all average scores of 60 or above in column J are now shown as a pass in column K, while those below are markedasfail. Thespreadsheetshould now looklikethisexample: 17.Tocompletethistutorial, we will look at a few options forformattingtextandcells. These options can be accessed easily from the menubarthatthetopofthe screen, especially the part showninthepicturebelow. From here you can change theFont,FontSizeandStyle (Bold,Italics,underlined),thetextalignment(left,centreorright),andthecolourofbothtext(thelargeletterAon thefarright)andcellbackground(theiconofabucket).
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Simplyselectandhighlightthecellorcellsyouwishtoformat,andthenusethemenubartomakechanges. This can help to display information more clearly. Remember, it is best not to change the alignment of numbersbecausethiscanaffectcalculationfunctions.
Yourfinishedspreadsheetshouldnowlooklikethisexample. ThisconcludestheMSExcelFoundationLeveltrainingunit. For more information us/FX010858001033.aspx go to the Microsoft Excel official site http://office.microsoft.com/en
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MULTIMEDIA IN ICT BASED LEARNING MODULE INFORMATION Title: Duration: CourseLevel: Prerequisites: DeliveryMethod: LearningObjective: MultimediainICTbasedLearning 1Hour Beginner BasicComputer ClassroomInstruction FunctionalutilizationofthebasicfeaturesofMSEncarta INTRODUCTION MS ENCARTA Encarta is a digital multimedia encyclopedia published by Microsoft Corporation. As of 2005, the complete English version, Encarta Premium, consisted of more than 68,000 articles, numerous images and movies, and homework tools, and is available on the World Wide Web by yearly subscription or by purchase on DVDROM or multiple CD ROMs.Manyarticlescanalsobeviewedonlinefreeofcharge,aservicesupportedbyadvertisements.[1] Microsoft publishes similar encyclopedias under the Encarta trademark in various languages, including German, French,Spanish,Dutch,Italian,PortugueselanguageandJapanese.Localizedversionsmaycontaincontentslicensed fromavailablenational sourcesandmaycontainmoreorlesscontentthanthefullEnglishversion.Forexample,the DutchversionhascontentfromtheDutchWinklerPrinsencyclopedia. OBJECTIVES: 1 2 3 4 IntroductiontoMSEncarta StartingMSEncarta UsingEncarta Practicetasks
HISTORY Encarta 1996 with many windows open including an atlas, an article and the pinpointer Following the first multimedia encyclopedia, Microsoft initiated Encarta by purchasing nonexclusive rights tothe Funk &Wagnalls Encyclopedia, incorporating it into its first edition in 1993. (Funk & Wagnalls continued to publish revised editions for several years independently of Encarta, but then ceased printing in the late 1990s). Microsoft had originally approached Encyclopdia Britannica in the 1980s, but Britannica, believing its print media sales would remain strong, declined. Encyclopdia Britannica, the goldstandardofencyclopediasforoveracentury,wasforcedtosellthecompanyatbelowbookvaluein1996when its print sales could no longer compete with Encarta and the Microsoft distribution channel which gave away free copies with computer systems.[2] When first introduced, the work had about 25,000 articles.[3] Throughout the 1990s, Encarta was praised uniformlyforitsmultimediacontent.In1995,forexample,onlyeightpercentofthedata on the CDROM was text.[4] Other electronic encyclopedias at the time did not have very manypictures,movies,oraudioclips. In the late 1990s, Microsoft bought Collier's Encyclopedia and New Merit Scholar's Encyclopedia from Macmillan and incorporated them into Encarta. Thus the current MicrosoftEncartacanbeconsideredthesuccessoroftheFunkandWagnalls,Collier,and New Merit Scholar encyclopedias. None of these formerly successful encyclopedias are still in print, being unable to
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adapt to the new market dynamics of electronic encyclopedias. In 1997, the work had about 30,000 articles,[5] an increaseof20%overitspreviousedition.By1999,ithadabout42,000articles.[6] Microsoft has introduced several regional versions of Encarta, but some of them have been discontinued. For example, the Brazilian version was introduced in 1999 and suspended in 2002.[7] The Spanish version is somewhat smallerthantheEnglishone,at42,000articles. In July 2006, Websters Multimedia, a Bellevue, Washington subsidiary of Londonbased Websters International Publishers,tookovermaintenanceofEncartafromMicrosoft.[8] InJune2007,MicrosoftannouncedthereleaseofEncartaPremium2008.[9] Encarta'sVisualBrowser Encarta's standardedition[10]includes approximately 50,000 articles,with additional images,videos and sounds.The premium editions contain approximately 68,000 articles and other multimedia content, such as 25,000 pictures and illustrations, over 300 videos and animations, and an interactive atlas with 1.8 million locations. Its articles are integrated with multimedia content and may have a collection of links to websites selected by its editors. A sidebar maydisplayalternativeviewsororiginalmaterialsrelevanttothetopic. Encarta'sVisualBrowser,availablesincethe2004version,presentsauserwitha list of related topics. Its multimedia includes virtual 3dimensional tours of ancient structures, for example the Acropolis; 2dimensional panoramic images of world wonders or cities; and a virtual flight program which moves the user overlandscape. Encarta also includes a trivia game called "Mouses" in which the player explores a castle by answering questions whose answers could be found in the encyclopedia'sarticles. Foryears,Encartacameinthreeprimarysoftwareflavors:Basic,Premium,andReferenceLibrary(priceandfeatures inthatorder.)Beginningin2005,however,MicrosoftaddedMicrosoftStudentasthepremierMicrosofteducational software program, bundling Encarta with graphing calculator software and templates for Microsoft Office. In addition,theReferenceLibrarywasdiscontinued,absorbedintoanewer,morecomprehensivePremiumpackage. TimelinesinEncarta WORLD ATLAS Encarta'sdynamicallygeneratedglobe The dynamic maps are generated with the same engine that powered Microsoft MapPoint software. The map is a virtual globe that one can freely rotate and magnifytoanylocationdowntomajorstreetsfor big cities. The globe has multiple surfaces displaying political boundaries, physical landmarks, and statistical information. One can selectively display different sized cities, various geological or manmade features and reference linesinamap. The maps contain hyperlinks to related articles ("Map Trek") and also supports a "Dynamic Sensor" that provides the latitude, longitude, place name, population and local time for any point on the globe. Encarta also generates a visiblelight moonatlaswithnamesofmajorcratersandhyperlinks.However,itdoesnotincludeaplanetarium. Optionsforlevelofdetailonmaps.
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In addition to database generated maps, many other illustrative maps in Encarta ("Historical Maps") are drawn by artists. Some more advanced maps are interactive: for example, the large African map for Africana can display informationsuchaspoliticalboundariesorthedistributionofAfricanflora. ENCARTA DICTIONARY When Encarta was released as part of the "Reference Suite" in 1998 (through to 2000), Microsoft bundled "MicrosoftBookshelf"withtheotherthreeprograms(EncartaEncyclopedia98DeluxeEdition,EncartaVirtualGlobe '98,andEncartaResearchOrganizer).However,thiswasproblematic. Microsoft Bookshelf (Reference Edition) already contained "Encarta Desk Encyclopedia" and "Encarta Desk Atlas", thusbecomingredundantwiththefulleditionsprovidedaspartofthesuite. In later editions (Encarta Suite 2000 and onwards) Bookshelf was replaced with a dedicated Encarta Dictionary, a supersetoftheprintededition. Therehasbeensomecontroversyoverthedecision,sincethedictionarylackstheotherbooksprovidedinBookshelf which many found to be a useful reference, such as Columbia Dictionary of Quotations (replaced with a quotations section in Encarta that links to relevant articles and people) and an Internet Directory (although now a moot point sincemanyofthesiteslistedinofflinedirectoriesaren'taroundanymore). TECHNOLOGY Before the emergence of the world wide web for information browsing, Microsoft recognized the importance of having an engine that supported a multimedia markup language, full text search, and extensibility using software objects. The hypertext display, hyperlinking and search software was created by a team of CDROM Division developers in the late 1980s who designed it as a generalized engine for uses as diverse as interactive help, document management systems and as ambitious as a multimedia encyclopedia. Encarta was able to use various Microsoft technologies because it was extensible with software components for displaying unique types of multimedia information. For example, a snap in map engine is adapted from its MapPoint software. More informationonthehypertextandsearchengineusedbyEncartamaybefoundintheMicrosoftBookshelfarticle. Unlike Microsoft Office, Encarta software only supports Microsoft Windows with Microsoft's Internet Explorer. Encarta 98 was the last version to be released for the Macintosh. However, an Apple Macintosh or Linux/Unix user withInternetconnectionmaystillaccessEncarta'swebsite. Encarta uses database technologies to generate much of its multimedia content. For example, Encarta generates eachzoomablemapfromaglobalgeographicinformationsystemdatabaseondemand. When a user uses the copy and paste function of Microsoft Windows on Encarta on more than five words, Encarta automaticallyappendsacopyrightboilerplatemessageafterthepaste. USER EDITING OF ENCARTA Early in 2005, the online Encarta started to allow users to suggest changes to existing articles.[11] Articles are not immediately updated. Instead, user feedback is submitted to Encarta's editors for review, copyediting, and approval.[12]Contributorsarenotpaidfortheirsubmissions.[13] USING ENCARTA VIA A CHATBOT Encarta's content is accessible using a conversational interface on Windows Live Messenger via the MSN Bot "EncartaInstantAnswers".[14]Thebotcananswermanyencyclopediarelatedquestionsdirectly intheIMwindow.It uses short sentences from the Encarta website, and sometimes displays full articles in the Internet Explorerbased browserontheright.Italsocancompletesimplemathandadvancedalgebraproblems.Thisserviceisalsoavailable inGerman,[15]Spanish,[16]French[17]andJapanese.[18]
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ACCESS THROUGH LIVE.COM Users can get two free hours on Encarta by using Microsoft's search engine Live.com. It is done by searching "Definition:(word)"andaccessingalinkleadingtoEncartaOnline. MSNEncartaOnlinewithlimitedfreeaccessandfeatures. MicrosoftEncartaproduct HistoryandsomeotherinformationaboutEncartabyMicrosoft EncartaSupportZoneAwebsiterunbyStephenStakey,aMicrosoftMVPforMSNEncarta,thatgivessupport andtipsforEncartausers. Review of Microsoft Encarta Africana A review by Dr. Molefi Kete Asante, Professor, Department of African AmericanStudies,TempleUniversity,Philadelphia To wire or not to wire? Encyclopdia Britannica vs. Microsoft Encarta A comparison of the two encyclopedias,byPanagiotaAlevizou,publishedbytheEducationalTechnology&Societyjournal A blast of nostalgia: Screenshots from Microsoft Encarta, 1994 Edition Fourteen screenshots from an early CDROMversionofMicrosoftEncarta. Source:http://en.wikipedia.org/wiki/Encarta The following provides a guide for teachers to the impact and uses of multimedia in education. The term multimedia is used here to refer to the extensive use of images, photographs, sound and video files, as well as text, in teaching and learning activities. In other words, we are concerned here with a variety of formats in which studentscanaccess,understand,processandexpressknowledge. BENEFITS OF MULTIMEDIA Thefirstpointtobearinmindisthatlearnersenjoyusingcomputersandaremotivatedbymultimediamaterial,and can be captivated by moving imagery such as video clips or through the use of appropriate sound files. In short, multimediacorrespondsmorecloselywiththefullsensoryexperienceofhumanlife. Researchshowsthatstudentsoverwhelminglychoosemultimediapresentationsasthemediuminwhich: morematerialcouldbecovered theyfelttheylearnbetter theyunderstooddifficultconceptsbetter theybelievedtheyretainedcoursematerialbetter
97% of the students stated that they preferred to attend classes where multimedia presentation was used. (Perry andPerry,1998) Multimedia gives students "handson" learning, better retention, specific feedback, and increased levels of understanding.(Roden,1991) Multimedia can yield as much as 70% recall, as opposed to 45 percent for audiovisual aids and just 25 percent for audio.(Sharma,1999) Maximizing the effectiveness and efficiency of learnercourseware communication (ie. Interactivity) leads to increased learner satisfaction and to enhanced performance and productivity of the learning materials. (Hueyching, 1996) Furthermore,involvementintheuseofmultimediaoffersstudentsseveralexperienceswhichtheyvaluehighly: Abilitytocollaboratewithcolleagues Abilitytoselectfromlargestoresofinformation Tohaveinsightintohownewknowledgeisacquired Totakeresponsibilityforone'sownlearning Tounderstandhowimagerycanclarifyordistort(Collins,Hammondetal.,1997)
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If a student is involved in creating a multimedia product then this leads to the acquisition of knowledge as well as project management skills, research skills, organisation skills, presentation skills, and skills of reflection. (Jonassen, 1996) Projectmanagementskills:developedthroughtheneedcoordinatetasksandresourcesatgiventimes especiallywhenworkingcollaborativelywithothers. Researchskills:developedthroughthesearchforappropriateandcorrectinformationtoincludeinthe presentationorproduct.Thismayincludeusingquestionnaires,surveysandinterviews. Organisationandrepresentationskills:developedthroughtheneedtodelivertheinformationinalogical sequenceinastylethatcanbeunderstoodbyothers. Reflectionskills:developedthroughthecyclicalprocessofreviewingtheplan,designandimplementation andevaluationoftheproduct. Presentationskills:developedthroughtheneedtodeliverthepresentationtoothersinastimulatingand attractiveway. evaluatinginformation,prioritisingtheinformationandverifyingthevalidityoftheinformation. analysinginformation,identifyingthemainideasintheinformationresearched,classifyingtheminto groupingsthatsuitthepurposesoftheirplannedscheme,andlookingforsequencestostructurethe informationinalogicalorder. makingconnections,comparingandcontrastingdifferentsourcesofinformation.
Inresearchinginformationlearnersare:
Creativethinkingskillsaredevelopedforexampleatthedesignanddevelopmentstagesoftheproject.Indesigning anddevelopingtheproduct,thelearnersare Elaborating:expandingandmodifyingtheinformationthattheymakeuseofand'concretize'the informationinaformatsuitablefortheirownpresentation. Synthesizing:creatingsummariesandplanningtheproject. Imagining:throughorganisinganddevelopingthemultimediaproduct,thelearnersarehavingtouse visualisationandintuitiontoknowwhatwillmaketheproductappealing,interestingandinformative.
Authoring their own products also involves the pupils in what Jonassen terms 'complex thinking skills'. The organisationanddesignstageinvolvesthepupilsin: Designing:formulatinggoalsfortheproduct,inventingtheirownuniqueproductandassessingtheproduct. ProblemSolving:designingtheproductforaparticulartaskorproblem,consideringalternativedesignsand selectingthemostappropriate. DecisionMaking:makingthechoicesofcontent,presentationformat,sequenceandeventtimeline(what hastogetdevelopedorresearchedatwhatpoint),assessingandevaluatingthechoicesmadeintermsof appropriatenessetc.
USES OF MULTIMEDIA Therearetwomainareasinwhichmultimediacanbeusedinteachingandlearning: Multimediausedbytheteacher Multimediausedbythestudent
Teachers can enhance the presentation of new information or learning activities by introducing multimedia components. Students can see and hear material relating to the learning objectives, as well as reading texts or listeningtotheteacher. Studentscan incorporatemultimediacomponentsintheirownwork,forexamplebyincluding imagesorsoundclips toaddtothetextstheyhavewritten.
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SoftwaresuchasMicrosoftWordorMSPowerPointoffermanyopportunitiestoteachersandlearnerstouseawide range of multimedia components with ease. These are touched on briefly in the foundation level training modules fortheseprograms,andfeaturemorestronglyatmoreadvancedlevelsofthecourse. SOURCES OF MULTIMEDIA There is an everincreasing number of multimedia sources available for educational use, including CDROMs, DVDs and a vast number of online resources (websites). Microsoft Encarta Encyclopedia is one of the best sources of multimedia content. MS Encarta is available both as a CDROM and also via the Internet at: http://encarta.msn.com/artcenter_/browse.html AccesstoMSEncartaisattwolevels.WiththeInternetplatform,youcanregisterforasmallfeeasaPremiumUser, which will then provide access to a vast quantity of articles, images, sound and video files, all of which can easily be searched for rapid display. In addition there are many other useful features such as access to help with homework, quizzes and a selection of reference materials such as a dictionary and atlas. A reduced package of services is available free of charge. This pattern is repeated for the CDROM version, with both a fullyfeatured Premium versionandapareddownStandardeditionavailable. What kind of content is available? Audio and video files cover a wide range of educational topics. Here is a list of someexampleswhichcanbeaccessedontheMSEncartawebsite: AMAZING NATURE Manateegrazing(video) Monitorlizard(video) Elephantemotions(video) Whalebreaching(video) Venus'sflytrapinaction(video) Cheetahrunning(video) AROUND THE WORLD CarnivalinRiodeJaneiro(video) Reindeerrace,Saamiland(video) TraditionalMusicofThailand(audio) RajasthaniRamdevworshippers(video) FAMOUS VOICES NelsonMandelaspeakstosupportersuponhisreleasefromprison(audio) BillClinton'sfirstinauguraladdress(audio) MartinLutherKing,Jr,speaksaboutnonviolence(video) VladimirLenindeliversaspeechinRussian(audio) TheLondonBlitz(video) IndianprimeministerJawaharlalNehruannouncesGandhi'sdeath(audio) NeilArmstrongtakesonesmallstep(audio) SouthAfricaholdsitsfirstdemocraticelections(video) JohnF.KennedydiscussestheCubanMissileCrisis(audio) SCIENCE & MACHINES Nuclearexplosion(video) ActivityintheSun'sCorona(video) LaunchofApollo13(video) Ageysererupts(video) FlyingoverMartiancanyons(video) Spaceshuttlelaunch(video)
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Thunderstorm(audio) Imagine how long it would take to convey even approximately any of these articles just with text. Would this approach ever get really close to defining the fullness of reality? Clearly a combination of sound, video and text will comeclosertoprovidinglearnerswithatruepictureofthingsastheyare. OfficialMicrosoftPowerPointwebsitehttp://office.microsoft.com/PowerPoint PowerPoint2007Viewer PowerPointHeavenThePowertoAnimateTutorialsandanimationsinregardstousingPowerPoint. PowerPointFAQpagesFrequentlyAskedQuestionsonPowerPoint. PowerPointgraphicsforsciencepresentations
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INTRODUCTION POWERPOINT MODULE INFORMATION Title: Duration: CourseLevel: Prerequisites: DeliveryMethod: LearningObjective: MSPowerPoint 2Hours Beginner BasicComputer ClassroomInstruction FunctionalutilizationofthebasicfeaturesofPowerPoint INTRODUCTION Microsoft PowerPoint is a presentation program developed by Microsoft for its Microsoft Office system. Microsoft PowerPoint runs on Microsoft Windows and the Mac OS computer operating systems, although it originally ran underXenixsystems. It is widely used by business people, educators, students, and trainers and is among the most prevalent forms of persuasiontechnology.BeginningwithMicrosoftOffice2003,MicrosoftrevisedbrandingtoemphasizePowerPoint's identity as a component within the Office suite: Microsoft began calling it Microsoft Office PowerPoint instead of merely Microsoft PowerPoint. The current version of Microsoft Office PowerPoint is Microsoft Office PowerPoint 2007. As a part of Microsoft Office, Microsoft Office PowerPoint has become the world's most widely used presentationprogram. Source:http://en.wikipedia.org/wiki/PowerPoint OBJECTIVES: 1 2 3 4 6 IntroductiontoMSEncarta Creatingasimpleslideshowpresentation Insertingandformattingtextandimages Addingslidetransitionsandsoundeffects Practicetasks
