ICT Training Manual

Consultancy Support Services Ltd.,

THE USE OF ICT IN TEACHING TEACH ING AND LEARNING

TRAINING MANUAL

[email protected]

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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: [email protected] or [email protected]

ACKNOWLEDGEMENTS The Microsoft Office training module was adapted from a manual developed by: SCHOOLNET NIGERIA 10, Adamu Ciroma Street, Jabi, Abuja. e-mail: [email protected] 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| e-mail: jummaiu@micr url: http://www.microsoft.com/digitalliteracy and [email protected] osoft.com 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 [email protected] .

CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected] [email protected],,

Web‐site: http://consultancysupportservices.googlepages.com

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TABLE OF CONTENTS

PARTNERS

Error! Bookmark not defined.

Contact:


Acknowledgements


Computer Basics

8

Module Information Information

8

Introduction

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Objectives: Introduction to computers

8 8

History of computing

8

eMBEdDED computers

9

Personal computers

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Minicomputers

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Mainframe computers

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Supercomputers

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Basic computer systems: what is hardware and software?

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Hardware

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Software

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Programs Programming languages

11 12

Input and output devices

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Input devices

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Output devices

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Storage devices and media

13

Computer networks

13

Basic Skills

13

Using the mouse

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Using the mouse m ouse (practice tasks)

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Saving work (practice tasks)

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Test and review

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Microsoft Word

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Introduction

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Objectives:

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Introduction to computers Microsoft EXCEL

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Introduction

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Objectives:

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HISTORY

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Multimedia in ICT-based Learning Module Information Information

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Introduction- MS-ENCARTA

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Objectives:

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History 34 World Atlas Encarta Dictionary

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Technology

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User editing of Encarta Using Encarta via a chatbot Access through live.com

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Benefits of Multimedia

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Uses of Multimedia

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Sources of Multimedia

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Amazing Nature Around the World Famous Voices Science & Machines

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Introduction- POWERPOINT

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Introduction

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Objectives:

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History 41 Operation

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Compatibility

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Cultural effects

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PowerPoint training notes

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IMPORTANCE IMPORTANCE OF VIRTUAL LIBRARY (VL) TO TEACHER EDUCATION Module Information Information

51 51

Introduction

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BASIC DEFINITIONS

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EDUCATION? TEACHER? VIRTUAL LIBRARY (VL)

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ADVANTAGES OF THE VIRTUAL LIBRARY OVER THE TRADITIONAL LIBRARY TRADITIONAL LIBRARY Issues VIRTUAL LIBRARY - Issues ADVANTAGES OF OF THE VIRTUAL LIBRARY

Difference between Virtual Library and Library Automation ISSUES to consider when developing a Virtual Library Virtual Library Vision

NEW PARADIGM

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MANAGING COSTS – CUT COSTS MANAGING COSTS – LEVERAGING CUSTOMER BASE MANAGING COSTS – Public Private Partnership (PPP (PPP ) MANAGING COSTS COSTS – BROADER AMORTISATION NEW PARADIGM – SUSTAINING BANDWIDTH NEW PARADIGM - PITFALLS SUGGESTION LEVERAGING RESOURCES OTHER RESOURCES VALUE PROPOSITION CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected] [email protected],,


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F I OF T H U N F S4V L IN N D I N NG S HE E NE E S C O http://portal.unesco.org/en/ev.php@URL_ID=7447&URL_DO=DO_PRINTPAGE&URLSECT 56 ION=201.html 56 JOURNAL COSTS – ELECTRONIC VS PRINT EDITIONS: ASSUMPTIONS

MANAGEMENT OF THE HEI VL

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SUSTAINABILITY OF ICT PROJECTS COMMUNITY/ CAMPUS RADIO (CR)

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INTERNET PROTOCOL (IP)

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GLOBAL SYSTEM for MOBILE (GSM) communications

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FANTSUAM FOUNDATION

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PARADIGM SHIFT

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PARADIGM SHIFT - Steven R. Covey ASSIGNMENT

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CONCLUSION

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ICT Skill Sharing

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Module Information

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Introduction

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Working locally

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Working nationally and globally

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Microsoft Peer Coaching Program

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Cyber Security

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Module Information

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Objectives:

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Acknowledgements

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INTRODUCTION - Computer security

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Cyber Security

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Why is Cyber Security a Problem?

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What What What What

is cyber security? are the risks? is the Nigerian Go vernment doing? 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

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What is an ISP? What services do ISPs provide? How do you choose an ISP?

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Choosing and Protecting Passwords

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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 CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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Understanding Firewalls

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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

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How can you minimize the access other people have to your information? What other steps can you take?

Safeguarding Your Data

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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?

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REVISION: Computer and Internet Vocabulary

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Appendix I: CYBER-CRIME Overview

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Appendix II: FREE TEXTBOOKS ON CYBER-CRIME

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Appendix III: USEFUL RESOURCES

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Appendix IV: ACADEMIC RESOURCES

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Appendix V: GOOD SECURITY HABITS -- EIGHT CYBER SECURITY PRACTICES TO STAY SAFE ONLINE 79

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Protect your personal information. It's valuable.

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Know who you're dealing with online.

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Phishing — bait or p rey?

Free Software and File-Sharing — worth the hidden costs? Spyware Email Attachments and Links — legitimate or virus-laden?

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Use anti-virus software, a firewall, and anti-spyware software to help keep your computer 81 safe and secure. Anti-virus Software Anti-Virus Software- What to Look For and Where to Get It Firewalls Information on how to turn on your operating system's firewall. Anti-Spyware Software Zombie Drones

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Be sure to set up your operating system and Web browser software properly, and update 82 them regularly.

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Use strong passwords or strong authentication technology to help protect your personal information. 82

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Back up important files. CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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Learn what to do if something goes wrong. Hacking or Computer Virus Internet Fraud Deceptive Spam Divulged Personal Information

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Protect your children online.

Appendix V: ICT & Education Glossary of Terms

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COMPUTER BASICS MODULE INFORMATION Title : Duration: Course Level: Pre‐requisites: Delivery Method: Learning Objective:

Computer Basics 2 Hours Beginner None Classroom Instruction Basic computer appreciation INTRODUCTION

Teachers need to be familiar with computer basics and become confident in the use of terminology. This module has been designed to give you a quick overview and enable you to go into a lesson with confidence. It is important to stress that this is the start of a long journey and, as with all other skills, “practice makes perfect”. OBJECTIVES: 1 2 3 4 5 6

Introduction to computers Computer systems: hardware and software Input and output devices Storage devices and media Networking Basic skills (practice tasks) INTRODUCTION TO COMPUTERS

A computer is a machine for manipulating data according to a list of instructions. The first programmable electronic computers date to the mid‐20th century (around 1940 ‐ 1941), although the concept and various non‐electronic and 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, are hundreds of millions to hundreds of billions of times more powerful,[2] and simpler computers can be made small enough to fit into a wrist watch and powered by a simple watch battery. 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 devices—for 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, cars and other vehicles, medical devices such as hearing aids, mobile phones, and children's toys. The ability to store and execute programs makes computers extremely versatile and distinguishes them from calculators. The Church–Turing 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 storage capacity are not considerations. Source: http://en.wikipedia.org/wiki/Computer HISTORY OF COMPUTING The Jacquard loom was one of the first programmable devices. 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 devices once called "computers" would no longer qualify as such by today's standards. 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 [email protected]

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abacus, the slide rule and arguably the astrolabe and the Antikythera mechanism (which dates from about 150‐100 BC). The end of the Middle Ages saw a re‐invigoration of European mathematics and engineering, and Wilhelm Schickard's 1623 device was the first of a number of mechanical calculators constructed by European engineers. However, none of those devices fit the modern definition of a computer because they could not be programmed. In 1801, Joseph Marie Jacquard made an improvement to the textile loom that used a series of punched paper cards as a template to allow his loom to weave intricate patterns automatically. The resulting Jacquard loom was an important step in the development of computers because the use of punched cards to define woven patterns can be viewed as an early, albeit limited, form of programmability. 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, Babbage never actually built his Analytical Engine. Large‐scale 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 (thermionic valve) and the teleprinter. 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 accuracy of modern digital computers. Source: http://en.wikipedia.org/wiki/Computer EMBEDDED COMPUTERS

Figure 1: Embedded Computer in a Shoe

Embedded computers usually perform specific function within a larger piece of equipment such as a vehicle “brain‐box”, micro‐wave oven controller and Video‐ player timer.

PERSONAL COMPUTERS Computers for personal use come in all shapes and sizes, from tiny PDA (personal digital assistant) Personal Computer (PC) including Desktop and Laptop/ Notebook computers are shown in the pictures in Figures. Figure 4: PDA

Figure 3: DeskTop

Figure 2: Laptop/ Notebook Computer

MINICOMPUTERS

This term is becoming redundant with time. This is because the PC has become so powerful on its own. In fact, the ordinary new PC is much more powerful than minicomputers used to be. MAINFRAME COMPUTERS

Figure 6: Computer

Main‐frame

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 people to work at the same time on the same data.



Figure 5: Computer

Mini‐

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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, serious decryption, economic forecasting etc. BASIC COMPUTER SYSTEMS: WHAT IS HARDWARE AN D SOFTWARE?

Figure 7: Computer

Super‐

HARDWARE The term hardware covers all of those parts of a computer that are tangible objects. Circuits, displays, power supplies, cables, keyboards, printers and mice are all hardware. History of computing hardware

First Generation (Mechanical/Electromechanical)

Calculators

Antikythera mechanism, Difference Engine, Norden bombsight

Programmable Devices

Jacquard loom, Analytical Engine, Harvard Mark I, Z3

Calculators

Atanasoff–Berry Computer, IBM 604, UNIVAC 60, UNIVAC 120

Programmable Devices

ENIAC, EDSAC, EDVAC, UNIVAC I, IBM 701, IBM 702, IBM 650, Z22

Second Generation (Vacuum Tubes)

Third Generation (Discrete transistors and Mainframes SSI, MSI, LSI Integrated circuits) Minicomputer

Fourth Generation (VLSI integrated circuits)

IBM 7090, IBM 7080, System/360, BUNCH PDP‐8, PDP‐11, System/32, System/36

Minicomputer

VAX, AS/400

4‐bit microcomputer

Intel 4004, Intel 4040


Intel 8008, Intel 8080, Motorola 6800, Motorola 6809, MOS Technology 6502, Zilog Z80


8088, Zilog Z8000, WDC 65816/65802


80386, Pentium, 68000, ARM architecture

[15]


x86‐64, PowerPC, MIPS, SPARC

Embedded computer

8048, 8051

Personal computer

Desktop computer, Home computer, Laptop computer, Personal digital assistant (PDA), Portable computer, Tablet computer, Wearable computer

Server class computer Theoretical/experimental

Quantum computer, Chemical computer, DNA computing, Optical computer, Spintronics based computer Other Hardware Topics