HISTORY TheaboutboxforPowerPoint1.0,withanemptydocumentinthebackground. TheoriginalMicrosoftOfficePowerPointwasdevelopedbyBobGaskinsand softwaredeveloperDennisAustinasPresenterforForethought,Inc,whichtheylater renamedPowerPoint[1]. PowerPoint1.0wasreleasedin1987fortheAppleMacintosh.Itraninblackand white,generatingtextandgraphicspagesforoverheadtransparencies.Anewfull colorversionofPowerPointshippedayearlaterafterthefirstcolorMacintoshcame tomarket. MicrosoftCorporationpurchasedForethoughtanditsPowerPointsoftwareproductfor$14milliononJuly31, 1987.[2]In1990thefirstWindowsversionswereproduced.Since1990,PowerPointhasbeenastandardpartofthe MicrosoftOfficesuiteofapplications(exceptfortheBasicEdition). The2002version,partoftheMicrosoftOfficeXPProfessionalsuiteandalsoavailableasastandaloneproduct, providedfeaturessuchascomparingandmergingchangesinpresentations,theabilitytodefineanimationpathsfor individualshapes,pyramid/radial/targetandVenndiagrams,multipleslidemasters,a"taskpane"toviewandselect
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textandobjectsontheclipboard,passwordprotectionforpresentations,automatic"photoalbum"generation,and theuseof"smarttags"allowingpeopletoquicklyselecttheformatoftextcopiedintothepresentation. MicrosoftOfficePowerPoint2003didnotdiffermuchfromthe2002/XPversion.Itenhancedcollaborationbetween coworkersandfeatured"PackageforCD",whichmakesiteasytoburnpresentationswithmultimediacontentand thevieweronCDROMfordistribution.Italsoimprovedsupportforgraphicsandmultimedia. Thecurrentversion,MicrosoftOfficePowerPoint2007,releasedinNovember2006,broughtmajorchangesofthe userinterfaceandenhancedgraphiccapabilities.[3] OPERATION InPowerPoint,asinmostotherpresentationsoftware,text,graphics,movies,andotherobjectsarepositionedon individualpagesor"slides".The"slide"analogyisareferencetotheslideprojector,adevicewhichhasbecome somewhatobsoleteduetotheuseofPowerPointandotherpresentationsoftware.Slidescanbeprinted,or(more often)displayedonscreenandnavigatedthroughatthecommandofthepresenter.Slidescanalsoformthebasisof webcasts. PowerPointprovidestwotypesofmovements.Entrance,emphasis,andexitofelementsonaslideitselfare controlledbywhatPowerPointcallsCustomAnimations.Transitions,ontheotherhandaremovementsbetween slides.Thesecanbeanimatedinavarietyofways.Theoveralldesignofapresentationcanbecontrolledwitha masterslide;andtheoverallstructure,extendingtothetextoneachslide,canbeeditedusingaprimitiveoutliner. Presentationscanbesavedandruninanyofthefileformats:thedefault.ppt(presentation),.pps(PowerPoint Show)or.pot(template).InPowerPoint2007theXMLbasedfileformats.pptx,.ppsxand.potxhavebeen introduced. COMPATIBILITY As Microsoft Office files are often sent from one computer user to another, arguablythemostimportantfeatureofany presentation softwaresuch as Apple's Keynote, or OpenOffice.org Impresshas becometheabilitytoopenMicrosoftOffice PowerPoint files. However, because of PowerPoint's ability to embed content from other applications through OLE, some kinds of presentations become highly tied to the Windows platform, meaning that even PowerPoint on Mac OS X cannot always successfully open its own files originating in the Windows version. This has led to a movement towards open standards, such as PDF and OASIS OpenDocument. CULTURAL EFFECTS Supporters&criticsgenerallyagree[4][5][6]thattheeaseofuseofpresentationsoftwarecansavealotoftimefor peoplewhootherwisewouldhaveusedothertypesofvisualaidhanddrawnormechanicallytypesetslides, blackboardsorwhiteboards,oroverheadprojections.Easeofusealsoencouragesthosewhootherwisewouldnot haveusedvisualaids,orwouldnothavegivenapresentationatall,tomakepresentations.AsPowerPoint'sstyle, animation,andmultimediaabilitieshavebecomemoresophisticated,andasPowerPointhasbecomegenerally easiertoproducepresentationswith(eventothepointofhavingan"AutoContentWizard"suggestingastructure
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forapresentationinitiallystartedasajokebytheMicrosoftengineersbutlaterincludedasaseriousfeatureinthe 1990s),thedifferenceinneedsanddesiresofpresentersandaudienceshasbecomemorenoticeable. Source:http://en.wikipedia.org/wiki/PowerPoint ThenoteswillguideyouthroughtheconstructionofashortslideshowpresentationaboutthePyramidsofEgypt. POWERPOINT TRAINING NOTES Microsoft PowerPoint is a presentation program developed by Microsoft for its Microsoft Office system. Microsoft PowerPoint runs on Microsoft Windows and the Mac OS computer operating systems, although it originally ran underXenixsystems. It is widely used by business people, educators, students, and trainers and is among the most prevalent forms of persuasion technology. Beginning with Microsoft Office 2003, Microsoft revised branding to emphasize PowerPoint's identity as a component within the Office suite: Microsoft began calling it Microsoft Office PowerPoint instead of merely Microsoft PowerPoint.ThecurrentversionofMicrosoftOffice PowerPointisMicrosoftOfficePowerPoint2007.As a part of Microsoft Office, Microsoft Office PowerPoint has become the world's most widely usedpresentationprogram. Source:http://en.wikipedia.org/wiki/PowerPoint The notes will guide you through the construction of a short slideshow presentation about the PyramidsofEgypt. 1 First open MS PowerPoint from the Start menu. Your first slide will appear as above. The first thing to do is to save your new document. Use the File menu to open the Save As box. At the top of the box (where it says Save in:) choose a location where you will keep this document. Use Desktop for now. At the bottom of the box (where it says File name:) type in a name for this document.CallitPyramids. Now spend a few minutes exploring what you can see. You should recognise that the layout is similar to a MS Word document, with menu items across the top of the screen. One key difference is that the panel on the right of your slide is used much more frequently in MS PowerPoint. Also worth noticing is that a small image of each slideappearsinacolumnontheleftofyour
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screen. 2. In this tutorial you will use design and layout features (such as colour schemes) which are built into MS PowerPoint.Atamoreadvancedlevelthesecanbecustomised,butwewillworkwithintheselimitsfornow.
In the righthand panel, click on From Design Template. This will open a series of options illustrated by small pictures.Clickonany ofthese to see how it looks on your first slide. Think carefully about your chosen design. Will it be easy to read? Should it looklike fun(eg. forusewith young children)or moreserious (eg. forusewithother professionalpeople). Tryafewdifferentoptionsbeforemakingyourfinalchoice. Now click on Colour Schemes at the top of the righthand panel. Again, a series of options will appear. Try a few different colour schemes before making your final selection. As before, think carefully about the appearance of your slides. Your first slide should now look something like theexamplebelow. 3. Notice that MS PowerPoint has automaticallyselectedatitlepagelayout for your first slide, with boxes already labelled for you to enter a title and subtitle. We will look at changing layouts alittlelater,butfirstclickonceanywhere inthetitlebox,andtypeinyourtitle(and repeat this for your subtitle if you want one).Itisworthnotingthattheseboxeswillnotappearinyourslideshowifyoudonotusethem.Youdonot havetodeletethem. 4.Yourfirstslideisnowfinished,soitistimeto create your second slide. Look on the far right of the top menu bars to find the New Slide button (shaded and labelled in the picture below). Click the New Slide button once to create and openyoursecondslide. Noticethefollowingpoints: Thenewslideautomaticallyhasthe samecolourschemeanddesignas yourfirstslide. MSPowerPointhasautomatically selectedadifferentlayoutforthis slide,withaboxforatitleandaboxto
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entertext. The righthand panel now offers a series of layout options. There are options here for a slide to contain differentcombinationsoftitles,textandimages.Asbefore,experimentwithdifferentoptionsbyclickingon the relevant icon in the righthand panel. Each option will be previewed in yourslide.Remembertouse the EditUndo menu option (top of screen) to reverse the effect of any action you carryout. Think about the content you want to enter on Slide 2. In this example, I want a title, some text and an image. Find this option among the layout options in the right hand panel, and click on it once. This should change the layout and content boxes of your slide so that it looks like the example below. Now it is time to enter our title, some text and an image. Adding a title and text is very simple. Just follow theinstructionsonyourslide,andclickonceineachboxbeforetypinginyourcontent. Before we add an image, lets first format our text. We will be using several featurestobefoundinthetextformattingmenubaratthetopofyourscreen. You may recognise many of these features frompreviousworkwithMSWord. You will notice that MS PowerPoint has automatically put bullet points with your text. Decide if you want to keep these or not. To remove them, look for the Bullets icon in the text formatting menu bar. The icon will be shaded blue (as in the example above). Click it once and the bullet points willdisappear. Using the tools of the text formatting bar youcanchangethesize,colour and font of your text, among other things. First select and highlight the text you want to change. Alternatively, click on the border which surrounds your text box to select all the textinside thisbox.Now moveyourmouse
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over the various icons on the text formatting tool bar at the top of the screen. As you move the mouse over each item, a small box will appear telling you what each tool does, for example Font, Font Size, Bold, Italic etc. Spend some time experimenting with different options, thinking carefully about how your choices will affect the appearanceofyourslideanditsimpactonyouraudience. In the example above, the font size has been changed from the original 26 down tosize20.Noticehowthetextboxremainsthesamesize.Wewillreturntothisa littlelater. 7. Now we are going to insert an image int o the lefthand box on our slide. There are several sources from which you can obtain images. Move your mouse over the small grey panel in the centre of the box where your image is going to go. Moving the mouse over each of the small icons in thispanelwhichindicatewhatyouroptionsare. Firstly,thereareClipArtimages(toprighticon).Theseare often installed automatically onto computers or networks together with operating systems such as Windows or a package such as Microsoft Office. These images are based ondrawings,suchastheexamplebelow. To insert a Clip Art image, click once on the top right icon (Insert Clip Art) on the small panel in the centre of the image box. This opens the Select Picture dialogue box. Now type in a word (or words) to describe the kind of picture you would like in the Search text: box. You will see the wordpyramidsintheexamplebelow.PresstheSearchbutton,andallavailableimageswhich matchyoursearchwordwillbedisplayed,asshownbelow. Now doubleclick on the image you want to use, and it will appear in your slide in the image box. Your slide should now look something like the following example. It containsallthetextandimageswewant.Wewilldosome moreworkontheslidelayoutalittlelater. 8. As stated above, there are other sources of images which you can use besides Clip Art. Clip Art may not be installed on your computer, or you may decide that you would prefer a photograph to a drawing. Photographs can come from a variety of
sources.Wewillconsiderthreeofthesehere. Firstly, you may have your own photos, either on a CD or already stored in a folder on your computer. Alternatively, you may be able to access photos from Microsoft Encarta Encyclopedia, which may be installed on your computer or network. Finally, you may be able to find a suitable image on a website (some Encarta images are available here too), although remember that theremaybecopyrightissueswiththis. To use photos from Encarta or from a website, you
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mustfirstsavethemontoyourcomputer.Todothis,rightclickwiththemouseonthephotoyouhavechosen.This will open a new menu window on your screen. Use the mouse to select the Save Picture As option and leftclick oncetoopentheSavePicturedialoguebox,shownbelow. Notice here that we have chosen to save our picture onto the Desktop, and that we have given our photo the file name pyramids. The computer has automatically selected JPEG in the Save as type: box. JPEG is a standard format for using photos on computers. By clicking on the Save button, this photo will now be saved onto your computersothatyoucanuseitinyourwork. 9. To use the photo you have just saved, click once on the bottom left icon (Insert Picture) on the small panel inthecentreoftheimagebox.ThiswillopentheInsertPicturedialoguebox. You must now navigate to the folder where your photo is stored. In the example here, the photo of the Pyramids is stored on the Desktop. If you wish to use a photo from a CD thenyouwillhavetonavigateasshowninthepicturebelow. First insert the CD containing your photos into your computers CD drive, and then repeat the previous steps to opentheInsertPicturedialoguebox. Notice now that your CD appears in the list of options displayed in the Look in: box. In this example the CD being used is called Cairo, Sept 2003. Doubleclick on the name of your CD to open the CDs contents,andthennavigatetofindthephotoyouwanttouse. Doubleclick on the image and it will appear in your document at the insertion point. Your slide should now look something likethefollowingexamples. Noticethatinbothexamplestheimageismuchtoobigandhasbadlyaffectedthelayoutofourslide.Wewillresize theimageinthenextsteps. 10.Yourslidenowconsistsofthefollowingobjects: thebackground(includingdesignand colourscheme)
thetitlebox atextbox
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animagebox
Allobjects(exceptthebackground)canbemovedand/orresized.Firstwearegoingtoresizetheimage. Wewanttheimagetoberoughlyhalfthewidthoftheoriginalphoto.Todothismovethemousecarefullyuntilitis over the small white circle at the bottom right corner of the image. This will change the mouse pointer to a black diagonal doubleheaded arrow. Click and hold down the mouse button, then drag the mouse across the page and up to the left until the bottom right corner of the image is roughly half way across the photo. When you have done this let go of the mouse button. This can be quite tricky to control, so take care and take your time until you get it right.Ifyouarenothappywiththefinalpositionoftheimage,thengototheEditmenuatthetopofthepage,click once to open the submenu, then select Undo Resize Object. This will return the image to its original size and position.Whenyouhavecorrectlyresizedtheimageyourslideshouldlookliketheexamplebelow: 11.Now you are going to move the objects on your slide arounduntilyouarehappywiththeoveralllayout.
First we will move the image. Click once on the image and hold the mouse button down, then drag the photo across sothatitsitsontherighthand sideofthe slide, roughly half way between the title and the bottom of theslide.Yourslideshouldnowlooklikethisexample. Noticethattheoriginal imageinsertionboxisstillvisible. Donotworryabout this, itwillnotappearwhenyouplay thefinalslideshow. 12.Now we are going to resize and move the lefthand text box. Click once anywhere in this text box. You will notice that there is some unused space at the bottom of theboxwherenotextappears.Toremovethisspace,you will drag the bottom edge of the text box up, until it is just below the last line of text. Move the mouse carefully until it is directly over the small white circle which marks the centre point of the bottom edge of the text box. The normal mouse pointer arrow will change into a small black vertical doubleheaded arrow. Now click the mouse once and hold the button down. Now drag with the mouse to move the bottom edge of the text box upwards. This is quite tricky, so take your time. RemembertousetheEditUndomenufeature(atthetopofthescreen)ifyouarenothappywithwhatyou havedone.
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Whenyouarefinished,yourslideshouldlooklikethis example. The final step here is to move the text box down, so that it sits roughly halfway between the title and the bottomoftheslide,inabalancedlinewiththephoto. Move the mouse carefully until it is directly over any of the text box edges. The normal mouse pointer arrow will change into a fourheaded arrow. Click onceandholdthemousebuttondown,thendragthe text box to where you want it to appear. Your slide shouldnowlookliketheexamplebelow. Thisslideisnowcomplete.Youcanreturntotheslide ifyouwanttomakeanyfurtherchanges.Wewilllook athowtodothislater. 13.We will add one final slide to the slideshow. This will give you more practice on the last few sections of this training manual. The third slide will show answers to the questionswhichappearonSlide2. To create the third slide, repeat Steps 4 to 12 above. Perhaps you could use a different image. Remember also to enter the answers in the lefthand text box instead of the questions. Yourthirdslideshouldlooklikethis: 14.Our slideshow is almost complete now. Look at the left hand panel on your screen. Here you can see all your slides in the order in which they will appear when you run the slideshow.Clickingonaslideinthispanelwillopentheslide inthemainviewareaofthescreen,sothatyoucanworkon itfurther(editing). There are two other ways in which you can view your slideshow usingthe tools inthebottom lefthandcorneroftheleftpanel. There are three tools here. The first of them shows the standard MS PowerPoint view, in which you have been working so far. Clicking once on the second of them (four small rectangles)givestheviewofyourslideshowillustratedbelow. Click once on the small image of your first slide. Now click on the third of the alternative view buttons. This will play your slideshow using the full screen of the computer, so that you can see what the final show will look like.Duringtheslideshow,clickonaslidetomoveontothenextone.When you get to the end of slideshow, one more click will return you to the original view of your slides. If you want to end the slideshow before reaching the last slide, click once on the small arrow which appears in the bottom lefthand corner of the screen. This will open a menu including the
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optionEndShow.Clickonthisoption,andyouwillreturntotheoriginalviewofyourslides. Spend a few minutes switching between the different views of your slideshow, and then return to the standard view in which you have mostly beenworking(usethe firstofthethree viewingbuttonsinthe bottomleft handcornerofthescreen). Onefinalfeatureofthelefthandpanelisthatyoucanchangethesequence of your slides, by clicking on a slide and then dragging it into Transitions will be applied just to the thedesirednewposition. slide you are currently working on, 15.We will now add a few last touches to the slideshow. Move the mouse to the menus at the top of the screen, and select the Slideshow menu. When the submenu opens, click on the option of Slide Transition. You will see the Slide Transition panel open on the right of your screen. Here you can choose how the slides will changefromonetothenext.ThisfeatureofMSPowerpointcontainsverymany powerful tools, and must be experimented with at length to learn what all the possibilities are. The illustration below pointsoutkeyfeatures. 16.Itisworththinkingcarefully about slide transitions and experimenting widely. Many Here you can change the speed of beginners with MS PowerPoint the transition, and also add a sound bombard their audience with effect. Again, explore the different too many transitions and too options, which will be previewed for you. manysoundeffects.Thissimply distracts the audience from the Decide whether you want your slides contentoftheslideshow.Much to move on automatically, when the like when thinking about viewer clicks the mouse, or both. designs and colour schemes, Click in the little box to select your remember that CONTENT IS option. Type a number of seconds to move slides on automatically. KING. Colours, patterns, transitions and sounds should enhancethe contentof your slides, not dominateandobscure it. Again,think ofyour audience:arethey childrenor serious professionals? Very few experienced MS PowerPoint users will put sound effects into a slideshow for adults, although they may consider using them for an audience of children. Likewise, the more dramatic transitions are often avoided when creating a slideshow for adults (a simple Fade effect is enough). Having said all that, these featuresprovideyouwithmanypowerfuloptionswhichyoumayonlyhaveseenonTV,andcanbealotoffuntoo! That concludes this training activity in MS PowerPoint. Work through these notes as many times as you can to gain confidence and to speed up your work. Try different options and aim for different effects. Finally, think carefully about how your new skills with MS PowerPoint could be used to create materials for teaching and learning (such as topresentinformationetc).MSPowerPointmakesiteasyforyoutocreateprofessionallookingslideshowsandalso tostoreandshareyourresources.