Peripheral device (Input/output)

Computer busses

Input

Mouse, Keyboard, Joystick, Image scanner

Output

Monitor, Printer

Both

Floppy disk drive, Hard disk, Optical disc drive, Teleprinter

Short range

RS‐232, SCSI, PCI, USB

Long range (Computer Ethernet, ATM, FDDI networking)

Source: http://en.wikipedia.org/wiki/Computer



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SOFTWARE In order to make the different parts of a computer work, you need sets of instructions called computer programs. 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 Microsoft Word, Microsoft Access etc. PROGRAMS A 1970s punched card containing one line from a FORTRAN program. The card reads: "Z(1) = Y + W(1)" and is labelled "PROJ039" for identification purposes. Figure 8: A 1970s punched card containing one line from a

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" for identification purposes. word processor or a web browser. A typical modern computer can execute billions of instructions every second and nearly never make a mistake over years of operation. Large computer programs may take teams of computer programmers years to write and the probability of the entire program having been written completely in the manner intended is unlikely. Errors in computer programs are called 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 programmer error or an oversight made in the program's design.[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 from—each 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 operate on is the crux of the von Neumann, or stored program, architecture. In some cases, a computer might store some or all of its program in memory that is kept separate from the data it operates on. This is called the Harvard architecture after the Harvard Mark I computer. Modern von Neumann computers display some traits of the Harvard architecture in their designs, such as in CPU caches. 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 remember—a 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 low‐level 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 hand‐held videogame) cannot understand the machine language of an Intel Pentium or the AMD Athlon 64 computer that might be in a PC.[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 high‐level programming languages that are able to express the needs of the computer programmer more conveniently (and thereby help CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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reduce programmer error). High level languages are usually "compiled" into machine language (or sometimes into assembly language and then into machine language) using another computer program called a compiler.[9] Since high level languages are more abstract than assembly language, it is possible to use different compilers to translate the same high level language program into the machine language of many different types of computer. This is part of the means by which software like video games may be made available for different computer architectures such as personal computers and various video game consoles. The task of developing large software systems is an immense intellectual effort. It has proven, historically, to be very difficult to produce software with an acceptably high reliability, on a predictable schedule and budget. The academic and professional discipline of software engineering concentrates specifically on this problem. Source: http://en.wikipedia.org/wiki/Computer PROGRAMMING LANGUAGES Programming languages provide various ways of specifying programs for computers to run. Unlike natural languages, programming languages are designed to permit no ambiguity and to be concise. They are purely written languages and are often difficult to read aloud. They are generally either translated into machine language by a compiler or an assembler before being run, or translated directly at run time by an interpreter. Sometimes programs are executed by a hybrid method of the two techniques. There are thousands of different programming languages—some intended to be general purpose, others useful only for highly specialized applications. Source: http://en.wikipedia.org/wiki/Computer INPUT AN D 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 you can see a range of input devices.

Figure 9: Input devices



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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 or screen. Other examples include printers and speakers.

Figure 10: Output devices

STORAGE DEVICES AN D MEDIA There are two types of storage in computers: •

•

Central memory, which is used to hold programs and data while they are being used. This central memory is referred to as Random Access Memory (RAM). Hence the bigger this memory is, the more programs you can run at the same time. However, when the computer is switched off the contents of RAM are lost. This is why you must save your work before finishing a computer session. The second type of memory is known as secondary or backing storage and this is used to store data and instructions until we need to use them. The best example of this is the hard disk drive. When you save work, you write it onto the hard drive and when you want to bring up previous work, the computer reads it from the hard drive. In addition to hard disk drives, other secondary storage devices include floppy disks, CD‐ROMs, DVDs and magnetic tape. COMPUTER NETWORKS

A computer network is when several computers have communication links between them. There are several types of networks which can be found in schools. These are some examples: •

•

Many desktop computers connected to each other so that they can send messages from one to another. This is known as peer to peer networking. Other networks have one main computer called a network server which is connected to all desktop computers. When people use this type of network, the work is saved on the network server’s hard disk. All the software programs eg. Microsoft Word are also loaded on the server.

An alternative to networked computers is using a computer as a stand‐alone computer. A stand‐alone computer does not talk to any other computers. This is more common in small offices with few members of staff. BASIC SKILLS USING TH E MOUSE The mouse is the most important input device and you need to be able to use it correctly. Almost all mouse devices come with two buttons (referred to as left‐hand and right‐hand buttons) as shown in the picture below. There are a few basic skills required to use a mouse effectively. Pointing

Figure 11: Two button mouse

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. Control the movement of the arrow or pointer. CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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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 left‐hand button once, while double clicking involves clicking the button twice in quick succession. Clicking the left‐hand button once and holding down This is perhaps the most common way for users to give instructions or commands to the computer. It is also used to select a word to change its font. Clicking the right‐hand button once This always opens a shortcut menu which allows you to select from a range of tasks. USING TH E MOUSE (PRACTICE TASKS) 1Highlight a section of text (click left‐hand button once and hold down and select section of text)

2

Selecting a single word in a text (double click the left‐hand button)

3

Cutting a word from a sentence (double click left‐ hand button on the word which you want to cut, then click the right‐hand 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 disk of the computer on which you are working. Step 1: Selecting drive where to save work Click on the “Start” button and then click on “My Computer”. Next choose one of the storage locations on your hard drive where you would like to save your work (these are usually referred to as local disk (C:) or local CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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disk (D:). It is normal practice to store work in the local disk (D:) but please check with your trainer. Step 2: Create a folder to save your work into Double click on one of the drives into which you want to save your work (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 created folder Click the left mouse button once on the new folder to highlight and then click the right‐hand 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. Step 4: Saving your work into the correct folder 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 called “Training” and click twice on the folder and then save your file (see the two screenshots below).



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TEST AN D REVIEW 1.

Choose words from the list below to complete these sentences A

A keyboard is an example of a _______________

B

A speaker is an example of a ________________

C

Input and output devices are examples of ____________

D

A hard disk drive is a ____________

E

The instructions which make the parts of a computer work are called ________________

FA computer which can be carried around to make it easy to work away from your office is called a _________________ Software, storage devices, desktop computer, input device, laptop computer, hardware, main memory, output device

2.

Tick the box which best describes each of the following items Hardware

Software

Printer Microsoft Word Scanner Microsoft Windows XP 3.

4.

Which of these are input devices? Circle as appropriate Microphone

Digital camera Speakers

Monitors

Scanner

Keyboard

Can you think of two advantages of having computers networked? Advantage 1:

________________________________________________________ ________________________________________________________

Advantage 2:

________________________________________________________ ________________________________________________________



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MICROSOFT WORD MODULE INFORMATION Title : Duration: Course Level: Pre‐requisites: Delivery Method: Learning Objective:

Microsoft Word 3 Hours Beginner Basic Computer Classroom Instruction Functional utilization of the basic features of MS‐Word INTRODUCTION

Microsoft Word is Microsoft's flagship word processing software. It was first released in 1983 under the name Multi‐ 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

Introduction to MS‐Word Starting MS‐Word Using tables to control page layout Inserting and formatting text Inserting images Practice tasks INTRODUCTION TO COMPUTERS The notes will guide you through the construction of a single‐page question sheet about the Pyramids of Egypt. 1 First open MS Word from the Start menu.

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 File name:) type in a name for this document. Call it Pyramids. 2.

Now spend a few minutes exploring the screen. Look at the menu items across the top of the screen (File, Edit, View etc). Below them, look at the tools for formatting text. You will be using some of these later.

3.

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. Move the mouse to the menus at the top of the screen and click on Table. A sub‐menu will appear below. Hold the mouse over the word Insert, and another sub‐menu will appear to the right. Move the mouse over the word Table… and click once. This will open the Insert Table box. 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 appear as below:

The next step is to split the middle row into two columns. Move the mouse so that the cursor is in the middle row of the table and click once. Now go to the Table menu at the top of the page. Click once on the word Table to open the sub‐menu below. Move the mouse down until it is over the words Split Cells…, and click again. This will open the Split Cells box. Choose two columns and one row, then click OK. Your table should now look like this:

Notice that the middle row is now divided into two columns. We will do some more formatting of the table later on, but now it is time to move on to entering text. 1. Our first text item will be the Heading for our question sheet. This will go in the top row of the table. Click once in the top row to move the cursor there, and then type in your title, for example Pyramids of Egypt. We will format this text a little later on. Now type some text into the right column of the middle row. This could perhaps give a general description of the Pyramids, for example: Pyramids of Egypt 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. CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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Finally, we will list some key questions about the Pyramids in the bottom row of the table. Use the return key to put these items in a list. Pyramids of Egypt 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. What do you know about the Pyramids? When were the Pyramids at Giza built? How high is the Great Pyramid of Khufu? What shape is the base of the Great Pyramid? How many people visit the Pyramids at Giza every year? In which other countries can pyramids be seen? 5.

Before we format the text we have just entered, we are going to insert an image into the last empty space in our table. There are several sources from which you can obtain images. 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. These images are based on drawings, such as the example below.

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 to the menus at the top of the screen and click on Insert. A sub‐menu 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 open the Insert Clip Art panel on the right of your screen, as shown below.

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 word “pyramids” in the example above. Press the Search button, and all available images which match your search word will be displayed, as shown below. Now double‐click on the image you want to use, and it will appear in your document at the insertion point. 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 CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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to format the text, the image and the table.

Pyramids of Egypt 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. What do you know about the Pyramids? When were the Pyramids at Giza built? How high is the Great Pyramid of Khufu? What shape is the base of the Great Pyramid? How many people visit the Pyramids at Giza every year? In which other countries can pyramids be seen? 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. Photographs can come from a variety of sources. We will consider three of these here.

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 there may be copyright issues with this. To use photos from Encarta or from a website, you must first save them onto your computer. To do this, right‐click 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 left‐click once to open the Save Picture dialogue box, shown below. 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 computer so that you can use it in your work. To use the photo you have just saved, click once in the left column of CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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the middle row of your table (to select the image insertion point). Now move the mouse to the menus at the top of the screen and click on Insert. A sub‐menu 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 From File… to open the Insert Picture dialogue box, as shown below. 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 then you will have to navigate as shown in the picture below. First insert the CD containing your photos into your computer’s CD drive, and then repeat the previous steps to open the Insert Picture dialogue box. 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. Double‐click on the name of your CD to open the CD’s contents, and then navigate to find the photo you want to use. Double‐click on the image and it will appear in your document at the insertion point. Your table should now look something like the following examples. Pyramids of Egypt 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. What do you know about the Pyramids? When were the Pyramids at Giza built? How high is the Great Pyramid of Khufu? What shape is the base of the Great Pyramid? How many people visit the Pyramids at Giza every year? In which other countries can pyramids be seen?