There are many transition options. Click on an option to see a preview. Try a few variations. unless you choose the Apply to All Slides option below.
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IMPORTANCE OF VIRTUAL LIBRARY (VL) TO TEACHER EDUCATION MODULE INFORMATION Title: Duration: CourseLevel: Prerequisites: DeliveryMethod: LearningObjective: INTRODUCTION BASIC DEFINITIONS EDUCATION? Education encompasses teaching & learning specific skills, & also something less tangible but more profound: the imparting of knowledge, good judgment & wisdom. Education has as one of its fundamental goals the imparting of culturefromgenerationtogenerationen.wikipedia.org/wiki/Education TEACHER? Apersonwhogiveslessonstoastudentwww.nps.gov/hofu/TEACHERS/vocab.html VIRTUAL LIBRARY (VL) Avirtual library(VL) isarepositoryofknowledgewhichhasnophysicalexistencebutexistselectronically:Materials arenotphysicallystoredasbooksortangiblemediaasintraditionalphysicalcollectionsinalibrarybuilding Like a physical library the VL consists of a collection of textual, graphical, audio & /or visual components which may beofintellectualbenefittoitsusers:MaterialsinaVLareprimarilyaccessibleviaacomputerorsimilardevice Accesstoavirtuallibraryisnotconstrainedbytimeorgeographiclocation TheVLaugmentsanexistingphysicallibrary ADVANTAGES OF THE VIRTUAL LIBRARY OVER THE TRADITIONAL LIBRARY TRADITIONAL LIBRARY ISSUES Servicehoursarelimited Accesstomaterialislimitedbothintermsofavailability&theplaceofthematerial Accesstomaterialsmanual&thustedious Resourcesareindividualownedbylibraries&thesharingslow Growthrateisstable&evolving Requiresalotofphysicalspacetosetup Manpowerrequirementishigh Limitedinteractions VIRTUAL LIBRARY ISSUES Serviceisavailable24hours/7daysaweek Accesstoawidevarietyofmaterialfromaroundtheworld
IMPORTANCEOFVIRTUALLIBRARYTOTEACHEREDUCATION 1Hour Beginner None DiscussionSession Understandingoftheneedforandutilizationof,VirtualLibraries
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Accesstomaterialelectronically,thusfast&easy Resourcesaresharedinaveryfastturnaroundmanner Growthrateisverydynamic Requiresverylittlephysicalspace Lowmanpowerrequirement Facilitatesextensiveinteraction ADVANTAGES OF THE VIRTUAL LIBRARY The Virtual Library (VL) thus empowers HEIs to build capacity, innovate & cultivate ownership for problems & solutionsthataffecttheirfundamentalfunctions&operationsofresearch,teaching&learning DIFFERENCE BETWEEN VIRTUAL LIBRARY AND LIBRARY AUTOMATION VIRTUAL LIBRARY (VL) Fulltext,graphics,audio&/orvisual components directlyavailableonthecomputer&Internet forthe library user toaccess/read Example:UNESCOGREENSTONE(Free) LIBRARY AUTOMATION Trackingofbooks,audio&visualmaterialtoenablethephysicallibraryusertoreadabstracts,identifytheirstatus& physicallocation Example:UNESCOCDSISIS(Free) XLIB/LIB+(Nigeria) Variousproprietarysoftware ISSUES TO CONSIDER WHEN DEVELOPING A VIRTUAL LIBRARY CONTENT: Free Local Subscriptions INFRASTRUCTURE & DELIVERY METHODS: Workabletopology&architecture Hardware&softwarerequirements Connectivity&bandwidthneeds Powerrequirements ADMINISTRATION: DistributedstructureconsistingofSelfaccountingnodeswithaSMALLcoordinatingbody LEGAL, COPYRIGHT & PAYMENT ISSUES HUMAN RESOURCES MANAGEMENT
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FINANCIAL ANALYSIS & BUDGET FUNDING & SUSTAINABILITY IMPLEMENTATION STRATEGIES VIRTUAL LIBRARY VISION FulltextdatabasesinallmajorfieldsofstudyrelevanttoourHEIs: The Virtual Library will provide Nigerian users access to the same materials at the same time as their counterparts anywhereintheworld Thedevelopmentofindigenouscontent: This activity is envisaged to be crucial to the survival of our heritage, dialects, languages, cultures, value systems, & collective memory/ history which will otherwise be subsumed by the more dominant languages or cultures of the world Digitalcontentuniquetospecificinstitutionsbyitsstaff,students&associates NEW PARADIGM Escalating costs of information materials & dwindling allocation of funds requires that a judicious balance must be madetoensurethatusersofacademiclibrariesinNigeriahaveaccesstorelevant&appropriateinformationintheir fieldsofinterest: Thiscanonlybepossibleiflibrarieslaymoreemphasisonaccessratherthanownership Phasing details will be worked out during the first stages of implementation & will be based on the available funding: Phasingstrategybebasedonthepremisethateveryinstitutionshouldmoveuponestepfromtheirpresentbaseline Traditional phasing criteria, such as the designation of centers of excellence, institution population size, existing circumstances,politicalorothercriterialendthemselvestoabuse TheVLcanbethebasisforbuildingHEIResearchNetworks MANAGING COSTS CUT COSTS Need for improved coordination of provision of capacities such as VSAT installations by ETF, PTDF & MDG to promotesynergiesbasedonICTMasterPlanoftheHEIcanbeusedtoguideotherICTsupportinitiatives UniversityofOregonwithover40,000students&staffhas2Internetlinkagepointsforredundancypurposes Fibreismorecosteffective Amortisingcostsbymakingtheinstalledcapacitiescarryoutadditionalbutrelatedactivities IP based PABX cost FREE voice (phone calls) & data Communications between Institutions that also use similar openstandards Facilitatesaninterlibraryloanmechanism ContributetotheestablishmentofaNationalResearchEducationNetwork(NREN) MANAGING COSTS LEVERAGING CUSTOMER BASE Banks provide FREE smart student Identification tags/cards & data networks with the requisite bandwidth which hold the HEI staff & student biometrics & financial information enabling them to use such cards to pay HEI fees & related bills including VL access thus minimising cash income activities & thus reducing the opportunities for fraudulentactivitiesrelatedtocashpayments
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The HEI, its staff & students maintain accounts with the financial institution thus providing significant income from commissions&turnover Thefinancialinstitutionwillhavecapturedfuturewelleducatedincomeearners THIS SUGGESTION MAY REQUIRE THE PERSONAL INTERVENTION & PRESTIGE OF THE HONOURABLE MINISTER TO NEGOTIATEANHEISYSTEMWIDESOLUTIONPACKAGEWITHACONSORTIUMOFFINANCIALINSTITUTIONS MANAGING COSTS PUBLIC PRIVATE PARTNERSHIP (PPP ) The campus branch of a Bank & providing the excess bandwidth to the Virtual Library OR the VL servers updating usingthebanksbandwidthatnight&duringothernonofficehours PartnerwithISPand/orCybercafs Leverage on firms Corporate Social Responsibility (CSR) they want Corporate Image Enhancement and/ or Business DevelopmentwhatisyourHEICSRtothecommunityinwhichyouoperate? HEIs need to quickly learn & master the techniques on how to build symbiotic synergistic relationships & seek win winpropositions Userbasedpayasyouuseviascratchcardorepaymentsystem IncreasingtheannualfeeonthestudentsLibraryfee MANAGING COSTS BROADER AMORTISATION Firms like Galaxy IT PLC can link the 40 or so HEIs & Research Institutes in Zaria & use 1 VSAT dish or tap into the GlobacomorMTNfibrenetworkthatpassesthroughthetown&theHEIs Leveraging on initiatives by firms like Microsoft which offer various Corporate Citizenship programs such as the Microsoft Community Affairs 2007 Unlimited Potential Program Recipients: Middle East and Africa and this training program.Thecostscanbeamortisedovermanyusersthusdroppingthecostperuser Canasimilarinitiativebedoneinotherpartsofthecountry? HEIleverageonexitingfibrenetworkstopasstrafficfreebetweeninstitutions&payfortrafficexternaltraffic Collaborating with owners of communication backbone facilities such as Globacom, MTN, NNPC, NRC, NEPA, Galaxy IT,Shell,SKANNET NEW PARADIGM SUSTAINING BANDWIDTH Significant complementary income is expected from fees, charges & Public Private Partnerships e.g. sustaining the bandwidthcostcanbeachievedthrough: Payasyouuseviascratchcardorepaymentsystem Partnering with a private entity such as a Bank & Oil firms to provide bandwidth tothe campus branch & the excess bandwidthtotheVirtualLibrary PublicPrivatePartnershipwithInternetserviceProvider(ISP)and/orCybercafownerstosharebandwidthaccessif the HEI buys the equipment & provides downstream access while the providers pay for the bandwidth usage over time IncreasingannualfeeonthestudentsLibraryfee Task&listentoothersuggestionsbysuppliers/vendors NEW PARADIGM PITFALLS In some projects Universities are often placed in phase I while other HEIs like Colleges of Education, Polytechnics & Monotechnicsareofteninotherphasesthatneverseemtoarrive
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VL is not an ICT issue perse it is an issue for the HEI Library to manage & operate with some background support & advicefromtheICTcommunity Anexcessivelytopdowncentralisedapproach byHEI regulatorssuchasNUC,NBTE&NCCEwill likely failduetothe natureoftheneedbyeducationists&HEIsforacademicfreedom,choice&experimentation MIMOS/NISERMalaysia:2/3ofBudgettoHRCapacityBuilding&3yearsforstaffgestation SUGGESTION You, I, us & we: Build a collaborative stakeholder driven approach where the bulk of the activity is devolved to & carried out by the stakeholders with a very small, low budget, accountable & transparent clearing house & coordinatingportalcanbephysicallylocatedintheNLNorICTForumforHEIs,butCONTROLEMANATESFROMTHE STAKEHOLDERS LEVERAGING RESOURCES Initially SOROS Foundation, USA,provided all NigeriaHEIs with 3years free accesstotheEBSCOelectronic database which provides access to several tens of thousands of full text journals, magazines & other source titles Library throughitsassociationnowpay Negotiating access to Harvard University Digital Library project: Upon completion it will host 10 million Books, Journals&relatedpublications MIT Open Courseware (MIT OCW) has set a goal of publishing virtually all of MITs courses, whether or not they fall insidethetraditionalacademicdepartmentshttp://ocw.mit.edu/OcwWeb/SpecialPrograms/index.htm OTHER RESOURCES Google:books.google.com/books UNESCO,EconomicCommissionforAfrica(ECA)&otherUNagencieshaveFREEelectroniccontent WorldHealthOrganization(WHO) International Centre for Theoretical Physics in Italy & the International Network for the Availability of Scientific Publication PublicPrivatePartnerships(PPP):GlobacomProvideinternetaccessinHEIsalongfibercablecorridor VALUE PROPOSITION Reducing costs associated with technology acquisition, associated subscriptions to connectivity/ bandwidth, pooling access&relatedserviceswhichcaninsomecasesbesharedthroughaCONSORTIUM Stimulating the collective development, setting & enforcing standards such as for the management & handling of librarynomenclature,encouraginglocalsoftware&connectivitysolutionsincludingVoIP Implementing suitable Internet Protocol (IP) based Private Branch Exchange (PABX) capabilities that will permit cost FREEvoice(phonecalls)&datacommunicationsbetweenHEIinstitutionsthatadhereto Node similar VoIP standards This will significantly reduce costs, build synergies, collaboration &enableotheractivitiessuchassharingofamultisitedatabaseswhichcouldbeusedto store&accessvariousteacher&educationalmaterial DevelopingthebasicbuildingblocksofafutureVirtualLibraryConsortium(VLC) Centre Node Node VLC Encouragingthesharingofgoodpractices Nurturing & enhancing existing competencies as well as pooling of human/ staff resources Enhancingcapacitybuilding&sharedlearning Node Undertaking the requisite advocacy & assist in change management activities that
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enhancestaffmorallikethisSeminar/Workshop Standardising monitoring & evaluation activities starting with undertaking the requisite baseline studies, setting standards&trackingaccess&usageofelectronicresources FINDINGS OF THE UNESCO FS4VL HTTP://PORTAL.UNESCO.ORG/EN/EV.PHP@URL_ID=7447&URL_DO=DO_PRINTPAGE&URLSECTION=20 1.HTML E JOURNALS US$13,000.00 Countrywide access to 350 academic journal titles for a full year to 1,000,000 Nigerian Student & StaffviaaVirtualLibraryfromtheAcademicPressinEurope Computation: 350 International Journals titles at an average of one edition per month translates into 350*12= 4,200 editions p.a. CostsUS$13,000.00orN1,677,000.00 Averagecostperuser:N1.68orUS$0.01i.e.1cent TRADITIONAL JOURNALS Countrywide access to 350 academic journal titles for a full year to 1,000,000 Nigerian Student & Staff using physicalcopies Computation: 10,000setsof4,200editionsmeans42,000,000(42million)physicalcopiesforalleditions Costs:42millioncopies*N100percopy=N4,200,000,000.00(overFourBillionNaira)orUS$32,558,140 Averagecostperuser:N4,200orUS$33 JOURNAL COSTS ELECTRONIC VS PRINT EDITIONS: ASSUMPTIONS E JOURNALS: ASSUMPTIONS 1,000,000Nigerianstudents&staffnationwidecouldeventuallyhaveaccesstotheseelectroniceditions ExchangerateofN129totheUS$1isassumed Cost of equipment & staff time not factored, but must be amortized across several other journals sources including freematerial&otherinternet&computationaluses Wouldinstantlybeavailableto1,000,000usersinNigeriaattheirpersonalconvenience eCopieswouldnotwear,tear,rot,decay,getstolendefacedorotherwisebedamagedlikephysicalcopies UserscanaccesstheinformationonlineviaotherHEIifthereisequipmentfailure@theirHEI TRADITIONAL JOURNALS: ASSUMPTIONS 1,000,000students&staffnationwideeligibletoaccesstheseprinteditions Eachprinteditionsharedby100users Averageof1editionpermonthtranslates350*12=4,200editionsp.a. EacheditioncostsanaverageN100.00 ExchangerateofN129totheUS$1 1,000,000studentssharinginbatchesof100userswouldneed10,000setsofphysicalcopies Costofassociatedmanualequipment,storagearea,delivery,stafftime&timedelaysarenotfactored
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MANAGEMENT OF THE HEI VL TheVirtualLibraryistobemanagedbyaconsortiumofallstakeholderinstitutions ItistohaveadistributedstructurewithaverySMALLcoordinatingbody,calledtheVirtualLibraryConsortium(VLC), &theparticipatinginstitutionswhichwillimplementtheVirtualLibraryasselfaccountingnodes A bottomup approach by participating HEIs is preferred to the top down approach preferred by some supervisory institutions: Stakeholders decide where the portal hosting can be e.g. NLN, NUC, NBTE, NCCE, specific institution, ICTForumforHEIothers? EachHEIwillleverageonthefactorsatitsdisposal NigeriarequirestoreempoweritsHEIstobuildcapacity,innovate&cultivateasenseofownershipforproblems& solutionsthataffecttheirfundamentalfunctions&operations Why VLC?: Pool resources, mechanism for HEI libraries einteraction, check duplication of effort & resources, capacity building, mechanism for advocacy of HEI Management & Government on funding & related matters, acquisitionofelectronicdatabaseaccesslicensesonanationalscale SUSTAINABILITY OF ICT PROJECTS IfthereisnoviablebusinesscaseICTprojectsareNOTsustainable EDUCATION: Itisnotthesizeofthefacilitybuttherelevance&timelinessofthecontentprovidedtherein. Theneedforlifelonglearning Thereisneed for a holisticapproachtotheuse ofICTs asenablers ofdevelopment projects musthavemultiple functions COMMUNITY/ CAMPUS RADIO (CR) ICTS such as CR are useful to people in poorer countries Radio is accessible to all: The Maigadi is among those mostawareofglobalissuesinoursocietyThisisapotentialmarket CRis atypeofradioservicethatcaterstotheinterestsof acertainarea,broadcastingmaterialthatarepopulartoa localaudiencebutisoverlookedbymorepowerfulbroadcastgroupsen.wikipedia.org/wiki/Community_radio CR activities need to leverage on Academia & Civil Society Organization's (CSO), Public & Private sector & other stakeholdertosynergiesonlocalResearch,Development&Innovationinitiativesforthecollectivesocialgood Community/CampusTV:AuthoritiesinIndiahavefoundthatplacingsubtitlesontelevisionprogramshasassistedin improvingbasicliteracy INTERNET PROTOCOL (IP) eChoupalisaninitiativeofITC,alargeagriculturalprocessingcompanyinIndia: Empowers farmers with real time information on weather & prices so that they are prepared to face the ever changingclimateconditions&pricefluctuationsatthelocalmarketshttp://www.echoupal.com/ Provides ITC with consolidated demand & supply information directly from the users thus creating efficiencies & businessopportunities Nogovernmentmoneyinvolvedinthisproject Transactionsworth$100millionwerecarriedoutthroughtheseeChoupal'sinthefirstyear TransactionsthroughtheseeChoupalsmayrisetoaboutUS$2.5billionby2010 NEW PARADIGMS TheITCbottomlineisrollout,fixit,&scaleitupTHINKBIG,STARTSMALL&SCALEUPQUICKLY
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The principle of the eChoupals is to http://www.iimahd.ernet.in/egov/ifip/august2004/article7.htm GLOBAL SYSTEM FOR MOBILE (GSM) COMMUNICATIONS
inform,
empower
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compete
SENEGAL:FishermensubscribetoaGSMSMStextservicethatprovidesthemwith: Currentfishmarketprices Weatherforecasts Scientificestimatesofsuitablefishinglocationsonthesea A service to rural Karaya Gum Arabic farmers has also been set up where 14 Karaya farmer cooperatives in rural Senegal create and manage their own online information system, accessed by mobile telephone. http://www.manobi.sn/sites/foundation/website/.Thegoalsare 1 Shareinformationandaggregateoffers 2 Consolidateandcomplywithadynamicpricingsystem 3 Speedupthetimetomarketbyprovidingthisinformationremotelytokarayabuyers. 4 Structure an ongoing interaction with big volume buyers (foreign manufacturers) to create a responsive supplychain5thatcanenfranchisethefarmersviafinancialincentivesandmakethemmorereliable. 6 Makethecooperativesuseful.CooprepresentativeswillhavePDAstofacilitatetheirmanipulationofsupply dataandcommunicationswithgrowersinordertofulfilorders. ETHIOPIA:ICTprojectforruralproducers withanobjective toprovidemarket information torural communities that willthatwillhelpsmallproducersinthecountrysidefindbetterpricesfortheirproducts BAUCHICRC:LocalwomenaretaughtITskills: DTP Produce wedding & business cards; type student thesis, print mugs & Tshirts: lifts them up from seasonal bevergaebusinesses/poverty TranslatedWindowstoHausasononeenglishspeakerscanusePC Pause for thought: GSM subscription service with one past HEI question next daywithnextquestion.Couldthisconceptworkwithparentsofstudentsabout tositWAECorotherexams? FANTSUAM FOUNDATION 1996,Location:BayanLoco,Kafanchan,SouthernKaduna Providing localruralcommunitiesaccesstohealth &educationalresourcesusing theInternet Donourfundingcomplimentedbyrevenuefromstronglocaldemandfortraininginbasiccomputerskills HomegrowncorpsofICTyouthvolunteers,theZittGeeks 225 refurbished multimedia PC from UK sold at cost to local NGOs & community groupsamajorfactorinestablishingafinanciallysustainabletelecentre October 2000: Community Learning Centre (CLC)/ Fantsuam computer school started toprovideaffordablebeginner&intermediatelevelITskills300+beneficiariesp.a. November2003:NigeriasfirstruralbasedCISCOnetworkingacademy June2004:ComputerMaintenanceLaboratory Microfinancefacilitiesforwomen&youths TheKafanchanLinuxUsersGroup(KafLUG) PositiveConcern:SupportgroupforpeoplelivingwithHIV/AIDS, FantsuamhopestobecomeNigeriasfirstruralISP
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PARADIGM SHIFT A PARADIGM SHIFT: Anewwayoflookingattheworld Developanewmindset Evolveanewwayofthinking ChangeofAttitude PARADIGM SHIFT OFTEN REQUIRES: Newmindsetsbasedonnewperspectives Newskillsets Newtools Thesignificantproblemswefacecannotbesolvedatthesamelevelofthinkingwewereatwhenwecreatedthem AlbertEinstein PARADIGM SHIFT STEVEN R. COVEY IndustrialagePeopletreatedasthings/commodities: Procedures Efficiency Carrot(reward)&stick(punishment/fear) TypicalP&LstatementPeopleareanexpensenotaninvestment;yetequipmentareinvestments InformationageTreatpeopleholisticallyascompletebeings Body:Live,Survival, Mind:Learn,grow&develop Heart:Love,Relationships, Spirit:Meaning,Contribution,Legacy PARADIGM SHIFTS TO THINK ABOUT ICTprojects:THINKBIG,STARTSMALL&SCALEUPQUICKLY PublicPrivatePartnership&collaboration Between Stimulus & Response lies our freedom & power to choose our response which in turn affect our growth & happiness Leadership is communicating to people their worth & potential so clearly that they come to see it in themselves: TEACHERSARELEADERS ASSIGNMENT THINK OF A PROJECT OR ACTIVITY THAT: AddressesaNEEDinoursocietyoryourenvironment Doesitaddressproblemsofpeople&improvetheirlivesorperceptions? CapitalizesonyournaturalTALENTS InvolvesactivitiesthatcaptureyourINTEREST
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THINK OF HOW ICTS CAN BE APPLIED TO THE ABOVE PROJECT OR ACTIVITY. IT WILL LIKELY REQUIRE: combinationsofICT&nonICTsolutions partnership,cooperation&collaborationbystakeholders Buildaprofitablebusinesscase FORMULATE A PLAN AROUND ALL THE ABOVE & SEEK WAYS TO IMPLEMENT IT CONCLUSION Howcanweaddresstheproblemsofourpeople&improvetheirlives?Wedothisby: combiningsolutions&notsimplyrunningaftertechnologyTsunami partnership,cooperation&collaborationbyallstakeholders Wemustlaymoreemphasisonaccessratherthanownershipofinformation The most valuable asset of a 21st Century institution, whether business or nonbusiness, will be its knowledge workers&theirproductivity.PeterF.Drucker ProperutilizationofICTswillbecrucialtothesurvivalofourheritage,dialects,languages,cultures,valuesystems& collectivememory/historywhichwillotherwisebesubsumed,inbothphysical&cyberspace,bythemoredominant languages&culturesoftheworld TEACHERSAREKEYTOTHEBUILDINGOFAKNOWLEDGEBASED,ORANYOTHERUSEFUL,SOCIETY WELLTRAINEDSTAFFUSINGMODESTEQUIPMENTWILLPRODUCEFAVORABLERESULTS MEDIOCRESTAFFUSINGEXCELLENTEQUIPMENTPRODUCESNORESULTS OursurvivaldependsonourlearninghowtoleverageknowledgetoolssuchastheVL Thefirsttosecure,understand&applyinformationwins http://ajijola.blogspot.com/
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ICT SKILL SHARING MODULE INFORMATION Title: Duration: CourseLevel: Prerequisites: DeliveryMethod: LearningObjective: ICTskillssharing 0.5Hour Beginner None DiscussionSession Understandingoftheneed,andways,topropagatelearnedskills INTRODUCTION Congratulations! If you are reading this then you must have worked through several of the ICT training modules at Foundation Level. You are now a key person in the process of developing ICT use in education. Given the frequent shortage of time and money in education around the world, it is extremely important that the impact of training is extended to include as many people, both teachers and learners, as possible. This document explains some of the waysinwhichyoucansharethebenefitsofyourtrainingandyournewskillswithawideraudience. Please do not wait until you feel that you are an expert before you begin trying to pass on your ICT skills and knowledge. Experience shows that ICT skills develop best where people at all levels are willing to share their expertise. WORKING LOCALLY ThinkabouteachofthegroupsofpeopleinyourlocalareawhocouldbenefitfromdevelopingtheirICTskills. Teachercolleagues Schoolmanagers Studentsandyoungerpupils Parentsandthewidercommunity
YoucanworkwithallofthesepeopletoraiseICTskillslevelsasagroupexercise.Whileyoumaybethekeymember of the team (especially at first), you will find fairly quickly that others in the group also contribute to the learning experience. Consider carefully the ways in which you can reach these different groups. While you can work with your students and pupils during normal lesson times, you may also want to run extra sessions outside of your teaching hours. This willbeessentialwhenitcomestoworkingwithotherteachersandadultsinthelocalcommunity. Thinkcarefullytooaboutthefactorswhichrestrictwhatyouareabletoachieve.Thiswillincludetimeandaccessto equipment. How many computers are available for you to use at any one time, for example in the evenings? How much time can you spend providing training each week on top of all the other things you have to do (such as your joboryourfamilycommitmentsetc)?Whataboutyourpotentialpartnersinlearning?Howmanyofyourcolleagues at school or in people in the local community want to develop their ICT skills? How many of them can find the time tocommittothelearningprocess? On the positive side, there are several things which can help you. You have had some training and already possess quitegoodICTskills.Youshouldbeinpossessionofhighqualitytrainingmaterialsprovidedthroughthiscourse.You shouldhaveaccesstoacertainnumberofcomputers.Youhavethemotivationandtheteachingexpertisetopasson skills and knowledge to other people. You may also know of other people with ICT skills who will support you. It is amazing how, once you start talking about ICT, you often find others who want to see the same kind of progress, evenifatfirstmeetingtheyareengagedinadifferenttypeofwork. Whilethenegativefactors(lackoftime,shortageofcomputers,lackofseriousinterestamongotherpeopleetc)may suggest that it will be very difficult to get anywhere, the positive factors mean that you will be able to achieve
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something. Even if you succeed only in passing on a part of your knowledge to just a single person during the next fewmonths,thatstillrepresentsgenuineprogress,andmoreover,itaddstothemomentumwhichwillmovetheICT inEducationagendaforwards. Remember: Bepositive! Berealistic!
Trytomakesomethinghappen(ratherthannothing),anddonotgiveupifthingsprovetobedifficult. WORKING NATIONALLY AND GLOBALLY Onthislevelitisveryimportanttoallyyourselftootherpeopleengagedinthesamedevelopmentalwork.Thereare manydifferentwaysofdoingthis,butallinvolveagooddealofcommunication.Youwillneedtotellpeopleatevery opportunity about what you are doing with ICT, both in terms of the training you have received and the uses to whichyouareputtingyourskillsinschool. Actively look for other people and groups with whom you can work. These might be found through talking to managersorcolleaguesatyourschool,bycontactingyourgovernmentseducationdepartment,bysearchingonthe Internet or joining online discussion forums, or by contacting research institutes or universities in your country or region.Trytogetinvolvedwithwhatisgoingon.Offeryourservicesinsupportoftheirobjectives.Makethemaware ofwhatyouaredoingyourself. MICROSOFT PEER COACHING PROGRAM There are also schemes already in place which aim to support ICT skill sharing in education. A good example is MicrosoftsPeerCoachingProgram.ThePeerCoachingProgramisdesignedtotrainteacherleaderstoserveaspeer coaches for colleagues. As coaches, these teachers will assist their peers in identifying ways to enhance standards based instruction and tooffer their students engaging, technologyrich, learning activities. In doing so, peer coaches will help their colleagues to develop the necessary technology skills and instructional strategies needed to integrate technologyintoteachingandlearning.YoucanfindoutmoreonlineatMicrosoftswebsite: http://pc.innovativeteachers.com/mpc_web/default.aspx. The Peer Coaching website offers clear advice and guidance how to set up and manage a training program, gives examples of highquality ICTbased activities for the classroom, and provides opportunities to discuss all related issueswithotherpeoplewiththesamegoalsasyourself. Onefinalthought:YouCANmakeadifference!
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CYBER SECURITY MODULE INFORMATION Title : Duration: Course Level: Pre-requisites: Delivery Method: Learning Objective: OBJECTIVES: 1 3 4 5 6 7 8 9 1 Acquire an insight into the Cyber Security Problem Appreciate what you can do to address Cyber Security issues Be familiar with some Guidelines for Publishing Information Online Understand how to choose and protect passwords Gain an understanding of Anti-Virus Software & Firewalls Debunk some common Cyber-Security Myths Uncover Good Security Habits Know how to keeping Children safe online Most of this paper is taken/ adapted from advice by the US-Computer Emergency Response team (CERT).i http://onguardonline.gov/certtips/st04-001.html You are permitted to reproduce and distribute the US-CERT Tips in whole or in part, without changing the text you use, provided that you include the copyright statement or "produced by" statement and use the document for noncommercial or internal purposes. For commercial use or translations, send your email request to webmaster@us-cert.gov. The numerous contributors to Wikipedia, http://en.wikipedia.org/wiki/Main_Page the free encyclopedia that anyone can edit. The Internet Keep Safe Coalition http://www.ikeepsafe.org/ who teaches basic rules of Internet safety to children and parents, reaching them online and in school, who have permitted free use/ adaptation and reproduction of their material. INTRODUCTION - COMPUTER SECURITY Computer security is an application of information security to both theoretical and actual computer systems. Computer security is a branch of computer science that addresses enforcement of 'secure' behavior on the operation of computers. The definition of 'secure' varies by application, and is typically defined implicitly or explicitly by a security policy that addresses Confidentiality, Integrity and Availability (CIA) of electronic information that is processed by or stored on computer systems. The only truly secure system is one that is powered off, cast in a block of concrete and sealed in a lead-lined room with armed guards - and even then I have my doubts.ii It is important to distinguish the techniques used to increase a system's security from the issue of that system's security status. In particular, systems which contain fundamental flawsiii in their security designs cannot be made secure without compromising their usability. Most computer systems cannot be made secure even after the application of extensive "computer security" measures. Furthermore, if they are made secure, functionality and ease of use often decreases.iv Thus there are often trade-offs between security and functionality. CYBER SECURITY The branch of Security dealing with digital or information technologyv. Cyber-Security & Cyber-Crime 2-3 Hours Beginner Basic Computer knowledge Facilitated Presentation/ Discussion Appreciation of Cyber-Security & Cyber-Crime issues
ACKNOWLEDGEMENTS
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WHY IS CYBER SECURITY A PROBLEM? You've heard the news stories about credit card numbers being stolen and email viruses spreading. Maybe you've even been a victim yourself. One of the best defenses is understanding the risks, what some of the basic terms mean, and what you can do to protect yourself against them. WHAT IS CYBER SECURITY? It seems that many things rely on computers and the Internet now communication (email, cellphones), entertainment (digital cable, mp3s), transportation (car engine systems, airplane navigation), shopping (online stores, credit cards), medicine (equipment, medical records), and the list goes on. How much of your daily life relies on computers? How much of your personal information is stored either on your own computer or on someone else's system? Cyber security involves protecting that information by preventing, detecting, and responding to attacks. WHAT ARE THE RISKS? There are many risks, some more serious than others. Among these dangers are viruses erasing your entire system, someone breaking into your system and altering files, someone using your computer to attack others, or someone stealing your credit card information and making unauthorized purchases. Unfortunately, there's no 100% guarantee that even with the best precautions some of these things won't happen to you, but there are steps you can take to minimize the chances. WHAT IS THE NIGERIAN GOVERNMENT DOING? In November 2004 a Presidential Committee on Advance-fee fraud and allied Criminal activities in Cyberspace was inaugurated. This committee metamorphosed on 10 March 2005 in to the Nigerian Cybercrime Working Group (NCWG), an inter-agency body with private sector and Civil Society representation. The group completed its mission with the delvelopment of draft Nigerian Computer Security and Protection Act which is before the National Assembly amoung other deliverables. A Department of Cyber Security was created in the Presidency, and it is expected to take the process forward. On the 26 August 2005 the Attorney General of the Federation inaugurated a committee to review the Evidence Act of the Federal Republic of Nigeria with the aim of making provisions for cyber-crimes and enable electronic evidence to be admissible in court. There was also a concurrent Judicial Service Commission law reform program which included empowering the judicial process to address cyber issues. In June 2006, the EFCC secured an amendment to the Advanced Fee Fraud Amendment Act which now requires all Telcos, ISP & Cyber cafs to register their IP & related details with the Economic and Financial Crimes Commission (EFCC). The Penalties for not complying are a fine of between N100,000 to 1 million ($769 to $7,692) and/ or up to 10 years imprisonment. The EFCC as at July 2006 had raided 40 Cyber-cafs, seized 200 Computers as well as impounded 15 Server and Interrogated 5 ISPs. As at July 2006 5 people had been prosecuted with 2 convictions. Nigeria has its first Cyber related convictionsvi are only the beginning but the process has started. WHAT CAN YOU DO? The first step in protecting yourself is to recognize the risks and become familiar with some of the terminology associated with them. Hacker, attacker, or intruder These terms are applied to the people who seek to exploit weaknesses in software and computer systems for their own gain. Although their intentions are sometimes fairly benign and motivated solely by curiosity, their actions are typically in violation of the intended use of the systems they are exploiting. The results can range from mere mischief (creating a virus with no intentionally negative impact) to malicious. Malicious code This category includes code such as viruses, worms, and Trojan horses which are created by people with varying knowledge and insight of the internal workings of the computer. Although some people use these terms interchangeably, they have unique characteristics.
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Viruses This type of malicious code/ program/ software requires you to actually do something before it infects your computer. This action could be opening an email attachment or going to a particular web page. Worms Worms are code/ program/ software that propagate without user intervention. They typically start by exploiting a legitimate software vulnerability (a flaw that allows the software's intended security policy to be violated), then once the victim computer has been infected the worm will attempt to find and infect other computers. Similar to viruses, worms can propagate via email, web sites, or network-based software. The automated self-propagation of worms distinguishes them from viruses. Trojan horses A Trojan horse program is software that claims to be one thing while in fact doing something different behind the scenes. For example, a program that claims it will speed up your computer may actually be sending confidential information to a remote intruder.
GUIDELINES FOR PUBLISHING INFORMATION ONLINE Remember that the internet is a public resource. Avoid putting anything online that you don't want the public to see or that you may want to retract. Once its out you will not be able to take it back or cancel it. WHY IS IT IMPORTANT TO REMEMBER THAT THE INTERNET IS PUBLIC? Because the internet is so accessible and contains a wealth of information, it has become a popular resource for communicating, for researching topics, and for finding information about people. It may seem less intimidating than actually interacting with other people because there is a sense of anonymity. However, you are not really anonymous when you are online, and it is just as easy for people to find information about you as it is for you to find information about them. Unfortunately, many people have become so familiar and comfortable with the internet that they may adopt practices that make them vulnerable. For example, although people are typically wary of sharing personal information with strangers they meet on the street, they may not hesitate to post that same information online. Once it is online, it can be accessed by a world of strangers, and you have no idea what they might do with that information. For example going to the web site: 1 http://portal.unesco.org/en/ev.phpURL_ID=7447&URL_DO=DO_TOPIC&URL_SECTION=201.html gives information about Mr Abdul-Hakeem Ajijola - E-Mail: hakeem@ajijola.com; Work Phone 234-(0)9-6303553-7 extension 2219; and Cellular Phone 234-(0)804-4181840 + 234-(0)803-6055055. http://eduforge.org/users/kaflug/ gives information User Id: 404; Login Name: kaflug; Real Name: John Dada; Your Email Address: johndada @nospam@ fantsuam.com; Address: No 1 fantsuam Close, PO Box 58; Phone: N/A; FAX: N/A; Site Member Since 2004-09-08 22:52 CAN YOU FOLLOW WHEN PUBLISHING INFORMATION ON THE
The contact information above may not be current or true. WHAT GUIDELINES INTERNET?
View the internet as a novel, not a diary Make sure you are comfortable with anyone seeing the information you put online. Expect that people you have never met will find your page; even if you are keeping an online journal or blog, write it with the expectation that it is available for public consumption. Some sites may use passwords or other security restrictions to protect the information, but these methods are not usually used for most web sites. If you want the information to be private or restricted to a small, select group of people, the internet is probably not the best forum. Be careful what you advertise In the past, it was difficult to find information about people other than their phone numbers or address. Now, an increasing amount of personal information is available online, especially because people are creating personal web pages with information about themselves. When deciding how much information to reveal, realize that you are broadcasting it to the world. Supplying your email address may increase the amount of spam you receive. Providing
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details about your hobbies, your job, your family and friends, and your past may give attackers enough information to perform a successful social engineering attack. Realize that you can't take it back Once you publish something online, it is available to other people and to search engines. You can change or remove information after something has been published, but it is possible that someone has already seen the original version. Even if you try to remove the page(s) from the internet, someone may have saved a copy of the page or used excerpts in another source. Some search engines "cache" copies of web pages so that they open faster; these cached copies may be available after a web page has been deleted or altered. Some web browsers may also maintain a cache of the web pages a user has visited, so the original version may be stored in a temporary file on the user's computer. Think about these implications before publishing information once something is out there, you can't guarantee that you can completely remove it.