Pyramids of Egypt 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. What do you know about the Pyramids? When were the Pyramids at Giza built? How high is the Great Pyramid of Khufu? CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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What shape is the base of the Great Pyramid? How many people visit the Pyramids at Giza every year? In which other countries can pyramids be seen? Notice that in both examples the image is too big and has badly affected the layout of our table. We will re‐size the image in the next steps. 7.

While Clip Art images are usually quite small, when using photos you will often need to re‐size them. We want the image to be roughly half the width of the whole table. To do this click once anywhere on the image. This will create small squares on each corner of the image and in the middle of each side. Now move the mouse carefully until it is over the square at the bottom right corner of the image. This will change the mouse pointer to a black diagonal double‐headed 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 table. 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. 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 sub‐menu, then select Undo Resize Object. This will return the image to its original size and position. When you have correctly re‐sized the image your table should look like the example below:

Pyramids of Egypt 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.

What do you know about the Pyramids? When were the Pyramids at Giza built? How high is the Great Pyramid of Khufu? What shape is the base of the Great Pyramid? How many people visit the Pyramids at Giza every year? In which other countries can pyramids be seen? 8. Our next step is to format our text. Use the mouse to select the text you want to 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 text of the Heading is highlighted. Release the mouse button, and go to the Format menu at the top of the screen. Click once on the word Format to open the sub‐ menu blow, then click on Font… to open the Font options box. 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 preview for our selections to help us to know when we have achieved the effect we want. Bearing in mind that we are currently working on the Heading of our page, try to experiment now with different font options until you are happy with the look of your title. When you are satisfied, click the OK button. Your heading has bow been formatted. You can repeat these instructions to format all the other text in your document. Your document may now look like the example below. CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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Pyramids of Egypt 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.

What do you know about the Pyramids? When were the Pyramids at Giza built? How high is the Great Pyramid of Khufu? What shape is the base of the Great Pyramid? How many people visit the Pyramids at Giza every year? In which other countries can pyramids be seen? 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 the middle, or to the right of a box. You want the title to be in the middle of its row. Select and highlight the

title using the mouse as in Step 7 above. Now look at the text formatting tool bar near the top of the screen. 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 to move the text in the right column of the middle row further down, so that it is vertically near the bottom of its box, roughly. To do this, right‐click once in this cell. This will open a new menu window in which you will be able to see the words Cell Alignment. Hold the mouse over these words and a series of small images will appear. Use the mouse to select the bottom left alignment icon, and left‐click once. This will move your text to the required position. Follow this procedure to align the other text in your document.

11.

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 shown below (shaded and labeled):

Your document should now look something like this:



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Pyramids of Egypt

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. What do you know about the Pyramids?

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When were the Pyramids at Giza built?

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How high is the Great Pyramid of Khufu?

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What shape is the base of the Great Pyramid?

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How many people visit the Pyramids at Giza every year?

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In which other countries can pyramids be seen? 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 screen and click on the word Table to open the sub‐menu below. Move the mouse down to select the Table Properties… option. This opens the Table Properties box.

Click the Borders and Shading button. Notice in the top left corner that the Borders tab is open. From here you can choose a border (or none) for both the whole table and also for any 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 the arrow to the right of this box to make your choice). Still working with the Borders and Shading box, click on the Shading tab (top left) to change background colours.



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Use the mouse to select the colour you want and use the Apply to: box to choose where it will be applied. To change the size of cells, move the mouse until it is directly above the line marking the edge of the cell you want to change. The mouse pointer arrow will change to two parallel lines with a small arrow either side. Now click 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 see that the cell has changed size. Experiment carefully with these steps for each cell until your table looks like what you wanted. Look at the example below. Pyramids of Egypt

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. What do you know about the Pyramids? •

When were the Pyramids at Giza built?

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How high is the Great Pyramid of Khufu?

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What shape is the base of the Great Pyramid?

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How many people visit the Pyramids at Giza every year?

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In which other countries can pyramids be seen?

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 professional‐looking documents and also to store and share your resources. For more information go to the Microsoft Word home page http://office.microsoft.com/word/



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MICROSOFT EXCEL MODULE INFORMATION Title : Duration: Course Level: Pre‐requisites: Delivery Method: Learning Objective:

Microsoft Excel 3 Hours Beginner Basic Computer Classroom Instruction Functional utilization of the basic features of MS‐Excel 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 since version 5 in 1993 and its bundling as part of Microsoft Office. http://en.wikipedia.org/wiki/Microsoft_Office_Excel Figure 12: Microsoft Excel 2003 running under Windows XP Home Edition

OBJECTIVES: 1 2 3 4 5 6

Introduction to MS‐ Excel Starting MS‐ Excel Setting up a spreadsheet Entering and formatting data and cells Using basic calculation functions Practice tasks

HISTORY Microsoft originally marketed a spreadsheet program called Multiplan in 1982, which was very popular on CP/M systems, but on MS‐DOS systems it lost popularity to Lotus 1‐2‐3. This promoted development of a new spreadsheet called Excel which started with the intention to, in the words of Doug Klunder, 'do everything 1‐2‐3 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 line‐up with the Mac and bundled with a run‐time Windows environment) was released in November 1987. Lotus was slow to bring 1‐2‐3 to Windows and by 1988 Excel had started to outsell 1‐2‐3 and helped Microsoft achieve the 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 program as "Microsoft Excel" in all of its formal press releases and legal documents. However, over time this practice has been ignored, and Microsoft cleared up the issue permanently when they purchased the trademark to the other 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 extension of the default Excel format is .xls. CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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Excel offers many user interface tweaks over the earliest electronic spreadsheets; however, the essence remains the same as in the original spreadsheet, VisiCalc: the cells are organized in rows and columns, and contain data or formulas with relative or absolute references to other cells. 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 cell being modified are updated (previous spreadsheet programs recomputed everything all the time or waited for a specific user command). Excel has extensive graphing capabilities. When first bundled into Microsoft Office in 1993, Microsoft Word and Microsoft PowerPoint had their GUIs redesigned for consistency with Excel, the killer app on the PC at the time. Since 1993, Excel has included Visual Basic for Applications (VBA), a programming language based on Visual Basic which adds the ability to automate tasks in Excel and to provide user defined functions (UDF) for use in worksheets. 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 in‐worksheet controls to communicate with the user. The language supports use (but not creation) of ActiveX (COM) DLL's; later versions add support for class modules allowing the use of basic object‐oriented programming techniques. http://en.wikipedia.org/wiki/Microsoft_Office_Excel The notes will guide you through the construction of a simple teacher’s mark book, and show you how to use MS Excel to carry out basic calculations. 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 to save the document, and give it the file name “mark book”. Each worksheet is a grid of rows and columns in which you can enter data. Each row is known by a number (see the far left‐hand column). Each column is known by a letter (found at the top of each column). Each of the small boxes in 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. The cell outlined in the top left‐hand corner in the example above is therefore known as Cell A1. 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, although the benefits of MS Excel become greater when larger numbers of entries are involved.

To enter data, simply click in each cell, then type as usual. You can use the Enter (or Return) key to move to the next cell down. CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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Now carefully enter the column headings shown in the example below. Again, ensure that they are all entered in exactly the correct cells.

CellColumn heading B3MATHS 36 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 double‐headed 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 Edit…Undo function (in the top menu) if you have difficulties with this. Once you have successfully widened Column B, repeat these steps to widen all further columns up to and including Column G. Your spreadsheet should now look something like this: 5.

The column headings reflect a range of school subjects. We are going to enter some imaginary test results. 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 built‐in 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 CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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example: Notice that text is automatically aligned to the left of cells, while numbers are aligned to the right. 6.

We have now finished entering data, and it is time to do our first calculation. MS Excel carries out calculations in several different ways. Our first calculation will work out the percentage scores for Column C (out of 100) for the Maths test, based on the scores given out of 36 in Column B.

7.

To convert the numbers from Column B into percentages, we must use a formula.

MS Excel formulae almost always follow a standard format, like the example below: =sum(B4/36*100) It is essential to spend a few minutes considering this format so that you understand in future how such formulae are constructed. •

Formulae almost always begin with an = sign

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If calculation is required they will often begin with =sum

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The calculation required appears in brackets (…)

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Wherever possible, refer to cell numbers, as this will speed up operations (in this example we have entered the cell number B4, as this is the first of the Maths scores which we want to convert to a percentage) MS Excel uses the following symbols:

+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 (to make it a percentage). Type the whole equation =sum(B4/36*100) into cell C4, then press Enter/Return, and the percentage 33.33333333 will appear. Mental arithmetic will tell you that this is the correct percentage score. 8.

When you are happy with the previous step, you can extend the percentage calculation to complete Column C. Click once in Cell C4, then go to the top menu and select Edit…Copy. 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 for the percentage calculation so that you can use it in other cells. 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 highlighted to show that they have been selected. Move the mouse again to the top menu and select Edit…Paste. When you click on this option, you will notice that the whole of Column C has been completed with the correct percentage scores.



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We will now format Cells C4 down to C13 to display figures in the same way as in the other columns, with no 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 mouse button.

Go to the menu bar at the top of the screen and select the Format menu, then the Cells… option from the sub‐ menu. This will open the Format Cells dialogue box. Check that the Number tab is open (top left corner), and ensure that the decimal places setting is 0. When you have made your selections click the OK button. Your spreadsheet should now look like the example shown below. 10. Now that we have a complete set of percentage scores for each student in every subject, we can use MS Excel to do some further calculations. First we need to type in a few more column and row headings, as follows: CellHeading I3TOTAL J3AVERAGE K3PASS/FAIL? A15HIGHEST A16LOWEST Now your spreadsheet should look like this: 11.

First, let’s 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 several hundred pupils. This point holds true for much of what you are learning here. Even if the answers to the calculations appear obvious, and you find yourself thinking “I didn’t need a computer to do that”, please bear in mind that this is just a simple demonstration and tutorial. The real benefit of MS Excel comes with the long lists of numbers and data which need to be processed in the real world!

Back to Science: type this formula into cell D15 =MAX(D4:D13) Let’s just analyse this formula. •

As we said before, MS Excel formulae almost always start with an = sign.

•

MAX means that we want to find the highest (or maximum) value

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Details of our calculation appear in brackets (…) CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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We want to find the highest value in the cells D4 to D13. Note how we have used a colon (:) to represent this.

The answer “70” should appear in cell D15, to indicate that 70 was the highest score in the Science test. This process can be used to find the highest value in any range of cells. 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 cells C15, E15, F15 and G15. Look at Step 8 above again for a reminder how to copy and paste. 12.

We will now calculate the lowest score for each subject, starting again with Science. This time our formula will be:

=MIN(D4:D13) MIN here shows that we want to find the lowest (or minimum) score. Type this formula carefully into cell D16, press Enter/Return, and the answer “39” should appear. Now use copy and paste to find the lowest scores for all other subjects. A few points about formulae and calculations: •

Use Edit…Undo if anything goes wrong

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If you make a mistake when typing a formula then this will be indicated

•

If you change a value involved in a calculation then the answer will automatically be re‐calculated

On this last point, imagine that you had made a mistake when marking the Science test. Imagine that the student called Ronaldo had in fact only scored 36%, not the 46 shown on the spreadsheet so far. Click once on cell D11, and type in 36, then press Enter/Return. This will replace the original value of cell D11 (46) with the new 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‐ calculation by automating such processes. 13.

The next set of calculations will provide information about individual students in the class. We can use formulae to work out the total score for each student across all five subjects, and their average score for all five subjects, and even whether each student has reached the score where we consider them to have passed the tests.

To work out a total score, type this formula into cell I4: =sum(C4:G4) Notice again how this formula is constructed: It begins with an = sign It uses the word “sum” to indicate a calculation is required The details of the calculation are in brackets (…) The range of cells to add together is between C4 and G4 This is represented by a colon (:) • • • • •

The total score of 256 should now appear in cell I4. When you are happy with this calculation, use copy and paste to complete the total scores for all students, as explained in Step 8. 14.

To work out the average score, we simply need to type the following formula into cell J4:

=average(C4:G4) This will enter into cell J4 the average of the contents of cells C4, D4, E4, F4 and G4, in other words it will give us the average score for the student called Beckham. This should be 51. When you are happy with this calculation, use copy and paste to complete the average scores for all students, as explained in Step 8.



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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), then hold down the mouse button and drag the mouse pointer down and to the right until it is over cell K16. Now follow the instructions given in Step 9 above to format the selected cells correctly.

Your spreadsheet should now look like 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% is a “fail”.

We now need a formula which shows this. In MS Excel we must use an “if…” statement. These are roughly designed along the following lines: “If the score in cell J4 is more than 59, then the word “pass” will appear in cell K4. If the score in cell J4 is equal to or less than 59, then the word “fail” will appear in cell K4.” The correct formula to type into cell K4 is as follows: =IF(J4>59,"pass","fail") Compare this formula with the written “If…” statement shown above. Type this formula into cell K4, press enter, and the value ”fail” should appear. This is because Beckham’s average score of 51% is not above the pass mark (set at 60%). When you are happy with this step, use copy and paste to apply the “If…” statement to all students. You should 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 marked as “fail”. The spreadsheet should now look like this example: 17. To complete this tutorial, we will look at a few options for formatting text and cells. These options can be accessed easily from the menu bar that the top of the screen, especially the part shown in the picture below. From here you can change the Font, Font Size and Style (Bold, Italics, underlined), the text alignment (left, centre or right), and the colour of both text (the large letter A on the far right) and cell background (the icon of a bucket).



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Simply select and highlight the cell or cells you wish to format, and then use the menu bar to make changes. This can help to display information more clearly. Remember, it is best not to change the alignment of numbers because this can affect calculation functions.

Your finished spreadsheet should now look like this example. This concludes the MS Excel Foundation Level training unit. For more information us/FX010858001033.aspx

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MULTIMEDIA IN ICT ‐ BASED LEARNING MODULE INFORMATION Title : Duration: Course Level: Pre‐requisites: Delivery Method: Learning Objective:

Multimedia in ICT‐based Learning 1 Hour Beginner Basic Computer Classroom Instruction Functional utilization of the basic features of MS‐Encarta 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 DVD‐ROM or multiple CD‐ ROMs. Many articles can also be viewed online free of charge, a service supported by advertisements.[1] Microsoft publishes similar encyclopedias under the Encarta trademark in various languages, including German, French, Spanish, Dutch, Italian, Portuguese language and Japanese. Localized versions may contain contents licensed from available national sources and may contain more or less content than the full English version. For example, the Dutch version has content from the Dutch Winkler Prins encyclopedia. OBJECTIVES: 1 2 3 4

Introduction to MS‐ Encarta Starting MS‐ Encarta Using Encarta Practice tasks

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 non‐exclusive rights to the 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 Encyclopædia Britannica in the 1980s, but Britannica, believing its print media sales would remain strong, declined. Encyclopædia Britannica, the gold standard of encyclopedias for over a century, was forced to sell the company at below book value in 1996 when 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 uniformly for its multimedia content. In 1995, for example, only eight percent of the data on the CD‐ROM was text.[4] Other electronic encyclopedias at the time did not have very many pictures, movies, or audio clips. 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 Microsoft Encarta can be considered the successor of the Funk and Wagnalls, Collier , and New Merit Scholar encyclopedias. None of these formerly successful encyclopedias are still in print, being unable to CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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adapt to the new market dynamics of electronic encyclopedias. In 1997, the work had about 30,000 articles,[5] an increase of 20% over its previous edition. By 1999, it had about 42,000 articles.[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 smaller than the English one, at 42,000 articles. In July 2006, Websters Multimedia, a Bellevue, Washington subsidiary of London‐based Websters International Publishers, took over maintenance of Encarta from Microsoft.[8] In June 2007, Microsoft announced the release of Encarta Premium 2008.[9] Encarta's Visual Browser [10]

Encarta' s standard edition

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 may display alternative views or original materials relevant to the topic. Encarta' s Visual Browser, available since the 2004 version, presents a user with a

list of related topics. Its multimedia includes virtual 3‐dimensional tours of ancient structures, for example the Acropolis; 2‐dimensional panoramic images of world wonders or cities; and a virtual flight program which moves the user over landscape. 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's articles. For years, Encarta came in three primary software flavors: Basic, Premium, and Reference Library (price and features in that order.) Beginning in 2005, however, Microsoft added Microsoft Student as the premier Microsoft educational software program, bundling Encarta with graphing calculator software and templates for Microsoft Office. In addition, the Reference Library was discontinued, absorbed into a newer, more comprehensive Premium package. Timelines in Encarta WORLD ATLAS Encarta's dynamically generated globe 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 magnify to any location down to major streets for 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 man‐made features and reference lines in a map. 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 visible‐light moon atlas with names of major craters and hyperlinks. However, it does not include a planetarium. Options for level of detail on maps.



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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 information such as political boundaries or the distribution of African flora. ENCARTA DICTIONARY When Encarta was released as part of the "Reference Suite" in 1998 (through to 2000), Microsoft bundled "Microsoft Bookshelf" with the other three programs (Encarta Encyclopedia 98 Deluxe Edition, Encarta Virtual Globe '98, and Encarta Research Organizer). However, this was problematic. Microsoft Bookshelf (Reference Edition) already contained "Encarta Desk Encyclopedia" and "Encarta Desk Atlas", thus becoming redundant with the full editions provided as part of the suite. In later editions (Encarta Suite 2000 and onwards) Bookshelf was replaced with a dedicated Encarta Dictionary, a superset of the printed edition. There has been some controversy over the decision, since the dictionary lacks the other books provided in Bookshelf 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 since many of the sites listed in offline directories aren't around anymore). 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 CD‐ROM 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 information on the hypertext and search engine used by Encarta may be found in the Microsoft Bookshelf article. 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 with Internet connection may still access Encarta' s website. Encarta uses database technologies to generate much of its multimedia content. For example, Encarta generates

each zoomable map from a global geographic information system database on demand. When a user uses the copy and paste function of Microsoft Windows on Encarta on more than five words, Encarta automatically appends a copyright boilerplate message after the paste. 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] Contributors are not paid for their submissions.[13] USING ENCARTA VI A A CHATBOT Encarta's content is accessible using a conversational interface on Windows Live Messenger via the MSN Bot

"Encarta Instant Answers".[14] The bot can answer many encyclopedia related questions directly in the IM window. It uses short sentences from the Encarta website, and sometimes displays full articles in the Internet Explorer ‐based browser on the right. It also can complete simple math and advanced algebra problems. This service is also available in German,[15] Spanish,[16] French[17] and Japanese.[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)" and accessing a link leading to Encarta Online. MSN Encarta Online — with limited free access and features. Microsoft Encarta product History and some other information about Encarta by Microsoft Encarta SupportZone A website run by Stephen Stakey, a Microsoft MVP for MSN Encarta, that gives support and tips for Encarta users. Review of Microsoft Encarta Africana A review by Dr. Molefi Kete Asante, Professor, Department of African American Studies, Temple University, Philadelphia To wire or not to wire? Encyclopædia Britannica vs. Microsoft Encarta A comparison of the two encyclopedias, by Panagiota Alevizou, published by the Educational Technology & Society journal A blast of nostalgia: Screenshots from Microsoft Encarta, 1994 Edition ‐ Fourteen screenshots from an early CD‐ROM version of Microsoft Encarta. 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 students can access, understand, process and express knowledge. BENEFITS OF MULTIMEDIA The first point to bear in mind is that learners enjoy using computers and are motivated by multimedia material, and can be captivated by moving imagery such as video clips or through the use of appropriate sound files. In short, multimedia corresponds more closely with the full sensory experience of human life. Research shows that students overwhelmingly choose multimedia presentations as the medium in which: • • • •

more material could be covered they felt they learn better they understood difficult concepts better they believed they retained course material better

97% of the students stated that they preferred to attend classes where multimedia presentation was used. (Perry and Perry, 1998) Multimedia gives students "hands‐on" 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 audio‐visual aids and just 25 percent for audio. (Sharma, 1999) Maximizing the effectiveness and efficiency of learner‐courseware communication (ie. Interactivity) leads to increased learner satisfaction and to enhanced performance and productivity of the learning materials. (Hueyching, 1996) Furthermore, involvement in the use of multimedia offers students several experiences which they value highly: • • • • •

Ability to collaborate with colleagues Ability to select from large stores of information To have insight into how new knowledge is acquired To take responsibility for one's own learning To understand how imagery can clarify or distort (Collins, Hammond et al., 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) •

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Project management skills: developed through the need co‐ordinate tasks and resources at given times especially when working collaboratively with others. Research skills: developed through the search for appropriate and correct information to include in the presentation or product. This may include using questionnaires, surveys and interviews. Organisation and representation skills: developed through the need to deliver the information in a logical sequence in a style that can be understood by others. Reflection skills: developed through the cyclical process of reviewing the plan, design and implementation and evaluation of the product. Presentation skills: developed through the need to deliver the presentation to others in a stimulating and attractive way.

In researching information learners are: • •

•

evaluating information, prioritising the information and verifying the validity of the information. analysing information, identifying the main ideas in the information researched, classifying them into groupings that suit the purposes of their planned scheme, and looking for sequences to structure the information in a logical order. making connections, comparing and contrasting different sources of information.

Creative thinking skills are developed for example at the design and development stages of the project. In designing and developing the product, the learners are •

• •

Elaborating: expanding and modifying the information that they make use of and 'concretize' the information in a format suitable for their own presentation. Synthesizing: creating summaries and planning the project. Imagining: through organising and developing the multimedia product, the learners are having to use visualisation and intuition to know what will make the product appealing, interesting and informative.