As a general practice, let your common sense guide your decisions about what to post online. Before you publish something on the internet, determine what value it provides and consider the implications of having the information available to the public. Identity theft is an increasing problem, and the more information an attacker can gather about you, the easier it is to pretend to be you. Behave online the way you would behave in your daily life, especially when it involves taking precautions to protect yourself. UNDERSTANDING ISPS ISPs offer services like email and internet access. Compare factors like security, services, and cost so that you find an ISP that supports all of your needs. WHAT IS AN ISP? An ISP, or internet service provider, is usually a company that provides its customers access to the internet and other web services. In addition to maintaining a direct line to the internet, the company usually maintains web servers. By supplying necessary software, a password-protected user account, and a phone number to dial into the internet connection, ISPs offer their customers the capability to browse the web and exchange email with other people. Some ISPs also offer additional services. ISPs can vary in size some are operated by one individual, while others are large corporations. They may also vary in scope some only support users in a particular city, while others have regional or national capabilities. Conversely an internet caf or cybercaf is a place where one can use a computer with Internet access for a fee, usually per hour or minute; sometimes one can have unmetered access with a pass for a day or month, etc. It may or may not serve as a regular caf as well, with food and drinks being served.vii WHAT SERVICES DO ISPS PROVIDE? Almost all ISPs offer email and web browsing capabilities. They also offer varying degrees of user support, usually in the form of an email address or customer support hotline. Most ISPs also offer web hosting capabilities, allowing users to create and maintain personal web pages; and some may even offer the service of developing the pages for you. Many ISPs offer the option of high-speed access through DSL or cable modems, while others may just rely on dial-up connections. As part of normal operation, most ISPs perform backups of email and web files. If the ability to recover email and web files is important to you, check with your ISP to see if they back up the data; it might not be advertised as a service. Additionally, some ISPs may implement firewalls to block some incoming traffic, although you should consider this a supplement to your own security precautions, not a replacement. HOW DO YOU CHOOSE AN ISP? There are thousands of ISPs, and it's often difficult to decide which one best suits your needs. Some factors to consider include security Do you feel that the ISP is concerned about security? Does it use encryption and Secure Sockets Layer (SSL) which is used for managing the security of a message transmission over the Internetviii to protect any information you submit (e.g., user name, password)?
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privacy Does the ISP have a published privacy policy? Are you comfortable with who has access to your information and how it is being handled and used? services Does your ISP offer the services you want? Do they meet your requirements? Is there adequate support for the services? cost Are the ISP's costs affordable? Are they reasonable for the number of services you receive, as well as the level of those services? Are you sacrificing quality and security to get the lowest price? reliability Are the services your ISP provides reliable, or are they frequently unavailable due to maintenance, security problems, a high volume of users, or other reasons? If the ISP knows that services will be unavailable for a particular reason, does it adequately communicate that information? user support Are there published methods for contacting customer support? Do you receive prompt and friendly service? Do their hours of availability accommodate your needs? Do the consultants have the appropriate level of knowledge? speed How fast is your ISP's connection? navigating the internet? Is it sufficient for accessing your email or
recommendations Have you heard or seen positive reviews about the ISP? Were they from trusted sources? Does the ISP serve your geographic area? If you've uncovered negative points, are they factors you are concerned about? authentication and are often the only barrier between a user and are several programs attackers can use to help guess or "crack" passwords and keeping them confidential, you can make it more to access your information.
CHOOSING AND PROTECTING PASSWORDS Passwords are a common form of your personal information. There passwords, but by choosing good difficult for an unauthorized person
WHY DO YOU NEED A PASSWORD? Your password is like your signature. We use PIN numbers, passwords, or passphrases on Bank ATM, when recieving electronic money transfers, logging on to a computer or email. Keeping track of all of the number, letter, and word combinations may be frustrating at times, and maybe you've wondered if all of the fuss is worth it. After all, what attacker cares about your personal email account, right? Or why would someone bother with your practically empty bank account when there are others with much more money? Often, an attack is not specifically about your account but about using the access to your information to launch a larger attack. And while having someone gain access to your personal email might not seem like much more than an inconvenience and threat to your privacy, think of the implications of an attacker gaining access to your social security number or your medical records. One of the best ways to protect information or physical property is to ensure that only authorized people have access to it. Verifying that someone is the person they claim to be is the next step, and this authentication process is even more important, and more difficult, in the cyber world. Passwords are the most common means of authentication, but if you don't choose good passwords or keep them confidential, they're almost as ineffective as not having any password at all. Many systems and services have been successfully broken into due to the use of insecure and inadequate passwords, and some viruses and worms have exploited systems by guessing weak passwords. HOW DO YOU CHOOSE A GOOD PASSWORD? Most people use passwords that are based on personal information and are easy to remember. However, that also makes it easier for an attacker to guess or "crack" them. Consider a four-digit PIN number. Is yours a combination of the month, day, or year of your birthday? Or the last four digits of your social security number? Or your address or phone number? Think about how easily it is to find this information out about somebody. What about your email password is it a word that can be found in the dictionary? If so, it may be susceptible to "dictionary" attacks, which attempt to guess passwords based on words in the dictionary.
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Although intentionally misspelling a word ("daytt" instead of "date") may offer some protection against dictionary attacks, an even better method is to rely on a series of words and use memory techniques, or mnemonics, to help you remember how to decode it. For example, instead of the password "hoops," use "IlTpbb" for "[I] [l]ike [T]o [p]lay [b]asket[b]all." Using both lowercase and capital letters adds another layer of obscurity. Your best defense, though, is to use a combination of numbers, special characters, and both lowercase and capital letters. Change the same example we used above to "Il!2pBb." and see how much more complicated it has become just by adding numbers and special characters. Don't assume that now that you've developed a strong password you should use it for every system or program you log into. If an attacker does guess it, he would have access to all of your accounts. You should use these techniques to develop unique passwords for each of your accounts. Here is a review of tactics to use when choosing a password: Don't use passwords that are based on personal information that can be easily accessed or guessed Don't use words that can be found in any dictionary of any language Develop a mnemonic for remembering complex passwords Use both lowercase and capital letters Use a combination of letters, numbers, and special characters Use different passwords on different systems
HOW CAN YOU PROTECT YOUR PASSWORD? Now that you've chosen a password that's difficult to guess, you have to make sure not to leave it someplace for people to find. Writing it down and leaving it in your desk, next to your computer, or, worse, taped to your computer, is just making it easy for someone who has physical access to your office. Don't tell anyone your passwords, and watch for attackers trying to trick you through phone calls or email messages requesting that you reveal your passwords. If your Internet service provider (ISP) offers choices of authentication systems, look for ones that use Kerberos, challenge/response, or public key encryption rather than simple passwords. Consider challenging service providers who only use passwords to adopt more secure methods. Also, many programs offer the option of "remembering" your password, but these programs have varying degrees of security protecting that information. Some programs, such as email clients, store the information in clear text in a file on your computer. This means that anyone with access to your computer can discover all of your passwords and can gain access to your information. For this reason, always remember to log out when you are using a public computer (at the library, an Internet cafe, or even a shared computer at your office). Other programs, such as Apple's Keychain and Palm's Secure Desktop, use strong encryption to protect the information. These types of programs may be viable options for managing your passwords if you find you have too many to remember. There's no guarantee that these techniques will prevent an attacker from learning your password, but they will make it more difficult. UNDERSTANDING ANTI-VIRUS SOFTWARE Anti-virus software can identify and block many viruses before they can infect your computer. Once you install anti-virus software, it is important to keep it up to date. WHAT DOES ANTI-VIRUS SOFTWARE DO? Although details may vary between packages, anti-virus software scans files or your computer's memory for certain patterns that may indicate an infection. The patterns it looks for are based on the signatures, or definitions, of known viruses. Virus authors are continually releasing new and updated viruses, so it is important that you have the latest definitions installed on your computer. Once you have installed an anti-virus package, you should scan your entire computer periodically. Automatic scans Depending what software you choose, you may be able to configure it to automatically scan specific files or directories and prompt you at set intervals to perform complete scans.
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Manual scans It is also a good idea to manually scan files you receive from an outside source before opening them. This includes o o saving and scanning email attachments or web downloads rather than selecting the option to open them directly from the source scanning floppy disks, CDs, or DVDs for viruses before opening any of the files
WHAT HAPPENS IF THE SOFTWARE FINDS A VIRUS? Each package has its own method of response when it locates a virus, and the response may differ according to whether the software locates the virus during an automatic or a manual scan. Sometimes the software will produce a dialog box alerting you that it has found a virus and asking whether you want it to "clean" the file (to remove the virus). In other cases, the software may attempt to remove the virus without asking you first. When you select an anti-virus package, familiarize yourself with its features so you know what to expect. WHICH SOFTWARE SHOULD YOU USE? There are many vendors who produce anti-virus software, and deciding which one to choose can be confusing. All anti-virus software performs the same function, so your decision may be driven by recommendations, particular features, availability, or price. Installing any anti-virus software, regardless of which package you choose, increases your level of protection. Be careful, though, of email messages claiming to include anti-virus software. Some recent viruses arrive as an email supposedly from your ISP's technical support department, containing an attachment that claims to be anti-virus software. However, the attachment itself is in fact a virus, so you could become infected by opening it. HOW DO YOU GET THE CURRENT VIRUS INFORMATION? This process may differ depending what product you choose, so find out what your anti-virus software requires. Many anti-virus packages include an option to automatically receive updated virus definitions. Because new information is added frequently, it is a good idea to take advantage of this option. Resist believing email chain letters that claim that a well-known anti-virus vendor has recently detected the "worst virus in history" that will destroy your computer's hard drive. These emails are usually hoaxes. You can confirm virus information through your anti-virus vendor or through resources offered by other anti-virus vendors. See the references section for a link to some of these resources. While installing anti-virus software is one of the easiest and most effective ways to protect your computer, it has its limitations. Because it relies on signatures, anti-virus software can only detect viruses that have signatures installed on your computer, so it is important to keep these signatures up to date. You will still be susceptible to viruses that circulate before the anti-virus vendors add their signatures, so continue to take other safety precautions as well. REFERENCES CERT Coordination Center http://www.cert.org/other_sources/viruses.html#VI Computer Virus Resources
Anti-Virus Resources http://www.fedcirc.gov/incidentPrevention/antivirus.html
UNDERSTANDING FIREWALLS When anyone or anything can access your computer at any time, your computer is more susceptible to being attacked. You can restrict outside access to your computer and the information on it with a firewall. WHAT DO FIREWALLS DO? Firewalls provide protection against outside attackers by shielding your computer or network from malicious or unnecessary Internet traffic. Firewalls can be configured to block data from certain locations while allowing the relevant and necessary data through. They are especially important for users who rely on "always on" connections such as cable or DSL modems.
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WHAT TYPE OF FIREWALL IS BEST? Firewalls are offered in two forms: hardware (external) and software (internal). While both have their advantages and disadvantages, the decision to use a firewall is far more important than deciding which type you use. Hardware Typically called network firewalls, these external devices are positioned between your computer or network and your cable or DSL modem. Many vendors and some Internet Service Providers (ISPs) offer devices called "routers" that also include firewall features. Hardwarebased firewalls are particularly useful for protecting multiple computers but also offer a high degree of protection for a single computer. If you only have one computer behind the firewall, or if you are certain that all of the other computers on the network are up to date on patches are free from viruses, worms, or other malicious code, you may not need the extra protection of a software firewall. Hardware-based firewalls have the advantage of being separate devices running their own operating systems, so they provide an additional line of defense against attacks. Their major drawback is cost, but many products are available for less than $100 (and there are even some for less than $50). Software Some operating systems include a built-in firewall; if yours does, consider enabling it to add another layer of protection even if you have an external firewall. If you don't have a built-in firewall, you can obtain a software firewall for relatively little or no cost from your local computer store, software vendors, or ISP. Because of the risks associated with downloading software from the Internet onto an unprotected computer, it is best to install the firewall from a CD, DVD, or floppy disk. Although relying on a software firewall alone does provide some protection, realize that having the firewall on the same computer as the information you're trying to protect may hinder the firewall's ability to catch malicious traffic before it enters your system.
HOW DO YOU KNOW WHAT CONFIGURATION SETTINGS TO APPLY? Most commercially available firewall products, both hardware- and software-based, come configured in a manner that is acceptably secure for most users. Since each firewall is different, you'll need to read and understand the documentation that comes with it in order to determine whether or not the default settings on your firewall are sufficient for your needs. Additional assistance may be available from your firewall vendor or your ISP (either from tech support or a web site). Also, alerts about current viruses or worms (such as US-CERT's Cyber Security Alerts) sometimes include information about restrictions you can implement through your firewall. Unfortunately, while properly configured firewalls may be effective at blocking some attacks, don't be lulled into a false sense of security. Although they do offer a certain amount of protection, firewalls do not guarantee that your computer will not be attacked. In particular, a firewall offers little to no protection against viruses that work by having you run the infected program on your computer, as many email-borne viruses do. However, using a firewall in conjunction with other protective measures (such as antivirus software and "safe" computing practices) will strengthen your resistance to attacks. COORDINATING VIRUS AND SPYWARE DEFENSE Using anti-virus and anti-spyware software is an important part of cyber security. But in an attempt to protect yourself, you may unintentionally cause problems. ISN'T IT BETTER TO HAVE MORE PROTECTION? Spyware and viruses can interfere with your computer's ability to process information or can modify or destroy data. You may feel that the more anti-virus and anti-spyware programs you install on your computer, the safer you will be. It is true that not all programs are equally effective, and they will not all detect the same malicious code. However, by installing multiple programs in an attempt to catch everything, you may introduce problems. HOW CAN ANTI-VIRUS OR ANTI-SPYWARE SOFTWARE CAUSE PROBLEMS? It is important to use anti-virus and anti-spyware software. But too much or the wrong kind can affect the performance of your computer and the effectiveness of the software itself. It is possible that in the process of scanning for viruses and spyware, anti-virus or anti-spyware software may misinterpret the virus definitions of other programs. Instead of recognizing them as
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definitions, the software may interpret the definitions as actual malicious code. Not only could this result in false positives for the presence of viruses or spyware, but the anti-virus or anti-spyware software may actually quarantine or delete the other software. HOW CAN YOU AVOID THESE PROBLEMS? Investigate your options in advance - Research available anti-virus and anti-spyware software to determine the best choice for you. Consider the amount of malicious code the software recognizes, and try to find out how frequently the virus definitions are updated. Also check for known compatibility issues with other software you may be running on your computer. Limit the number of programs you install - Many vendors are now releasing packages that incorporate both anti-virus and anti-spyware capabilities together. However, if you decide to choose separate programs, you really only need one anti-virus program and one anti-spyware program. If you install more, you increase your risk for problems. Install the software in phases - Install the anti-virus software first and test it for a few days before installing anti-spyware software. If problems develop, you have a better chance at isolating the source and then determining if it is an issue with the software itself or with compatibility. Watch for problems - If your computer starts processing requests more slowly, you are seeing error messages when updating your virus definitions, your software does not seem to be recognizing malicious code, or other issues develop that cannot be easily explained, check your anti-virus and anti-spyware software.