Authoring their own products also involves the pupils in what Jonassen terms 'complex thinking skills'. The organisation and design stage involves the pupils in: • •

•

Designing: formulating goals for the product, inventing their own unique product and assessing the product. Problem Solving: designing the product for a particular task or problem, considering alternative designs and selecting the most appropriate. Decision Making: making the choices of content, presentation format, sequence and event time‐line (what has to get developed or researched at what point), assessing and evaluating the choices made in terms of appropriateness etc.

USES OF MULTIMEDIA There are two main areas in which multimedia can be used in teaching and learning: • •

Multimedia used by the teacher Multimedia used by the student

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 listening to the teacher. Students can incorporate multimedia components in their own work, for example by including images or sound clips to add to the texts they have written.



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Software such as Microsoft Word or MS PowerPoint offer many opportunities to teachers and learners to use a wide range of multimedia components with ease. These are touched on briefly in the foundation level training modules for these programs, and feature more strongly at more advanced levels of the course. SOURCES OF MULTIMEDIA There is an ever‐increasing number of multimedia sources available for educational use, including CD‐ROMs, 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 CD‐ROM and also via the Internet at: http://encarta.msn.com/artcenter_/browse.html Access to MS Encarta is at two levels. With the Internet platform, you can register for a small fee as a Premium User, 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 CD‐ROM version, with both a fully‐featured Premium version and a pared‐down Standard edition available. What kind of content is available? Audio and video files cover a wide range of educational topics. Here is a list of some examples which can be accessed on the MS Encarta website: AMAZING NATURE Manatee grazing (video) Monitor lizard (video) Elephant emotions (video) Whale breaching (video) Venus's flytrap in action (video) Cheetah running (video) AROUND TH E WORLD Carnival in Rio de Janeiro (video) Reindeer race, Saamiland (video) Traditional Music of Thailand (audio) Rajasthani Ramdev worshippers (video) FAMOUS VOICES Nelson Mandela speaks to supporters upon his release from prison (audio) Bill Clinton's first inaugural address (audio) Martin Luther King, Jr, speaks about nonviolence (video) Vladimir Lenin delivers a speech in Russian (audio) The London Blitz (video) Indian prime minister Jawaharlal Nehru announces Gandhi's death (audio) Neil Armstrong takes one small step (audio) South Africa holds its first democratic elections (video) John F. Kennedy discusses the Cuban Missile Crisis (audio) SCIENCE & MACHINES Nuclear explosion (video) Activity in the Sun's Corona (video) Launch of Apollo 13 (video) A geyser erupts (video) Flying over Martian canyons (video) Space shuttle launch (video) CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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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 come closer to providing learners with a true picture of things as they are. • • • • •

Official Microsoft PowerPoint website http://office.microsoft.com/PowerPoint PowerPoint 2007 Viewer PowerPoint Heaven — The Power to Animate Tutorials and animations in regards to using PowerPoint. PowerPoint FAQ pages Frequently Asked Questions on PowerPoint. PowerPoint graphics for science presentations



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INTRODUCTION ‐ POWERPOINT MODULE INFORMATION Title : Duration: Course Level: Pre‐requisites: Delivery Method: Learning Objective:

MS‐PowerPoint 2 Hours Beginner Basic Computer Classroom Instruction Functional utilization of the basic features of PowerPoint 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 under Xenix systems. 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. 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 presentation program. Source: http://en.wikipedia.org/wiki/PowerPoint OBJECTIVES: 1 2 3 4 6

Introduction to MS‐ Encarta Creating a simple slideshow presentation Inserting and formatting text and images Adding slide transitions and sound effects Practice tasks

HISTORY The about box for PowerPoint 1.0, with an empty document in the background. The original Microsoft Office PowerPoint was developed by Bob Gaskins and software developer Dennis Austin as Presenter for Forethought, Inc, which they later renamed PowerPoint[1]. PowerPoint 1.0 was released in 1987 for the Apple Macintosh. It ran in black and white, generating text‐and‐graphics pages for overhead transparencies. A new full color version of PowerPoint shipped a year later after the first color Macintosh came to market. Microsoft Corporation purchased Forethought and its PowerPoint software product for $14 million on July 31, 1987.[2] In 1990 the first Windows versions were produced. Since 1990, PowerPoint has been a standard part of the Microsoft Office suite of applications (except for the Basic Edition). The 2002 version, part of the Microsoft Office XP Professional suite and also available as a stand‐alone product, provided features such as comparing and merging changes in presentations, the ability to define animation paths for individual shapes, pyramid/radial/target and Venn diagrams, multiple slide masters, a "task pane" to view and select CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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text and objects on the clipboard, password protection for presentations, automatic "photo album" generation, and the use of "smart tags" allowing people to quickly select the format of text copied into the presentation. Microsoft Office PowerPoint 2003 did not differ much from the 2002/XP version. It enhanced collaboration between co‐workers and featured "Package for CD", which makes it easy to burn presentations with multimedia content and the viewer on CD‐ROM for distribution. It also improved support for graphics and multimedia. The current version, Microsoft Office PowerPoint 2007, released in November 2006, brought major changes of the user interface and enhanced graphic capabilities. [3] OPERATION In PowerPoint, as in most other presentation software, text, graphics, movies, and other objects are positioned on individual pages or "slides". The "slide" analogy is a reference to the slide projector, a device which has become somewhat obsolete due to the use of PowerPoint and other presentation software. Slides can be printed, or (more often) displayed on‐screen and navigated through at the command of the presenter. Slides can also form the basis of webcasts. PowerPoint provides two types of movements. Entrance, emphasis, and exit of elements on a slide itself are controlled by what PowerPoint calls Custom Animations. Transitions, on the other hand are movements between slides. These can be animated in a variety of ways. The overall design of a presentation can be controlled with a master slide; and the overall structure, extending to the text on each slide, can be edited using a primitive outliner. Presentations can be saved and run in any of the file formats: the default .ppt (presentation), .pps (PowerPoint Show) or .pot (template). In PowerPoint 2007 the XML‐based file formats .pptx , .ppsx and .potx have been introduced. COMPATIBILITY As Microsoft Office files are often sent from one computer user to another, arguably the most important feature of any presentation software—such as Apple's Keynote, or OpenOffice.org Impress—has become the ability to open Microsoft Office 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 & critics generally agree[4][5][6] that the ease of use of presentation software can save a lot of time for people who otherwise would have used other types of visual aid—hand‐drawn or mechanically typeset slides, blackboards or whiteboards, or overhead projections. Ease of use also encourages those who otherwise would not have used visual aids, or would not have given a presentation at all, to make presentations. As PowerPoint's style, animation, and multimedia abilities have become more sophisticated, and as PowerPoint has become generally easier to produce presentations with (even to the point of having an "AutoContent Wizard" suggesting a structure CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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for a presentation—initially started as a joke by the Microsoft engineers but later included as a serious feature in the 1990s), the difference in needs and desires of presenters and audiences has become more noticeable. Source: http://en.wikipedia.org/wiki/PowerPoint The notes will guide you through the construction of a short slideshow presentation about the Pyramids of Egypt. 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 under Xenix systems. 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. 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 presentation program. Source: http://en.wikipedia.org/wiki/PowerPoint The notes will guide you through the construction of a short slideshow presentation about the Pyramids of Egypt. 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. Call it Pyramids. 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 slide appears in a column on the left of your CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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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. At a more advanced level these can be customised, but we will work within these limits for now.

In the right‐hand panel, click on From Design Template. This will open a series of options illustrated by small pictures. Click on any of these to see how it looks on your first slide. Think carefully about your chosen design. Will it be easy to read? Should it look like fun (eg. for use with young children) or more serious (eg. for use with other professional people). Try a few different options before making your final choice. Now click on Colour Schemes at the top of the right‐hand 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 the example below. 3.

Notice that MS PowerPoint has automatically selected a title page layout for your first slide, with boxes already labelled for you to enter a title and subtitle. We will look at changing layouts a little later, but first click once anywhere in the title box, and type in your title (and repeat this for your subtitle if you want one). It is worth noting that these boxes will not appear in your slideshow if you do not use them. You do not have to delete them. 4. Your first slide is now finished, so it is time to 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 open your second slide. Notice the following points: •

•

The new slide automatically has the same colour scheme and design as your first slide. MS PowerPoint has automatically selected a different layout for this slide, with a box for a title and a box to



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enter text. •

The right‐hand panel now offers a series of layout options. There are options here for a slide to contain different combinations of titles, text and images. As before, experiment with different options by clicking on the relevant icon in the right‐hand panel. Each option will be previewed in your slide. Remember to use the Edit…Undo menu option (top of screen) to reverse the effect of any action you carry out.

5.

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.

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Now it is time to enter our title, some text and an image. Adding a title and text is very simple. Just follow the instructions on your slide, and click once in each box before typing in your content. Before we add an image, let’s first format our text. We will be using several

features to be found in the text formatting menu bar at the top of your screen. You may recognise many of these features from previous work with MS Word. 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 will disappear. Using the tools of the text formatting bar you can change the size, 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 text inside this box. Now move your mouse CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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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 appearance of your slide and its impact on your audience. In the example above, the font size has been changed from the original 26 down to size 20. Notice how the text box remains the same size. We will return to this a little later. 7.

Now we are going to insert an image int o the left‐hand 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 this panel which indicate what your options are. Firstly, there are Clip Art images (top right icon). These are 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 on drawings, such as the example below.

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 word “pyramids” in the example below. Press the Search button, and all available images which match your search word will be displayed, as shown below. Now double‐click 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 contains all the text and images we want. We will do some more work on the slide layout a little later. 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. We will consider three of these here. 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 there may be copyright issues with this. To use photos from Encarta or from a website, you CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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must first save them onto your computer. To do this, right‐click 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 left‐click once to open the Save Picture dialogue box, shown below. 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 computer so that you can use it in your work. 9.

To use the photo you have just saved, click once on the bottom left icon (Insert Picture) on the small panel in the centre of the image box. This will open the Insert Picture dialogue box. 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 then you will have to navigate as shown in the picture below. First insert the CD containing your photos into your computer’s CD drive, and then repeat the previous steps to open the Insert Picture dialogue box.

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. Double‐click on the name of your CD to open the CD’s contents, and then navigate to find the photo you want to use. Double‐click on the image and it will appear in your document at the insertion point. Your slide should now look something like the following examples. Notice that in both examples the image is much too big and has badly affected the layout of our slide. We will re‐size the image in the next steps. 10.Your slide now consists of the following objects: the background (including design and colour scheme) •

•

the title box

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an image box

All objects (except the background) can be moved and/or re‐sized. First we are going to re‐size the image. We want the image to be roughly half the width of the original photo. To do this move the mouse carefully until it is over the small white circle at the bottom right corner of the image. This will change the mouse pointer to a black diagonal double‐headed 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. 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 sub‐menu, then select Undo Resize Object. This will return the image to its original size and position. When you have correctly re‐sized the image your slide should look like the example below: 11. Now you are going to move the objects on your slide around until you are happy with the overall layout.

First we will move the image. Click once on the image and hold the mouse button down, then drag the photo across so that it sits on the right‐hand side of the slide, roughly half way between the title and the bottom of the slide. Your slide should now look like this example. Notice that the original image insertion box is still visible. Do not worry about this, it will not appear when you play the final slideshow. 12. Now we are going to re‐size and move the left‐hand text box. Click once anywhere in this text box. You will notice that there is some unused space at the bottom of the box where no text appears. To remove this space, 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 double‐headed 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. Remember to use the Edit…Undo menu feature (at the top of the screen) if you are not happy with what you have done.



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When you are finished, your slide should look like this example. The final step here is to move the text box down, so that it sits roughly halfway between the title and the bottom of the slide, in a balanced line with the photo. Move the mouse carefully until it is directly over any of the text box edges. The normal mouse pointer arrow will change into a four‐headed arrow. Click once and hold the mouse button down, then drag the text box to where you want it to appear. Your slide should now look like the example below. This slide is now complete. You can return to the slide if you want to make any further changes. We will look at how to do this later. 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 questions which appear on Slide 2. 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 left‐hand text box instead of the questions. Your third slide should look like this: 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. Clicking on a slide in this panel will open the slide in the main view area of the screen, so that you can work on it further (editing). There are two other ways in which you can view your slideshow using the tools in the bottom left‐hand corner of the left panel. 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) gives the view of your slideshow illustrated below. 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. During the slideshow, click on a slide to move on to the next one. 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 left‐hand corner of the screen. This will open a menu including the CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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option End Show. Click on this option, and you will return to the original view of your slides. Spend a few minutes switching between the different views of your slideshow, and then return to the standard view in which you have mostly been working (use the first of the three viewing buttons in the bottom left‐ hand corner of the screen). One final feature of the left‐hand panel is that you can change the sequence of your slides, by clicking on a slide and then dragging it into Transitions will be applied just to the the desired new position. slide you are currently working on, unless you choose the Ap pl y to Al l Slides option below.

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 sub‐menu 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 change from one to the next. This feature of MS Powerpoint contains very many powerful tools, and must be experimented with at length to learn what all the possibilities are. The illustration below points out key features. There are many transition options . 16. It is worth thinking carefully Click on an option to see a preview. Tr a few variations. 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. many sound effects. This simply distracts the audience from the Decide whether you want your slides content of the slideshow. 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 enhance the content of your slides, not dominate and obscure it. Again, think of your audience: are they children or 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 features provide you with many powerful options which you may only have seen on TV, and can be a lot of fun too! 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 to present information etc). MS PowerPoint makes it easy for you to create professional‐looking slideshows and also to store and share your resources.



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IMPORTANCE OF VIRTUAL LIBRARY (VL) TO TEACHER EDUCATION MODULE INFORMATION Title : Duration: Course Level: Pre‐requisites: Delivery Method: Learning Objective:

IMPORTANCE OF VIRTUAL LIBRARY TO TEACHER EDUCATION 1 Hour Beginner None Discussion Session Understanding of the need for and utilization of, Virtual Libraries

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 culture from generation to generation” en.wikipedia.org/wiki/Education TEACHER? “A person who gives lessons to a student” www.nps.gov/hofu/TEACHERS/vocab.html VIRTUAL LIBRARY (VL) A virtual library (VL) is a repository of knowledge which has no physical existence but exists electronically: Materials are not physically stored as books or tangible media as in traditional physical collections in a library building Like a physical library the VL consists of a collection of textual, graphical, audio & /or visual components which may be of intellectual benefit to its users: Materials in a VL are primarily accessible via a computer or similar device Access to a virtual library is not constrained by time or geographic location The VL augments an existing physical library ADVANTAGES OF TH E VIRTUAL LIBRARY OVER TH E TRADITIONAL LIBRARY TRADITIONAL LIBRARY ISSUES Service hours are limited Access to material is limited both in terms of availability & the place of the material Access to materials manual & thus tedious Resources are individual owned by libraries & the sharing slow Growth rate is stable & evolving Requires a lot of physical space to set up Manpower requirement is high Limited interactions VIRTUAL LIBRARY ‐ ISSUES Service is available 24 hours/7 days a week Access to a wide variety of material from around the world CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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Access to material electronically, thus fast & easy Resources are shared in a very fast turn around manner Growth rate is very dynamic Requires very little physical space Low manpower requirement Facilitates extensive interaction ADVANTAGES OF TH E VIRTUAL LIBRARY The Virtual Library (VL) thus empowers HEI’s to build capacity, innovate & cultivate ownership for problems & solutions that affect their fundamental functions & operations of research, teaching & learning DIFFERENCE BETWEEN VIRTUAL LIBRARY AN D LIBRARY AUTOMATION VIRTUAL LIBRARY (VL) Full text, graphics, audio & / or visual components directly available on the computer & Internet for the library user to access/ read Example: UNESCO GREENSTONE (Free) LIBRARY AUTOMATION Tracking of books, audio & visual material to enable the physical library user to read abstracts, identify their status & physical location Example: UNESCO CDS‐ISIS (Free) X‐LIB/ LIB+ (Nigeria) Various proprietary software ISSUES TO CONSIDER WHEN DEVELOPING A VIRTUAL LIBRARY CONTENT: Free Local Subscriptions INFRASTRUCTURE & DELIVERY METHODS: Workable topology & architecture Hardware & software requirements Connectivity & bandwidth needs Power requirements ADMINISTRATION: Distributed structure consisting of Self accounting nodes with a SMALL coordinating body LEGAL, COPYRIGHT & PAYMENT ISSUES HUMAN RESOURCES MANAGEMENT CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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FINANCIAL ANALYSIS & BUDGET FUNDING & SUSTAINABILITY IMPLEMENTATION STRATEGIES VIRTUAL LIBRARY VISION Full text databases in all major fields of study relevant to our HEI’s: The Virtual Library will provide Nigerian users access to the same materials at the same time as their counterparts anywhere in the world The development of indigenous content: 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 Digital content unique to specific institutions by its staff, students & associates NE W PARADIGM Escalating costs of information materials & dwindling allocation of funds requires that a judicious balance must be made to ensure that users of academic libraries in Nigeria have access to relevant & appropriate information in their fields of interest: This can only be possible if libraries lay more emphasis on access rather than ownership Phasing details will be worked out during the first stages of implementation & will be based on the available funding: Phasing strategy be based on the premise that every institution should move up one step from their present baseline Traditional phasing criteria, such as the designation of centers of excellence, institution population size, existing circumstances, political or other criteria lend themselves to abuse The VL can be the basis for building HEI Research Networks MANAGING COSTS – CU T COSTS Need for improved coordination of provision of capacities such as VSAT installations by ETF, PTDF & MDG to promote synergies based on ICT Master Plan of the HEI – can be used to guide other ICT support initiatives University of Oregon with over 40,000 students & staff has 2 Internet linkage points for redundancy purposes Fibre is more cost effective Amortising costs by making the installed capacities carry out additional but related activities IP based PABX – cost FREE voice (phone calls) & data Communications between Institutions that also use similar open standards Facilitates an inter‐library loan mechanism Contribute to the establishment of a National Research Education Network (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 fraudulent activities related to cash payments



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The HEI, its staff & students maintain accounts with the financial institution thus providing significant income from commissions & turnover The financial institution will have captured future well educated income earners THIS SUGGESTION MAY REQUIRE THE PERSONAL INTERVENTION & PRESTIGE OF THE HONOURABLE MINISTER TO NEGOTIATE AN HEI SYSTEM‐WIDE SOLUTION PACKAGE WITH A CONSORTIUM OF FINANCIAL INSTITUTIONS 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 using the banks bandwidth at night & during other non‐office hours Partner with ISP and/ or Cybercafés Leverage on firms Corporate Social Responsibility (CSR) they want Corporate Image Enhancement and/ or Business Development ‐ what is your HEI CSR to the community in which you operate? HEI’s need to quickly learn & master the techniques on how to build symbiotic synergistic relationships & seek win‐ win propositions User based pay‐as‐you use via scratch card or e‐payment system Increasing the annual fee on the students Library fee

MANAGING COSTS – BROADER AMORTISATION Firms like Galaxy IT PLC can link the 40 or so HEI’s & Research Institutes in Zaria & use 1 VSAT dish or tap into the Globacom or MTN fibre network that passes through the town & the HEI’s 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. The costs can be amortised over many users thus dropping the cost per user Can a similar initiative be done in other parts of the country? HEI leverage on exiting fibre networks to pass traffic free between institutions & pay for traffic external traffic Collaborating with owners of communication backbone facilities such as Globacom, MTN, NNPC, NRC, NEPA, Galaxy IT, Shell, SKANNET NE W PARADIGM – SUSTAINING BANDWIDTH Significant complementary income is expected from fees, charges & Public Private Partnerships e.g. sustaining the bandwidth cost can be achieved through: Pay‐as‐you use via scratch card or e‐payment system Partnering with a private entity such as a Bank & Oil firms to provide bandwidth to the campus branch & the excess bandwidth to the Virtual Library Public Private Partnership with Internet service Provider (ISP) and/ or Cybercafé owners to share bandwidth access if the HEI buy’s the equipment & provides downstream access while the providers pay for the bandwidth usage over‐ time Increasing annual fee on the students Library fee Task & listen to other suggestions by suppliers/ vendors NE W PARADIGM ‐ PITFALLS In some projects Universities are often placed in phase I while other HEI’s like Colleges of Education, Polytechnics & Monotechnics are often in other phases that never seem to arrive



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VL is not an ICT issue per‐se it is an issue for the HEI Library to manage & operate with some background support & advice from the ICT community An excessively top‐down centralised approach by HEI regulators such as NUC, NBTE & NCCE will likely fail due to the nature of the need by educationists & HEI’s for academic freedom, choice & experimentation MIMOS/ NISER Malaysia: 2/3 of Budget to HR Capacity Building & 3 years for staff gestation 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 & coordinating portal can be physically located in the NLN or ICT Forum for HEI’s, but CONTROL EMANATES FROM THE STAKEHOLDERS LEVERAGING RESOURCES Initially SOROS Foundation, USA, provided all Nigeria HEIs with 3 years free access to the EBSCO electronic database which provides access to several tens of thousands of full text journals, magazines & other source titles – Library through its association now pay Negotiating access to Harvard University Digital Library project: Upon completion it will host 10 million Books, Journals & related publications MIT Open Courseware (MIT OCW) has set a goal of publishing virtually all of MIT’s courses, whether or not they fall inside the traditional academic departments http://ocw.mit.edu/Ocw Web/Special‐Programs/index.htm OTHER RESOURCES Google: books.google.com/books UNESCO, Economic Commission for Africa (ECA) & other UN agencies have FREE electronic content World Health Organization (WHO) International Centre for Theoretical Physics in Italy & the International Network for the Availability of Scientific Publication Public Private Partnerships (PPP): Globacom – Provide internet access in HEI’s along fiber cable corridor VALUE PROPOSITION Reducing costs associated with technology acquisition, associated subscriptions to connectivity/ bandwidth, pooling access & related services which can in some cases be shared through a CONSORTIUM Stimulating the collective development, setting & enforcing standards such as for the management & handling of library nomenclature, encouraging local software & connectivity solutions including VoIP