DEBUNKING SOME COMMON MYTHS There are some common myths that may influence your online security practices. Knowing the truth will allow you to make better decisions about how to protect yourself. HOW ARE THESE MYTHS ESTABLISHED? There is no one cause for these myths. They may have been formed because of a lack of information, an assumption, knowledge of a specific case that was then generalized, or some other source. As with any myth, they are passed from one individual to another, usually because they seem legitimate enough to be true. WHY IS IT IMPORTANT TO KNOW THE TRUTH? While believing these myths may not present a direct threat, they may cause you to be more lax about your security habits. If you are not diligent about protecting yourself, you may be more likely to become a victim of an attack. WHAT ARE SOME COMMON MYTHS, AND WHAT IS THE TRUTH BEHIND THEM? MYTH: ANTI-VIRUS SOFTWARE AND FIREWALLS ARE 100% EFFECTIVE. Truth: Anti-virus software and firewalls are important elements to protecting your information. However, neither of these elements are guaranteed to protect you from an attack. Combining these technologies with good security habits is the best way to reduce your risk.
MYTH: ONCE SOFTWARE IS INSTALLED ON YOUR COMPUTER, YOU DO NOT HAVE TO WORRY ABOUT IT ANYMORE. Truth: Vendors may release patches or updated versions of software to address problems or fix vulnerabilities. You should install the patches as soon as possible; some software even offers the option to obtain updates automatically. Making sure that you have the latest virus definitions for your anti-virus software is especially important.
MYTH: THERE IS NOTHING IMPORTANT ON YOUR MACHINE, SO YOU DO NOT NEED TO PROTECT IT. Truth: Your opinion about what is important may differ from an attacker's opinion. If you have personal or financial data on your computer, attackers may be able to collect it and use it for their own financial gain. Even if you do not store that kind of information on your computer, an attacker who can gain control of your computer may be able to use it in attacks against other people.
MYTH: ATTACKERS ONLY TARGET PEOPLE WITH MONEY.
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Truth: Anyone can become a victim of identity theft. Attackers look for the biggest reward for the least amount of effort, so they typically target databases that store information about many people. If your information happens to be in the database, it could be collected and used for malicious purposes. It is important to pay attention to your credit information so that you can minimize any potential damage.
MYTH: WHEN COMPUTERS SLOW DOWN, IT MEANS THAT THEY ARE OLD AND SHOULD BE REPLACED. Truth: It is possible that running newer or larger software programs on an older computer could lead to slow performance, but you may just need to replace or upgrade a particular component (memory, operating system, cd or dvd drive, etc.). Another possibility is that there are other processes or programs running in the background. If your computer has suddenly become slower, you may be experiencing a denial-of-service attack or have spyware on your machine.
GOOD SECURITY HABITS There are some simple habits you can adopt that, if performed consistently, may dramatically reduce the chances that the information on your computer will be lost or corrupted. HOW CAN YOU MINIMIZE THE ACCESS OTHER PEOPLE HAVE TO YOUR INFORMATION? You may be able to easily identify people who could, legitimately or not, gain PHYSICAL access to your computer family members, roommates, co-workers, members of a cleaning crew, and maybe others. Identifying the people who could gain REMOTE access to your computer becomes much more difficult. As long as you have a computer and connect it to a network, you are vulnerable to someone or something else accessing or corrupting your information; however, you can develop habits that make it more difficult. Lock your computer when you are away from it. Even if you only step away from your computer for a few minutes, it's enough time for someone else to destroy or corrupt your information. Locking your computer prevents another person from being able to simply sit down at your computer and access all of your information. Disconnect your computer from the Internet when you aren't using it. The development of technologies such as DSL and cable modems have made it possible for users to be online all the time, but this convenience comes with risks. The likelihood that attackers or viruses scanning the network for available computers will target your computer becomes much higher if your computer is always connected. Depending on what method you use to connect to the Internet, disconnecting may mean ending a dial-up connection, turning off your computer or modem, or disconnecting cables. Evaluate your security settings. Most software, including browsers and email programs, offers a variety of features that you can tailor to meet your needs and requirements. Enabling certain features to increase convenience or functionality may leave you more vulnerable to being attacked. It is important to examine the settings, particularly the security settings, and select options that meet your needs without putting you at increased risk. If you install a patch or a new version of the software, or if you hear of something that might affect your settings, reevaluate your settings to make sure they are still appropriate.
WHAT OTHER STEPS CAN YOU TAKE? Sometimes the threats to your information aren't from other people but from natural or technological causes. Although there is no way to control or prevent these problems, you can prepare for them and try to minimize the damage. Protect your computer against power surges. Aside from providing outlets to plug in your computer and all of its peripherals, some power strips protect your computer against power surges. Many power strips now advertise compensation if they do not effectively protect your computer. During a lightning storm or construction work that increases the odds of power surges, consider shutting your computer down and unplugging it from all power sources. Power strips alone will not protect you from power outages, but there are products that do offer an uninterruptible power supply when there are power surges or outages.
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Back up all of your data. Whether or not you take steps to protect yourself, there will always be a possibility that something will happen to destroy your data. You have probably already experienced this at least once losing one or more files due to an accident, a virus or worm, a natural event, or a problem with your equipment. Regularly backing up your data on a CD or network reduces the stress and other negative consequences that result from losing important information. Determining how often to back up your data is a personal decision. If you are constantly adding or changing data, you may find weekly backups to be the best alternative; if your content rarely changes, you may decide that your backups do not need to be as frequent. You don't need to back up software that you own on CD-ROM or DVD-ROM you can reinstall the software from the original media if necessary.
SAFEGUARDING YOUR DATA When there are multiple people using your computer and/or you store sensitive personal and workrelated data on your computer, it is especially important to take extra security precautions. WHY ISN'T "MORE" BETTER? Maybe there is an extra software program included with a program you bought. Or perhaps you found a free download online. You may be tempted to install the programs just because you can, or because you think you might use them later. However, even if the source and the software are legitimate, there may be hidden risks. And if other people use your computer, there are additional risks. These risks become especially important if you use your computer to manage your personal finances (banking, taxes, online bill payment, etc.), store sensitive personal data, or perform work-related activities away from the office. However, there are steps you can take to protect yourself. HOW CAN YOU PROTECT BOTH YOUR PERSONAL AND WORK-RELATED DATA? USE AND MAINTAIN ANTI-VIRUS SOFTWARE AND A FIREWALL - Protect yourself against viruses and Trojan horses that may steal or modify the data on your own computer and leave you vulnerable by using anti-virus software and a firewall. Make sure to keep your virus definitions up to date. REGULARLY SCAN YOUR COMPUTER FOR SPYWARE - Spyware or adware hidden in software programs may affect the performance of your computer and give attackers access to your data. Use a legitimate anti-spyware program to scan your computer and remove any of these files. KEEP SOFTWARE UP TO DATE - Install software patches so that attackers cannot take advantage of known problems or vulnerabilities. Many operating systems offer automatic updates. If this option is available, you should turn it on. EVALUATE YOUR SOFTWARE'S SETTINGS - The default settings of most software enable all available functionality. However, attackers may be able to take advantage of this functionality to access your computer. It is especially important to check the settings for software that connects to the internet (browsers, email clients, etc.). Apply the highest level of security available that still gives you the functionality you need. AVOID UNUSED SOFTWARE PROGRAMS - Do not clutter your computer with unnecessary software programs. If you have programs on your computer that you do not use, consider uninstalling them. CONSIDER CREATING SEPARATE USER ACCOUNTS - If there are other people using your computer, you may be worried that someone else may accidentally access, modify, and/or delete your files. Most operating systems (including Windows XP, Mac OS X, and Linux) give you the option of creating a different user account for each user, and you can set the amount of access and privileges for each account. You may also choose to have separate accounts for your work and personal purposes. While this approach will not completely isolate each area, it does offer some additional protection. ESTABLISH GUIDELINES FOR COMPUTER USE - If there are multiple people using your computer, especially children, make sure they understand how to use the computer and internet safely. Setting boundaries and guidelines will help to protect your data.
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USE PASSWORDS AND ENCRYPT SENSITIVE FILES - Passwords and other security features add layers of protection if used appropriately. By encrypting files, you ensure that unauthorized people can't view data even if they can physically access it. You may also want to consider options for full disk encryption, which prevents a thief from even starting your laptop without a passphrase. When you use encryption, it is important to remember your passwords and passphrases; if you forget or lose them, you may lose your data. FOLLOW CORPORATE POLICIES FOR HANDLING AND STORING WORK-RELATED INFORMATION - If you use your computer for work-related purposes, make sure to follow any corporate policies for handling and storing the information. These policies were likely established to protect proprietary information and customer data, as well as to protect you and the company from liability. DISPOSE OF SENSITIVE INFORMATION PROPERLY - Simply deleting a file does not completely erase it. To ensure that an attacker cannot access these files, make sure that you adequately erase sensitive files. FOLLOW GOOD SECURITY HABITS - Review other security tips for ways to protect yourself and your data.
REAL-WORLD WARNINGS KEEP YOU SAFE ONLINE Many of the warning phrases you probably heard from your parents and teachers are also applicable to using computers and the internet. WHY ARE THESE WARNINGS IMPORTANT? Like the real world, technology and the internet present dangers as well as benefits. Equipment fails, attackers may target you, and mistakes and poor judgment happen. Just as you take precautions to protect yourself in the real world, you need to take precautions to protect yourself online. For many users, computers and the internet are unfamiliar and intimidating, so it is appropriate to approach them the same way we urge children to approach the real world. WHAT ARE SOME WARNINGS TO REMEMBER? Don't trust sweets from strangers Finding something on the internet does not guarantee that it is true. Anyone can publish information online, so before accepting a statement as fact or taking action, verify that the source is reliable. It is also easy for attackers to "spoof" email addresses, so verify that an email is legitimate before opening an unexpected email attachment or responding to a request for personal information. If it sounds too good to be true, it probably is You have probably seen many emails promising fantastic rewards or monetary gifts. However, regardless of what the email claims, there are not any wealthy strangers desperate to send you money. Beware of grand promises they are most likely spam, hoaxes, or phishing schemes. Also be wary of pop-up windows and advertisements for free downloadable software they may be disguising spyware. Don't advertise that you are away from home Some email accounts, especially within an organization, offer a feature (called an autoresponder) that allows you to create an "away" message if you are going to be away from your email for an extended period of time. The message is automatically sent to anyone who emails you while the autoresponder is enabled. While this is a helpful feature for letting your contacts know that you will not be able to respond right away, be careful how you phrase your message. You do not want to let potential attackers know that you are not home, or, worse, give specific details about your location and itinerary. Safer options include phrases such as "I will not have access to email between [date] and [date]." If possible, also restrict the recipients of the message to people within your organization or in your address book. If your away message replies to spam, it only confirms that your email account is active. This may increase the amount of spam you receive. Lock up your valuables If an attacker is able to access your personal data, he or she may be able to compromise or steal the information. Take steps to protect this information by following good security practices. Some of the most basic precautions include locking your computer when you step away; using firewalls, anti-virus software, and strong passwords; installing appropriate patches; and taking precautions when browsing or using email.
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Have a backup plan Since your information could be lost or compromised (due to an equipment malfunction, an error, or an attack), make regular backups of your information so that you still have clean, complete copies. Backups also help you identify what has been changed or lost. If your computer has been infected, it is important to remove the infection before resuming your work. Keep in mind that if you did not realize that your computer was infected, your backups may also be compromised.
KEEPING CHILDREN SAFE ONLINE Children present unique security risks when they use a computer not only do you have to keep them safe, you have to protect the data on your computer. By taking some simple steps, you can dramatically reduce the threats. WHAT UNIQUE RISKS ARE ASSOCIATED WITH CHILDREN? When a child is using your computer, normal safeguards and security practices may not be sufficient. Children present additional challenges because of their natural characteristics: innocence, curiosity, desire for independence, and fear of punishment. You need to consider these characteristics when determining how to protect your data and the child. You may think that because the child is only playing a game, or researching a term paper, or typing a homework assignment, he or she can't cause any harm. But what if, when saving her paper, the child deletes a necessary program file? Or what if she unintentionally visits a malicious web page that infects your computer with a virus? These are just two possible scenarios. Mistakes happen, but the child may not realize what she's done or may not tell you what happened because she's afraid of getting punished. Online predators present another significant threat, particularly to children. Because the nature of the internet is so anonymous, it is easy for people to misrepresent themselves and manipulate or trick other users. Adults often fall victim to these ploys, and children, who are usually much more open and trusting, are even easier targets. The threat is even greater if a child has access to email or instant messaging programs and/or visits chat rooms. WHAT CAN YOU DO? Be involved Consider activities you can work on together, whether it be playing a game, researching a topic you had been talking about (e.g., family vacation spots, a particular hobby, a historical figure), or putting together a family newsletter. This will allow you to supervise your child's online activities while teaching her good computer habits. Keep your computer in an open area If your computer is in a high-traffic area, you will be able to easily monitor the computer activity. Not only does this accessibility deter a child from doing something she knows she's not allowed to do, it also gives you the opportunity to intervene if you notice a behavior that could have negative consequences. Set rules and warn about dangers Make sure your child knows the boundaries of what she is allowed to do on the computer. These boundaries should be appropriate for the child's age, knowledge, and maturity, but they may include rules about how long she is allowed to be on the computer, what sites she is allowed to visit, what software programs she can use, and what tasks or activities she is allowed to do. You should also talk to children about the dangers of the internet so that they recognize suspicious behavior or activity. The goal isn't to scare them, it's to make them more aware. Monitor computer activity Be aware of what your child is doing on the computer, including which web sites she is visiting. If she is using email, instant messaging, or chat rooms, try to get a sense of who she is corresponding with and whether she actually knows them. Keep lines of communication open Let your child know that she can approach you with any questions or concerns about behaviors or problems she may have encountered on the computer. Consider partitioning your computer into separate accounts Most operating systems (including Windows XP, Mac OS X, and Linux) give you the option of creating a different user account for each user. If you're worried that your child may accidentally access, modify, and/or
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delete your files, you can give her a separate account and decrease the amount of access and number of privileges she has. If you don't have separate accounts, you need to be especially careful about your security settings. In addition to limiting functionality within your browser, avoid letting your browser remember passwords and other personal information. Also, it is always important to keep your virus definitions up to date. Consider implementing parental controls You may be able to set some parental controls within your browser. For example, Internet Explorer allows you to restrict or allow certain web sites to be viewed on your computer, and you can protect these settings with a password. To find those options, click Tools on your menu bar, select Internet Options..., choose the Content tab, and click the Enable... button under Content Advisor. There are other resources you can use to control and/or monitor your child's online activity. Some ISPs offer services designed to protect children online. Contact your ISP to see if any of these services are available. There are also special software programs you can install on your computer. Different programs offer different features and capabilities, so you can find one that best suits your needs. The following web sites offer lists of software, as well as other useful information about protecting children online: o GetNetWise http://kids.getnetwise.org/ Click Tools for Families to reach a page that allows you to search for software based on characteristics like what the tool does and what operating system you have on your computer. Yahooligans! Parents' Guide http://yahooligans.yahoo.com/parents/ Click Blocking and Filtering under Related Websites on the left sidebar to reach a list of software. http://www.staysafeonline.info/practices/index.html
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REVISION: COMPUTER AND INTERNET VOCABULARY

1 2 3 4 5 6 7 8 9 10 11 12 Keyboard: The part of the computer with letter and number buttons that you use for typing. Mouse: What you use to move the arrow around the computer screen. You can use the buttons to choose things on the screen. Can you tell why it is called a mouse? Cursor: The arrow or little flashing line on your computer screen that points to things. The mouse is used to move the cursor. Monitor: The computer screen where you see words, pictures and videos. Laptop: A small computer that is easy to move and carry. It has the computer, monitor, mouse, and keyboard all together. Internet: A world wide system of millions of computers that are connected together in a network. This is what your computer uses to visit Web sites like iKeepSafe.org or to chat with other kids around the world. Cyberspace: The world that connects computers with the Internet. When you send an e-mail to friends it goes through cyberspace to reach them. Internet address: Just like your home address, this group of letters and numbers takes your computer to a specific place on the Internet. It usually looks like http://ajijola.blogspot.com/ or http://www.forum.org.ng/ or www.iKeepSafe.org URL (Uniform Resource Locator): This is just another way to say Internet address. The URL for the iKeepSafe Coalition site is www.iKeepSafe.org. Web site: A place you visit on the Internet that has stuff to see and read. Some Web sites have fun and useful information, but some are not safe. Your parents can help you find good Web sites. Instant messaging: Messages you can exchange back and forth with a friend through a special program. Its like a private chat room. Chat room (or chatroom): A place to talk by typing to other people in the chat room. But, be careful! People are not always who they say they are in chat rooms. Never give any personal information like your name, address, phone number, or the name of your school to anyone in chat rooms. E-mail (electronic mail): A letter you send through cyberspace. People love e-mail because its almost instant and doesnt take any stamps! Bulletin boards or Message boards: A place on the Internet where you can post information for other people to see, usually about a specific topiclike the one in your classroom or home. Remember, never post your personal information. Username: A name you choose to use for yourself when youre on the Internet. It identifies you without telling strangers your real name. Parents are really good at choosing usernames. Screen name: Your username in a chat room. A screen name should never say who you really are or give any personal information. SPAM: Junk mail sent to your e-mail box that is usually advertising something. Dont open or respond to SPAM because it can cause problems for your computer. Virus (computer virus): A hidden computer program that sneaks into your computer through email or the Internet. Viruses can really hurt your computer, and you can accidentally send them on to other people without even knowing it! To help keep viruses off your computer, dont open e-mail from people you dont know. Password: A secret word that only you and your parents should know. You use it to check your e-mail and log into Web sites. Parents are really good at helping you remember passwords.
Based on the What do you know? Computer and Internet Vocabulary 2004 Keeper of the Flame Foundation, and iKeepSafe.org This document may be copied courtesy of iSafeKids.com for incidental and classroom use, provided that this notice appears on each copy.
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APPENDIX I: CYBER-CRIME OVERVIEW Although the term cybercrime is usually restricted to describing criminal activity in which the computer or network is an essential part of the crime, this term is also used to include traditional crimes in which computers or networks are used to enable the illicit activity. Examples of cybercrime in which the computer or network is a tool of the criminal activity include spamming and criminal copyright crimes, particularly those facilitated through peer-to-peer networks. Examples of cybercrime in which the computer or network is a target of criminal activity include unauthorized access (i.e, defeating access controls), malicious code, and denial-of-service attacks. Examples of cybercrime in which the computer or network is a place of criminal activity include theft of service (in particular, telecom fraud) and certain financial frauds. Finally, examples of traditional crimes facilitated through the use of computers or networks include Nigerian 419 or other gullibility or social engineering frauds (e.g.,[ hacking ] "phishing"), identity theft, child pornography, online gambling, securities fraud, etc. Cyberstalking is an example of a traditional crime -- harassment -- that has taken a new form when facilitated through computer networks. Additionally, certain other information crimes, including trade secret theft and industrial or economic espionage, are sometimes considered cybercrimes when computers or networks are involved. Cybercrime in the context of national security may involve hacktivism (online activity intended to influence policy), traditional espionage, or information warfare and related activities. Another way to define cybercrime is simply as criminal activity involving the information technology infrastructure, including illegal access (unauthorized access), illegal interception (by technical means of non-public transmissions of computer data to, from or within a computer system), data interference (unauthorized damaging, deletion, deterioration, alteration or suppression of computer data), systems interference (interfering with the functioning of a computer system by inputting, transmitting, damaging, deleting, deteriorating, altering or suppressing computer data), misuse of devices, forgery (ID theft), and electronic fraud. APPENDIX II: FREE TEXTBOOKS ON CYBER-CRIME
The Information Age; http://www.wikibooks.org/wiki/The_Information_Age This e-primer provides a comprehensive review of the digital and information and communications technology revolutions and how they are changing the economy and society. The primer also addresses the challenges arising from the widening digital divide. APPENDIX III: USEFUL RESOURCES
Computer Security Tools with Links to them for anyone to use Andreas Pfitzmann: Security in IT Networks: Multilateral Security in Distributed and by Distributed Systems CERT Computer Security News MySecureCyberspace: a resource for home users created by Carnegie Mellon CyLab The Open Web Application Security Project - tools, documentation, community Security Focus - News and editorials on security related topics, along with a comprehensive database of security knowledge. APPENDIX IV: ACADEMIC RESOURCES
Cybercrimes.net and Cyb3rCrim3.org Susan W. Brenner Cybercrime - High Tech crime JISC Legal Information Service Criminal Justice Resources - Cybercrime Cybercrime NYLS Cybercrime Law Council of Europe - Draft Convention on cyber-crime (Draft N 27) Computer Crime Research Center Legal and Regulatory Issues in the Information Economy The evolution of cybercrime from past to the present CNET - Cybercrime and Punishment
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APPENDIX V: GOOD SECURITY HABITS -- EIGHT CYBER SECURITY PRACTICES TO STAY SAFE ONLINE ix You can access the Eight Cyber Security http://www.staysafeonline.info/practices/index.html Practices to Stay Safe Online by visiting
The widespread availability of computers and connections to the Internet provides everyone with 24/7 access to information, credit and financial services, and shopping. The Internet is also an incredible tool for educators and students to communicate and learn. Unfortunately, some individuals exploit the Internet through criminal behavior and other harmful acts. Criminals can try to gain unauthorized access to your computer and then use that access to steal your identity, commit fraud, or even launch cyber attacks against others. By following the recommended cyber security practices outlined here, you can limit the harm cyber criminals can do not only to your computer, but to everyone's computer. However, there is no single cyber security practice or technological solution that will prevent online crime. These recommended cyber security practices highlight that using a set of practices that include Internet habits as well as technology solutions can make a difference. The National Cyber Security Alliance's Top Eight Cyber Security Practices are practical steps you can take to stay safe online and avoid becoming a victim of fraud, identity theft, or cyber crime. 1 PROTECT YOUR PERSONAL INFORMATION. IT'S VALUABLE.
Protect your personal information. It's valuable. Why? To an identity thief, it can provide instant access to your financial accounts, your credit record, and your other personal assets. If you think no one would be interested in your personal information, think again. The reality is that anyone can be a victim of identity theft. In fact, according to a Federal Trade Commission survey, there are almost 10 million victims every year. It's often difficult to know how thieves obtained their victims' personal information, and while it definitely can happen offline, some cases start when online data is stolen. Visit www.consumer.gov/idtheft to learn what to do if your identity is stolen. Unfortunately, when it comes to crimes like identity theft, you can't entirely control whether you will become a victim. But following these tips can help minimize your risk while you're online:
If you're asked for your personal information your name, email or home address, phone number, account numbers, or Social Security number learn how it's going to be used, and how it will be protected, before you share it. Don't open unsolicited or unknown email messages. If you do get an email or pop-up message asking for personal information, don't reply or click on the link in the message. To avoid opening such messages, you can turn off the "Preview Pane" functionality in email programs, and you can set your default options to view opened emails as plain text to avoid active links or pop-ups in the messages. Most importantly, do not to respond to solicitations for your personal or financial information. If you believe there may be a need for such information by a company with whom you have an account or placed an order, contact that company directly in a way you know to be genuine. Never send your personal information via email because email is not a secure transmission method. Most email programs have email filters built-in to the application. The links on the left hand side of this webpage contain video tutorials that'll show you how to set your email filters, so you can limit the amount of unsolicited email you receive. If you are shopping online, be careful about providing your personal or financial information through a company's website without taking measures to reduce the risk. There are some indicators that show vendors have taken measures to secure their sites such as a lit lock icon on the browser's status bar or a website URL that begins "https:" (the "s" stands for "secure"). Unfortunately, no indicator is foolproof; some scammers have forged security icons. Read website privacy policies. They should explain what personal information the website collects, how the information is used, and whether it is provided to third parties. The privacy policy also should tell you whether you have the right to see what information the website has about you, whether they provide and/or sell your information to third parties, and what security measures the company takes to protect your information. If you don't see a privacy policy or if you can't understand it consider doing business elsewhere. KNOW WHO YOU'RE DEALING WITH ONLINE.
Know who you're dealing with online.
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And know what you're getting into. There are dishonest people in the bricks and mortar world and on the Internet. But online, you can't judge an operator's trustworthiness with a gut-affirming look in the eye. It's remarkably simple for online scammers to impersonate a legitimate business, so you need to know whom you're dealing with. If you're shopping online, check out the seller before you buy. A legitimate business or individual seller should give you a physical address and a working telephone number at which they can be contacted in case you have problems. PHISHING BAIT OR PREY? "Phishers" send spam or pop-up messages claiming to be from a business or organization that you might deal with for example, an Internet service provider (ISP), bank, online payment service, or even a government agency. The message usually says that you need to "update" or "validate" your account information. It might threaten some dire consequence if you don't respond. The message directs you to a website that looks just like a legitimate organization's, but isn't. What is the purpose of the bogus site? To trick you into divulging your personal information so the operators can steal your identity and run up bills or commit crimes in your name. Don't take the bait: don't open unsolicited or unknown email messages; don't open attachments from people you don't know or don't expect; and never reply to or click on links in email or pop-ups that ask for personal information. Legitimate companies don't ask for this information via email. If you are directed to a website to update your information, verify that the site is legitimate by calling the company directly, using contact information from your account statements. Or open a new browser window and type the URL into the address field, watching that the actual URL of the site you visit doesn't change and is still the one you intended to visit. Forward spam that is phishing for information to spam@uce.gov and to the company, bank, or organization impersonated in the phishing email. Most organizations have information on their websites about where to report problems. To ensure you're not being victimized and to detect unauthorized purchases, use the same practices as you do in the offline world. Check your credit card bill at least every month, and consider using services that inform you if someone has requested credit in your name. FREE SOFTWARE AND FILE-SHARING WORTH THE HIDDEN COSTS? Every day, millions of computer users share files online. File-sharing can give people access to a wealth of information, including music, games, and software. How does it work? You download special software that connects your computer to an informal network of other computers running the same software. Millions of users could be connected to each other through this software at one time. Often the software is free and easily accessible. But file-sharing can have a number of risks. If you don't check the proper settings, you could allow access not just to the files you intend to share, but also to other information on your hard drive, like your tax returns, email messages, medical records, photos, or other personal documents. In addition, you may unwittingly download pornography labeled as something else. Or you may download material that is protected by the copyright laws, which would mean you could be breaking the law. Therefore, downloading file-sharing software is not advisable and could place your personal information and computer at risk. If you do decide to use file-sharing software, set it up very carefully. Take the time to read the End User License Agreement to be sure that you're sharing files legally and that you understand the potentially high risk of any free downloads. For example, some license agreements include an agreement to allow spyware to be installed on your machine. SPYWARE Many free downloads whether from peers or businesses come with potentially undesirable side effects. Spyware is software installed without your knowledge or consent that adversely affects your ability to use your computer, sometimes by monitoring or controlling how you use it. Not only can spyware programs affect your computer use and access your personal information, but in some cases they can also use your computer to access or launch attacks against others. To avoid spyware, resist the urge to install any software unless you know exactly what it is. Your anti-virus software may include anti-spyware capability that you can activate, but if it doesn't, you can install separate anti-spyware software, and then use it regularly to scan for and delete any spyware programs that may sneak onto your computer. EMAIL ATTACHMENTS AND LINKS LEGITIMATE OR VIRUS-LADEN? Many viruses sent over email or Instant Messenger won't damage your computer without your participation. For example, you would have to open an email or attachment that includes a virus or follow a link to a site that is
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programmed to infect your computer. So, don't open an email attachmenteven if it appears to be from a friend or coworkerunless you are expecting it or know what it contains. You can help others trust your attachments by including a message in your text explaining what you're attaching. Hackers often lie to get you to open the email attachment or click on a link. Some virus-laden emails appear to come from a friend or colleague; some have an appealing file name, like "Fwd: FUNNY" or "Per your request!"; others promise to clean a virus off your computer if you open it or follow the link. 3 USE ANTI-VIRUS SOFTWARE, A FIREWALL, AND ANTI-SPYWARE SOFTWARE TO HELP KEEP YOUR COMPUTER SAFE AND SECURE.
Use anti-virus software, a firewall, and anti-spyware software to help keep your computer safe and secure. Dealing with anti-virus and firewall protection may sound about as exciting as flossing your teeth, but it's just as important as a preventive measure. Having intense dental treatment is never fun; neither is dealing with the effects of a preventable computer virus. ANTI-VIRUS SOFTWARE Anti-virus software protects your computer from viruses that can destroy your data, slow your computer's performance, cause a crash, or even allow spammers to send email through your account. It works by scanning your computer and your incoming email for viruses, and then deleting them. To be effective, your anti-virus software should update routinely with antidotes to the latest "bugs" circulating through the Internet. Most commercial anti-virus software includes a feature to download updates automatically when you are on the Internet. ANTI-VIRUS SOFTWARE- WHAT TO LOOK FOR AND WHERE TO GET IT You can download anti-virus software from the websites of software companies or buy it in retail stores. Look for anti-virus software that:
recognizes current viruses, as well as older ones effectively reverses the damage updates automatically.
Here's a sample list of anti-virus software that you can purchase online. http://security.getnetwise.org/tools/results/any2.php This list was gathered and provided by the GetNetWise website. We cannot guarantee the effectiveness of any of the products listed on the GetNetWise website, nor do we endorse any products. The National Cyber Security Alliance is also unable to provide any technical assistance with any of these tools. FIREWALLS Don't be put off by the word "firewall." It's not necessary to fully understand how it works; it's enough to know what it does and why you need it. Firewalls help keep hackers from using your computer to send out your personal information without your permission. While anti-virus software scans incoming email and files, a firewall is like a guard, watching for outside attempts to access your system and blocking communications from and to sources you don't permit. Some operating systems and hardware devices come with a built-in firewall that may be shipped in the "off" mode. Make sure you turn it on. For your firewall to be effective, it needs to be set up properly and updated regularly. Check your online "Help" feature for specific instructions. INFORMATION ON HOW TO TURN ON YOUR OPERATING SYSTEM'S FIREWALL. Windows XP and Macintosh OS X operating systems have a built in firewall. Here's a video that teaches you how to turn on the firewall for each of these operating systems. This option is available only if you have these operating system versions. Window's XP http://security.getnetwise.org/tools/firewallxp-instruct enable the firewall option built into the Microsoft XP operating system. This video tutorial shows you how to
Macintosh OS X http://security.getnetwise.org/tools/firewall-osx-instruct This video tutorial shows you how to start the built-in firewall of the Macintosh OS X operating system. This option is available only to users of the Macintosh OS X operating system version 10.2 or later. If your operating system doesn't include a firewall, get a separate software firewall that runs in the background while you work, or install a hardware firewall an external device that includes firewall software. Several free
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firewall software programs are available on the Internet. You can find one by typing "free firewall" into your favorite search engine. Here's a sample list of firewall http://security.getnetwise.org/tools/results/any1.php software that you can purchase online.
This list was gathered and provided by the GetNetWise website. We cannot guarantee the effectiveness of any of the products listed on the GetNetWise website, nor do we endorse any products. The National Cyber Security Alliance is also unable to provide any technical assistance with any of these tools. ANTI-SPYWARE SOFTWARE Anti-spyware software helps protect your computer from malicious spyware that monitors your online activities and collects personal information while you surf the web. It works by periodically scanning your computer for spyware programs, and then giving you the opportunity to remove any harmful surveillance software found on your computer. Some anti-virus software contains anti-spyware capability. Given the increasing sophistication of spyware programs, consider using two different anti-spyware program search one looks for slightly different sets of threats, and together they may offer increased protection. ZOMBIE DRONES Some spammers search the Internet for unprotected computers they can control and use anonymously to send unwanted spam emails. If you don't have up-to-date anti-virus protection and a firewall, spammers may try to install software that lets them route email through your computer, often to thousands of recipients, so that it appears to have come from your account. If this happens, you may receive an overwhelming number of complaints from recipients, and your email account could be shut down by your Internet Service Provider (ISP). 4 BE SURE TO SET UP YOUR OPERATING SYSTEM AND WEB BROWSER SOFTWARE PROPERLY, AND UPDATE THEM REGULARLY.
Be sure to set up your operating system and Web browser software properly, and update them regularly. Hackers also take advantage of unsecured Web browsers (like Internet Explorer or Netscape) and operating system software (like Windows or Linux). Lessen your risk by changing the settings in your browser or operating system and increasing your online security. Check the "Tools" or "Options" menus for built-in security features. If you need help understanding your choices, use your "Help" function. Your operating system also may offer free software patches that close holes in the system that hackers could exploit. In fact, some common operating systems can be set to automatically retrieve and install patches for you. If your system does not do this, bookmark the website for your system's manufacturer so you can regularly visit and update your system with defenses against the latest attacks. Updating can be as simple as one click. Your email software may help you avoid viruses by giving you the ability to filter certain types of spam. It's up to you to activate the filter. In addition, consider using operating systems that allow automatic updates. 5 USE STRONG PASSWORDS OR STRONG AUTHENTICATION TECHNOLOGY TO HELP PROTECT YOUR PERSONAL INFORMATION.
Use strong passwords or strong authentication technology to help protect your personal information. Keep your passwords in a secure place, and out of plain view. Don't share your passwords on the Internet, over email, or on the phone. Your Internet Service Provider (ISP) should never ask for your password. In addition, without your knowledge, hackers may try to figure out your passwords to gain access to your computer. You can make it tougher for them by:
Using passwords that have at least eight characters and include numerals and symbols. Avoiding common words: some hackers use programs that can try every word in the dictionary. Not using your personal information, your login name, or adjacent keys on the keyboard as passwords. Changing your passwords regularly (at minimum, every 90 days). Using a different password for each online account you access (or at least a variety of passwords with difficulty based on the value of the information contained in each.
One way to create a strong password is to think of a memorable phrase and use the first letter of each word as your password, converting some letters into numbers that resemble letters. For example, "How much wood could a woodchuck chuck" would become HmWc@wC. To further increase the security of your online identity and to help protect you from account hi-jacking, take advantage of stronger authentication tools wherever available. This may take the form of two-factor authentication the combination of a password or PIN number (something you know) with a token, smart card, or even a
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biometric device (something you have). Stronger authentication can also come from a behind-the-scenes identityverification process, which uses various data to establish whether or not a user is genuine. Ask your bank, your regular online retailers, and your Internet Service Provider (ISP) if they offer stronger authentication tools for more secure transactions. 6 BACK UP IMPORTANT FILES.
Back up important files. No system is completely secure. If you have important files stored on your computer, copy them onto a removable disc, and store them in a secure place in a different building than your computer. If a different location isn't practical, consider encryption software. Encryption software scrambles a message or a file in a way that can be reversed only with a specific password. Also, make sure you keep your original software start-up disks handy and accessible for use in the event of a system crash. 7 LEARN WHAT TO DO IF SOMETHING GOES WRONG.
Learn what to do if something goes wrong. Unfortunately, there is no particular way to identify that your computer has been infected with malicious code. Some infections may completely destroy files and shut down your computer, while others may only subtly affect your computer's normal operations. Be aware of any unusual or unexpected behaviors. HACKING OR COMPUTER VIRUS If your computer gets hacked or infected by a virus:
immediately unplug the phone or cable line from your machine. Then scan your entire computer with fully updated anti-virus software, and update your firewall. take steps to minimize the chances of another incident alert the appropriate authorities by contacting:
Your ISP and the hacker's ISP (if you can tell what it is). Often the ISP's email address is abuse@yourispname.com or postmaster@yourispname.com. You can probably confirm it by looking at the ISP's website. Include information on the incident from your firewall's log file. By alerting the ISP to the problem on its system, you can help it prevent similar problems in the future. The FBI at www.ifccfbi.gov. To fight computer criminals, they need to hear from you.
INTERNET FRAUD If a scammer takes advantage of you through an Internet auction, when you're shopping online, or in any other way, report it to the Federal Trade Commission, at ftc.gov. The FTC enters Internet, identity theft, and other fraud-related complaints into Consumer Sentinel, a secure, online database available to hundreds of civil and criminal law enforcement agencies in the U.S. and abroad. DECEPTIVE SPAM If you get deceptive spam, including email phishing for your include the full Internet header of the email. In many automatically included in forwarded email messages, so you full information needed to detect deceptive http://getnetwise.org/action/header. DIVULGED PERSONAL INFORMATION If you believe you have mistakenly given your information to a fraudster, file a complaint at ftc.gov, and then visit the Federal Trade Commission's Identity Theft website at www.consumer.gov/idtheft to learn how to minimize your risk of damage from a potential theft of your identity. 8 PROTECT YOUR CHILDREN ONLINE. information, forward it to spam@uce.gov. Be sure to email programs, the full "Internet header" is not may need to take additional measures to include the spam. For further information, go to
Protect your children online. Children present unique security risks when they use a computer not only do you have to keep them safe, but you have to protect their data on your computer. By taking some simple steps, you can dramatically reduce the threats.
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Keep your computer in a central and open location in your home and be aware of other computers your child may be using. Discuss and set guidelines/rules for computer use with your children. Post these rules by the computer as a reminder. Use the Internet with your children. Familiarize yourself with your children's online activities and maintain a dialogue with your child about what applications they are using. Implement parental control tools that are provided by some ISPs and available for purchase as separate software packages. Remember - No program is a substitute for parental supervision. Also, you may be able to set some parental controls within your browser. Internet Explorer allows you to restrict or allow certain web sites to be viewed on your computer, and you can protect these settings with a password. To find those options, click Tools on your menu bar, select Internet Options, choose the Content tab, and click the Enable button under Content Advisor. Consider software that allows you to monitor your children's email and web traffic. Consider partitioning your computer into separate accounts - Most operating systems (including Windows XP, Mac OS X, and Linux) give you the option of creating a different user account for each user. If you're worried that your child may accidentally access, modify, and/or delete your files, you can give him/her a separate account and decrease the amount of access and number of privileges he/she has. Know who your children's online friends are and supervise their chat areas. Teach your children never to give out personal information to people they meet online such as in chat rooms or bulletin boards. Know who to contact if you believe your child is in danger. Visit www.getnetwise.org for detailed information. If you know of a child in immediate risk or danger, call law enforcement immediately. Please also report instances of online, any, child exploitation to law enforcement immediately.
Even though children may have better technical skills, don't be intimidated by their knowledge. Children still need advice, guidance, and protection. Keep the lines of communication open and let your child know that you can be approached with any questions they may have about behaviors or problems encountered on the computer. APPENDIX V: ICT & EDUCATION GLOSSARY OF TERMS A Drive Animation Application Browser Bytes C Drive CD-ROM usually another name for the Floppy Disk drive, a slot into which a Floppy Disk can be inserted to save or retrieve information in MS PowerPoint, the process by which individual items on a slide can be controlled to appear and move independently of each other a program which enables you to carry out certain sets of functions within a common field (e.g. MS Excel for spreadsheets, MS Word for word-processing and text-based documents) a software application which enables users to view web pages, for example MS Internet Explorer a unit of size in reference to the size of a computer file or storage drive; 1000 Bytes equals 1 Kilobyte (1KB), 1000 Kilobytes equals 1 Megabyte (1MB), 1000 Megabytes equals 1 Gigabyte (1GB) also as the Hard Disk, this is the heart of a computer, on which all work and programs are stored as well as operating system requirements etc a label for a specific type of CD containing information which can be viewed using a computer; CDROM stands for Compact Disc Read-Only memory, meaning that you can read information from the CD but not write new data onto it each division of a grid (e.g. a table in MS Word or an MS Excel spreadsheet) is known as a cell refers to pressing either of the buttons on a mouse a range of images (typically small drawings), and also sound and video files, which are usually provided with the MS Office software applications to enhance presentation
Cells Click Clip Art
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CPU Cut D Drive
the computers Central Processing Unit controls all activity on the machine, and affects speed of operation to select a data item, and then to remove it, often by using the Edit menu in a program usually another name for the CD or DVD Drive, a slot into which a CD can be inserted, either to access information (eg. from a CD-ROM or DVD) or to copy and save information from the computer (e.g. onto a CD-R or CD-RW disk) the first screen which appears after logging on to a computer is known as the Desktop a camera which produces photos in digital format for easy use on computers; typically the camera can be plugged directly into the computer to enable users to save the photos to the computer and to process or edit them any one of a variety of storage mediums, such as Hard Disk, Floppy Disk etc refers to pressing the left mouse button twice in very quick succession to execute a command refers to the process of copying information from the Internet (or Email), or sending information to the Internet to move the mouse physically to move or resize an object on the screen and to move the mouse physically to move a data item to a different location another word for destination; computers usually offer a number of drives, such as Hard Drive or C Drive, A Drive, D Drive etc a means of using the internet to communicate with other internet users (short for Electronic Mail) a collection of data in a single item, such as a document, an image, a web page, or a software installation program this must be considered when trying to save items onto external storage devices (such as Floppy Disk or CD), or when posting items on the Internet or sending them via email; typically, images, photos, sound and video files are very large and should be approached with care in any of the above circumstances a small storage disk (9 cm/3.5 in) used to transfer information from one computer to another; Floppy Disks typically contain up to 1.4 Megabytes of storage space a collection of related files are typically stored in locations known as folders the act of changing the properties of text or other objects, such as colour, size and position in MS Excel, a formula is used to carry out calculations these are two very common file types for images and photos also known as the C Drive, this is the heart of a computer, on which all work and programs are stored as well as operating system requirements etc see Hard Disk the parts of a computer which you can see and touch (eg. mouse, keyboard, monitor, printer etc) selected items change shade or colour or outline to show that they have been selected a link from either a piece of text, an image or other object to a different location, either within the same document, or to a different file, or (perhaps most commonly) to a website
Desktop Digital Camera Disk Double Click Download/ Upload Drag Drag Drop Drives Email File File size
Floppy Disk Folder Formatting Formula GIF/JPEG Hard Disk Hard Drive Hardware Highlight Hyperlink
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Icons Input Device Internet Connection Keyboard Laptop Layout Left Click Memory
small images which can represent functions or commands, and which are typically used as buttons which activate the given command a device used to enter information into a computer (eg. keyboard, mouse, digital camera, scanner etc) computers need a specific type of hardware called a modem plus a suitable telephone line in order to access the internet; different types of connection provide different speeds of access an input device like a typewriter, enabling users to enter text and a variety of other features into a computer see Notebook the arrangement of various items (text, images etc) on a page refers to a single press on the left button on the mouse the size of a computers memory (or of other storage devices) is measured in Bytes; images, sound files and video clips commonly require very large amounts of memory (in comparison to text files), which can lead to difficulties when using or saving such items most software programs feature menus (typically at the top of the screen), which offer a wide range of actions and operations available to the user, such as Save, Edit, Print etc the TV-like screen on which a computer user can view their work an input device used to control computer functions, by enabling users to point to different places on the monitor screen and to select different options simultaneous use of more than one of the following: text, audio, video, images etc to move from one folder to another through the MS Windows operating system, enabling the user both to find items and to save them in suitable locations several computers (or more) can be linked together to form a network; where this happens, resources can be stored on a single large and powerful computer, which can then be accessed from any computer connected to the network a portable computer, smaller and lighter than a desktop PC refers to a wide range of boxes, shapes and other items in a document a set of programs which enable a computer to function and which provide a user-friendly interface (e.g. Microsoft Windows XP, Macintosh OSx) a device which makes information stored on a computer available to a user (e.g. printer, monitor) to insert a previously cut or copied data item into a new location, usually using the Edit menu in a program Personal Computer, the standard desktop computer the art or science of teaching the most common example is the Mouse; a physically-operated device used to move around the computer interface and to point to or select chosen options the heart of a computer, the processor affects the speed with which the computer can process information, open files, carry out functions etc a software application which enables the user or the computer to carry out various operations
Menu Monitor Mouse Multimedia Navigate Network
Notebook Objects Operating System Output Device Paste PC Pedagogy Pointing Device Processor Program
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RAM Right Click Save Search Select Server Shading/Fill Software Storage
Random Access Memory is the part of a computers memory which is active during use, typically it will be able to cope with a few hundred Megabytes of files being open at the same time refers to single press on the right mouse button work must be saved to a computer or network drive so that it can be opened again later or elsewhere to find information on the Internet the mouse can be used to choose a large range of items for further work, including single letters or words, blocks of text, images, other objects, or even entire files or folders the central computer in a network, where shared data and applications are saved and stored refers to the background colour of pages, tables, cells etc typically refers to programs and applications installed on a computer which enable the user to create documents and files, perform operations etc (e.g. MS Word, MS PowerPoint, Adobe Photoshop etc) Computers store data in a variety of destinations, including internal storage (e.g. Hard Drive) and external storage (e.g. A Drive, D Drive etc); Hard Drives can typically store several Gigabytes, CDs around 700 Megabytes, and Floppy Disks just 1.4 Megabytes provides further options within main menu items in typical software applications (e.g. File>Save, Edit>Copy) a tool used to control page layout in applications such as MS Word, consisting of adjustable rows and columns most software applications feature a series of words and icons (typically at the top of the screen) which show and provide shortcuts to commonly-used functions which are available to the user in MS PowerPoint, the way in which one slide changes to the next can be changed to happen in a variety of ways, such as fading, moving from left to right or top to bottom etc a web page address, e.g. www.bbc.co.uk (short for Uniform Resource Locator) a box on the computer screen which shows either a file, document or application; typically they have a blue title bar at the top, and are shown by name on the Taskbar at the bottom of the main screen an automated process which sometimes features in software to simplify tasks which may consist of a number of steps
Sub-menu Tables Tool Bar Transitions URL Window Wizard
i ii iii iv v vi
http://onguardonline.gov/certtips/st04-001.html Eugene H. Spafford, director of the Purdue Center for Education and Research in Information Assurance and Security. [1] http://en.wikipedia.org/wiki/Cyber_security#_note-0 Source: http://en.wikipedia.org/wiki/Cyber_security
www.primode.com/glossary.html
http://ajijola.blogspot.com/search?q=Nigeria%E2%80%99s+first+Cyber+related+Convictions http://en.wikipedia.org/wiki/Internet_cafe viii www.pacific.net.au/customer_support/glossary/ ix http://www.staysafeonline.info/practices/index.html