Implementing suitable Internet Protocol (IP) based Private Branch Exchange (PABX) capabilities that will permit cost FREE voice (phone calls) & data communications between HEI institutions that adhere to Node similar VoIP standards This will significantly reduce costs, build synergies, collaboration & enable other activities such as sharing of a multi‐site databases which could be used to store & access various teacher & educational material Developing the basic bui lding blocks of a future Virtual Library Consortium (VLC) Encouraging the sharing of “good practices”

Node

Centre VLC

Nurturing & enhancing existing competencies as well as pooling of human/ staff resources Enhancing capacity building & shared learning Undertaking the requisite advocacy & assist in change management activities that CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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enhance staff moral – like this Seminar/ Workshop Standardising monitoring & evaluation activities starting with undertaking the requisite baseline studies, setting standards & tracking access & usage of electronic resources

FINDI NGS OF THE UNESC O FS 4VL HTTP://PORTAL.UNESCO.ORG/EN/EV.PHP@URL_ID=7447&URL_DO=DO_PRINTPAGE&URLSECTION=20 1.HTML E ‐ JOURNALS US$13,000.00 Country‐wide access to 350 academic journal titles for a full year to 1,000,000 Nigerian Student & Staff via a Virtual Library from the Academic Press in Europe Computation: 350 International Journals titles at an average of one edition per month translates into 350*12= 4,200 editions p.a. Costs US$13,000.00 or N1,677,000.00 Average cost per user: N1.68 or US$0.01 i.e. 1 cent TRADITIONAL JOURNALS Country‐wide access to 350 academic journal titles for a full year to 1,000,000 Nigerian Student & Staff using physical copies Computation: 10,000 sets of 4,200 editions means 42,000,000 (42 million) physical copies for all editions Costs: 42 million copies * N100 per copy = N4,200,000,000.00 (over Four Billion Naira) or US$32,558,140 Average cost per user: N4,200 or US$33 JOURNAL COSTS – ELECTRONIC VS PRINT EDITIONS: ASSUMPTIONS E ‐ JOURNALS: ASSUMPTIONS 1,000,000 Nigerian students & staff nationwide could eventually have access to these electronic editions Exchange rate of N129 to the US$1 is assumed Cost of equipment & staff time not factored, but must be amortized across several other journals sources including free material & other internet & computational uses Would instantly be available to 1,000,000 users in Nigeria at their personal convenience e‐Copies would not wear, tear, rot, decay, get stolen defaced or otherwise be damaged like physical copies Users can access the information on‐line via other HEI if there is equipment failure @ their HEI TRADITIONAL JOURNALS: ASSUMPTIONS 1,000,000 students & staff nationwide eligible to access these print editions Each print edition shared by 100 users Average of 1 edition per month translates 350*12=4,200 editions p.a. Each edition costs an average N100.00 Exchange rate of N129 to the US$1 1,000,000 students sharing in batches of 100 users would need 10,000 sets of physical copies Cost of associated manual equipment, storage area, delivery, staff time & time delays are not factored CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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MANAGEMENT OF TH E HE I VL The Virtual Library is to be managed by a consortium of all stakeholder institutions It is to have a distributed structure with a very SMALL coordinating body, called the Virtual Library Consortium (VLC), & the participating institutions which will implement the Virtual Library as self ‐accounting nodes A bottom ‐up approach by participating HEI’s 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, ICT Forum for HEI – others? Each HEI will leverage on the factors at its disposal Nigeria requires to re‐empower its HEI’s to build capacity, innovate & cultivate a sense of ownership for problems & solutions that affect their fundamental functions & operations Why VLC?: Pool resources, mechanism for HEI libraries e‐interaction, check duplication of effort & resources, capacity building, mechanism for advocacy of HEI Management & Government on funding & related matters, acquisition of electronic database access licenses on a national scale SUSTAINABILITY OF IC T PROJECTS If there is no viable business case ICT projects are NOT sustainable EDUCATION: It is not the size of the facility but the relevance & timeliness of the content provided therein. The need for life long learning There is need for a holistic approach to the use of ICT’s as enablers of development – projects must have multiple functions

COMMUNITY/ CAMPUS RADIO (CR) ICT’S such as CR are useful to people in poorer countries – Radio is accessible to all : The “Maigadi” is among those most aware of global issues in our society – This is a potential market CR is a type of radio service that caters to the interests of a certain area, broadcasting material that are popular to a local audience but is overlooked by more powerful broadcast groups en.wikipedia.org/wiki/Community_radio CR activities need to leverage on Academia & Civil Society Organization's (CSO), Public & Private sector & other stakeholder to synergies on local Research, Development & Innovation initiatives for the collective social good Community/ Campus TV: Authorities in India have found that placing sub‐titles on television programs has assisted in improving basic literacy

INTERNET PROTOCOL (IP) e‐Choupal is an initiative of ITC, a large agricultural processing company in India: Empowers farmers with real time information on weather & prices so that they are prepared to face the ever‐ changing climate conditions & price fluctuations at the local markets http://www.echoupal.com/ Provides ITC with consolidated demand & supply information directly from the users thus creating efficiencies & business opportunities No government money involved in this project

Transactions worth $100 million were carried out through these e‐Choupal's in the first year Transactions through these e‐Choupals may rise to about US $ 2.5 billion by 2010 NEW PARADIGMS The ITC bottom line is – roll out, fix it, & scale it up – THINK BIG, START SMALL & SCALE UP QUICKLY



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The principle of the e‐Choupals is to http://www.iimahd.ernet.in/egov/ifip/august2004/article7.htm

inform,

empower

&

compete

GLOBAL SYSTEM FO R MOBILE (GSM) COMMUNICATIONS SENEGAL: Fishermen subscribe to a GSM SMS text service that provides them with: Current fish market prices Weather forecasts Scientific estimates of suitable fishing locations on the sea 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/. The goals are 1

Share information and aggregate offers

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Consolidate and comply with a dynamic pricing system

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Speed up the time to market by providing this information remotely to karaya buyers.

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Structure an ongoing interaction with big volume buyers (foreign manufacturers) to create a responsive supply chain 5that can enfranchise the farmers via financial incentives and make them more reliable.

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Make the cooperatives useful. Coop representatives will have PDAs to facilitate their manipulation of supply data and communications with growers in order to fulfil orders.

ETHIOPIA: ICT project for rural producers with an objective to provide market information to rural communities that will that will help small producers in the countryside find better prices for their products BAUCHI CRC: Local women are taught IT skills: DTP – Produce wedding & business cards; type student thesis, print mugs & T‐shirts: lifts them up from seasonal bevergae businesses/ poverty Translated Windows to Hausa so none english speakers can use PC Pause for thought: GSM subscription service with one past HEI question next day with next question. Could this concept work with parents of students about to sit WAEC or other exams?

FANTSUAM FOUNDATION 1996, Location: Bayan Loco, Kafanchan, Southern Kaduna Providing local rural communities access to health & educational resources using the Internet Donour funding complimented by revenue from strong local demand for training in basic computer skills Home‐grown corps of ICT youth volunteers, the Zitt Geeks 225 refurbished multimedia PC from UK sold at cost to local NGOs & community groups – a major factor in establishing a financially sustainable telecentre October 2000: Community Learning Centre (CLC)/ Fantsuam computer school started to provide affordable beginner & intermediate level IT skills – 300+ beneficiaries p.a. November 2003: Nigeria’s first rural‐based CISCO networking academy June 2004: Computer Maintenance Laboratory Micro‐finance facilities for women & youths The Kafanchan Linux Users Group (KafLUG) Positive Concern: Support group for people living with HIV/AIDS, Fantsuam hopes to become Nigeria’s first rural ISP CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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PARADIGM SHIFT A PARADIGM SHIFT: A new way of looking at the world Develop a new mindset Evolve a new way of thinking Change of Attitude PARADIGM SHIFT OFTEN REQUIRES: New mindsets based on new perspectives New skill sets New tools “The significant problems we face cannot be solved at the same level of thinking we were at when we created them” Albert Einstein

PARADIGM SHIFT ‐ STEVEN R. COVEY Industrial age ‐ People treated as things/ commodities: Procedures Efficiency Carrot (reward) & stick (punishment/ fear) Typical P&L statement ‐ People are an expense not an investment; yet equipment are investments Information age ‐ Treat people holistically as complete beings Body: Live, Survival, Mind: Learn, grow & develop Heart: Love, Relationships, Spirit: Meaning, Contribution, Legacy PARADIGM SHIFT’S TO THINK ABOUT ICT projects: THINK BIG, START SMALL & SCALE UP QUICKLY Public Private Partnership & 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: TEACHERS ARE LEADERS ASSIGNMENT THINK OF A PROJECT OR ACTIVITY THAT: Addresses a NEED in our society or your environment Does it address problems of people & improve their lives or perceptions? Capitalizes on your natural TALENTS Involves activities that capture your INTEREST CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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THINK OF HOW ICTS CAN BE APPLIED TO THE ABOVE PROJECT OR ACTIVITY. IT WILL LIKELY REQUIRE: combinations of ICT & non‐ICT solutions partnership, cooperation & collaboration by stakeholders Build a “profitable business” case FORMULATE A PLAN AROUND ALL THE ABOVE & SEEK WAYS TO IMPLEMENT IT CONCLUSION How can we address the problems of our people & improve their lives? We do this by: combining solutions & not simply running after technology ‐ Tsunami

partnership, cooperation & collaboration by all stakeholders We must lay more emphasis on access rather than ownership of information “The most valuable asset of a 21st Century institution, whether business or non‐business, will be its knowledge workers & their productivity .” Peter F. Drucker Proper utilization of ICT’s will be crucial to the survival of our heritage, dialects, languages, cultures, value systems & collective memory/ history which will otherwise be subsumed, in both physical & cyber space, by the more dominant languages & cultures of the world TEACHERS ARE KEY TO THE BUILDING OF A KNOWLEDGE BASED, OR ANY OTHER USEFUL, SOCIETY WELL TRAINED STAFF USING MODEST EQUIPMENT WILL PRODUCE FAVORABLE RESULTS MEDIOCRE STAFF USING EXCELLENT EQUIPMENT PRODUCES NO RESULTS Our survival depends on our learning how to leverage knowledge tools such as the VL The first to secure, understand & apply information wins http://ajijola.blogspot.com/



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IC T SKILL SHARING MODULE INFORMATION Title : Duration: Course Level: Pre‐requisites: Delivery Method: Learning Objective:

ICT skills sharing 0.5 Hour Beginner None Discussion Session Understanding of the need, and ways, to propagate learned skills 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 ways in which you can share the benefits of your training and your new skills with a wider audience. 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 Think about each of the groups of people in your local area who could benefit from developing their ICT skills. • • • •