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Consultancy Support Services Ltd.

THE USE OF ICT IN TEACHING AND LEARNING

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Appendix V: ICT & Education Glossary of Terms

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Figure 2: Laptop/ NotebookComputer

Figure 6: Mainframe Computer

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Figure 7: Super Computer

First Generation (Mechanical/Electromechanical)

Calculators ProgrammableDevices Calculators

Minicomputer 4bitmicrocomputer 8bitmicrocomputer 16bitmicrocomputer FourthGeneration(VLSIintegratedcircuits) 32bitmicrocomputer 64bitmicrocomputer Embeddedcomputer Personalcomputer

x8664,PowerPC,MIPS,SPARC 8048,8051 Desktop computer, Home computer, Laptop computer,Personaldigitalassistant(PDA),Portable computer,Tabletcomputer,Wearablecomputer

Output Both Shortrange

Long range (Computer Ethernet,ATM,FDDI networking)

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Figure 8: A 1970s punched card containing one line from a

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Selecting a single word in a text (double click the lefthandbutton)

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Whichoftheseareinputdevices?Circleasappropriate Microphone Monitors Digitalcamera Speakers Scanner Keyboard

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WhatdoyouknowaboutthePyramids? WhenwerethePyramidsatGizabuilt? HowhighistheGreatPyramidofKhufu? WhatshapeisthebaseoftheGreatPyramid? HowmanypeoplevisitthePyramidsatGizaeveryyear? Inwhichothercountriescanpyramidsbeseen?

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BacktoScience:typethisformulaintocellD15 =MAX(D4:D13) Letsjustanalysethisformula. Aswesaidbefore,MSExcelformulaealmostalwaysstartwithan=sign. MAXmeansthatwewanttofindthehighest(ormaximum)value Detailsofourcalculationappearinbrackets()

=average(C4:G4) ThiswillenterintocellJ4theaverageofthecontentsofcellsC4,D4,E4,F4andG4,inotherwordsitwillgiveusthe averagescoreforthestudentcalledBeckham.Thisshouldbe51.Whenyouarehappywiththiscalculation,usecopy andpastetocompletetheaveragescoresforallstudents,asexplainedinStep8.

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USES OF MULTIMEDIA Therearetwomainareasinwhichmultimediacanbeusedinteachingandlearning: Multimediausedbytheteacher Multimediausedbythestudent

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IMPORTANCEOFVIRTUALLIBRARYTOTEACHEREDUCATION 1Hour Beginner None DiscussionSession Understandingoftheneedforandutilizationof,VirtualLibraries

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Anti-Virus Resources http://www.fedcirc.gov/incidentPrevention/antivirus.html

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MYTH: ATTACKERS ONLY TARGET PEOPLE WITH MONEY.

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REVISION: COMPUTER AND INTERNET VOCABULARY

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Know who you're dealing with online.

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Cells Click Clip Art

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CPU Cut D Drive

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