Teacher colleagues School managers Students and younger pupils Parents and the wider community

You can work with all of these people to raise ICT skills levels as a group exercise. While you may be the key member 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 will be essential when it comes to working with other teachers and adults in the local community. Think carefully too about the factors which restrict what you are able to achieve. This will include time and access to 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 job or your family commitments etc)? What about your potential partners in learning? How many of your colleagues at school or in people in the local community want to develop their ICT skills? How many of them can find the time to commit to the learning process? On the positive side, there are several things which can help you. You have had some training and already possess quite good ICT skills. You should be in possession of high‐quality training materials provided through this course. You should have access to a certain number of computers. You have the motivation and the teaching expertise to pass on 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, even if at first meeting they are engaged in a different type of work. While the negative factors (lack of time, shortage of computers, lack of serious interest among other people etc) may suggest that it will be very difficult to get anywhere, the positive factors mean that you will be able to achieve CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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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 few months, that still represents genuine progress, and moreover, it adds to the momentum which will move the ICT in Education agenda forwards. Remember: •

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Try to make something happen (rather than nothing), and do not give up if things prove to be difficult. WORKING NATIONALLY AN D GLOBALLY On this level it is very important to ally yourself to other people engaged in the same developmental work. There are many different ways of doing this, but all involve a good deal of communication. You will need to tell people at every opportunity about what you are doing with ICT, both in terms of the training you have received and the uses to which you are putting your skills in school. Actively look for other people and groups with whom you can work. These might be found through talking to managers or colleagues at your school, by contacting your government’s education department, by searching on the Internet or joining online discussion forums, or by contacting research institutes or universities in your country or region. Try to get involved with what is going on. Offer your services in support of their objectives. Make them aware of what you are doing yourself. MICROSOFT PEER COACHING PROGRAM There are also schemes already in place which aim to support ICT skill sharing in education. A good example is Microsoft’s Peer Coaching Program. The Peer Coaching Program is designed to train teacher leaders to serve as peer coaches for colleagues. As coaches, these teachers will assist their peers in identifying ways to enhance standards‐ based instruction and to offer their students engaging, technology‐rich, learning activities. In doing so, peer coaches will help their colleagues to develop the necessary technology skills and instructional strategies needed to integrate technology into teaching and learning. You can find out more online at Microsoft’s website: 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 high‐quality ICT‐based activities for the classroom, and provides opportunities to discuss all related issues with other people with the same goals as yourself. One final thought: You CAN make a difference!



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CYBER SECURITY MODULE INFORMATION Title : Duration: Course Level: Pre-requisites: Delivery Method: Learning Objective:

Cyber-Security & Cyber-Crime 2-3 Hours Beginner Basic Computer knowledge Facilitated Presentation/ Discussion Appreciation of Cyber-Security & Cyber-Crime issues

OBJECTIVES: 1 3 4 5 6 7 8 9

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

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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 [email protected] . 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 C onfidentiality, I ntegrity and A vailability (CIA) of electronic information that is processed by or stored on computer systems. “ T h e o n l y t r u l y s e cu r e s y s t e m i s o n e t h a t i s p o w e r e d o f f , c a s t i n a b l o ck o f c o n c r e t e a n d i i s e a l e d i n a le a d - l i n e d r o o m w i t h a r m e d g u a r d s - a n d e v e n t h e n I h a v e m y d o u b t s . ”

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 flaws iii 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.



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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 Telco’s, ISP & Cyber café’s 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-café’s, seized 200 Computers as well as impounded 15 Server and Interrogated 5 ISP’s. 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. O n c e it i s o n l i n e , i t c a n b e a c c e s s e d b y a w o r l d o f s t r a n g e r s , an d y o u h a v e n o i d e a w h a t t h e y m i g h t d o w i t h t h a t i n f o r m a t i o n . 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: [email protected]; Work Phone 234-(0)9-6303553-7 extension 2219; and Cellular Phone 234-(0)804-4181840 + 234-(0)803-6055055. 2

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 The contact information above may not be current or true. WHAT GUIDELINES CAN YOU FOLLOW WHEN PUBLISHING INFORMATION ON THE 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 — o n c e s o m e t h i n g i s o u t t h e r e , y o u c a n ' t g u a r a n t e e t h a t y o u c a n c o m p l e t e l y r e m o v e i t . 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 café or cybercafé 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 café 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 Internet viii” 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? Is it sufficient for accessing your email or navigating the internet? 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?

CHOOSING AND PROTECTING PASSWORDS Passwords are a common form of your personal information. There passwords, but by choosing good difficult for an unauthorized person

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.

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? O f t e n , a n a t t a c k i s n o t s p e c i f i c a l l y a b o u t y o u r a c c o u n t b u t a b o u t u s i n g t h e a c c es s t o y o u r i n f o r m a t i o n t o l a u n c h a l a r g e r a t t a c k . 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 " I l Tp b b " f o r " [ I ] [ l ] i k e [ T ] o [ p ] l ay [ b ] a s k e t [ b ] a l l . " 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 •

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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 saving and scanning email attachments or web downloads rather than selecting the option to open them directly from the source o 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 Computer Virus http://www.cert.org/other_sources/viruses.html#VI Anti-Virus Resources — http://www.fedcirc.gov/incidentPrevention/antivirus.html •

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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. •

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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 CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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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. •

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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. •

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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 P EOPLE HAVE TO Y OUR 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. •

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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. o 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 AN D INTERNET VOCABULARY

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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. It’s 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 it’s almost instant and doesn’t 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 topic—like the one in your classroom or home. Remember, never post your personal information. Username: A name you choose to use for yourself when you’re 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. Don’t 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, don’t open e-mail from people you don’t 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 t hrough 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 i nformation 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 t he 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 dig ital 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

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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

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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 Practices to Stay Safe Online” by visiting http://www.staysafeonline.info/practices/index.html 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? T o a n i d e n t i t y t h i e f , i t c a n p r o v i d e i n s t a n t a c c e ss t o y o u r f i n a n c i a l a cc o u n t s , y o u r c r e d i t r e c o r d , a n d y o u r o t h e r p e r s o n a l a ss e t s .

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: •

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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 [email protected] 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 CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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programmed to infect your computer. So, don't open an email attachmentóeven if it appears to be from a friend or coworkeróunless 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 b locking 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 This video tutorial shows you how to enable the firewall option built into the Microsoft XP operating system. 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 CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected],


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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 software http://security.getnetwise.org/tools/results/any1.php

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 (I SP). 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.

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Avoiding common words: some hackers use programs that can try every word in the dictionary.

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Not using your personal information, your login name, or adj acent keys on the keyboard as passwords.

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Changing your passwords regularly (at minimum, every 90 days).

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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 CONSULTANCY SUPPORT SERVICES (CS2) LTD e‐mail: [email protected] and [email protected] [email protected],,


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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 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: o

o

Your ISP and the hacker's ISP (if you can tell what it is). Often the ISP's email address is [email protected] or [email protected]. 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 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 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 information, forward it to [email protected] [email protected].. Be sure to include the full Internet header of the email. In many email programs, the full "Internet header" is not automatically included in forwarded email messages, so you may need to take additional measures to include the full information needed to detect deceptive spam. For further information, go to http://getnetwise.org/action/header.. 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 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.

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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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. 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, Options, choose the Content tab, and click the Enable button under Content Advisor. 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.

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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.

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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 information.

www.getnetwise.org for detailed

I f y o u k n o w o f a c h il i l d i n im i m m e d i a t e r is i s k o r d a n g e r , c a l l l a w e n f o r c e m e n t i m m e d i a t e l y . 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

usually another name for the Floppy Disk drive, a slot into which a Floppy Disk can be inserted to save or retrieve information

Animation

in MS PowerPoint, the process by which individual items on a slide can be controlled to appear and move independently of each other

Application

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)

Browser

a software application which enables users to view web pages, for example MS Internet Explorer

Bytes

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)

‘C’ Drive

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

CD-ROM

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

Cells

each division of a grid (e.g. a table in MS Word or an MS Excel spreadsheet) is known as a cell

Click

refers to pressing either of the buttons on a mouse

Clip Art

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



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CPU

the computer’s Central Processing Unit controls all activity on the machine, and affects speed of operation

Cut

to select a data item, and then to remove it, often by using the Edit menu in a program

‘D’ Drive

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)

Desktop

the first screen which appears after logging on to a computer is known as the Desktop

Digital Camera

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

Disk

any one of a variety of storage mediums, such as Hard Disk, Floppy Disk etc

Double Click

refers to pressing the left mouse button twice in very quick succession to execute a command

Download/ Upload

refers to the process of copying information from the Internet (or Email), or sending information to the Internet

Drag

to move the mouse physically to move or resize an object on the screen

Drag Drop

and

to move the mouse physically to move a data item to a different location

Drives

another word for destination; computers usually offer a number of drives, such as Hard Drive or C Drive, A Drive, D Drive etc

Email

a means of using the internet to communicate with other internet users (short for Electronic Mail)

File

a collection of data in a single item, such as a document, an image, a web page, or a software installation program

File size

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

Floppy Disk

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

Folder

a collection of related files are typically stored in locations known as f olders

Formatting

the act of changing the properties of text or other objects, such as colour, size and position

Formula

in MS Excel, a formula is used to carry out calculations

GIF/JPEG

these are two very common file types for images and photos

Hard Disk

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

Hard Drive

see Hard Disk

Hardware

the parts of a computer which you can see and touch (eg. mouse, keyboard, monitor, p rinter etc)

Highlight

selected items change shade or colour or outline to show that they have been selected

Hyperlink

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



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Icons

small images which can represent functions or commands, and which are typically used as buttons which activate the given command

Input Device

a device used to enter information into a computer (eg. keyboard, mouse, digital camera, scanner etc)

Internet Connection

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

Keyboard

an input device like a typewriter, enabling users to enter text and a variety of other features into a computer

Laptop

see Notebook

Layout

the arrangement of various items (text, images etc) on a page

Left Click

refers to a single press o n the left button on the mouse

Memory

the size of a computer’s 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

Menu

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

Monitor

the TV-like screen on which a computer user can view their work

Mouse

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

Multimedia

simultaneous use of more than one of the following: text, audio, video, images etc

Navigate

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

Network

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

Notebook

a portable computer, smaller and lighter than a desktop PC

Objects

refers to a wide range of boxes, shapes and other items in a document

Operating System

a set of programs which enable a computer to function and which provide a user-friendly interface (e.g. Microsoft Windows XP, Macintosh OSx)

Output Device

a device which makes information stored on a computer available to a user (e.g. printer, monitor)

Paste

to insert a previously cut or copied data item into a new location, usually using the Edit menu in a program

PC

Personal Computer, the standard desktop computer

Pedagogy

the art or science of teaching

Pointing Device

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

Processor

the heart of a computer, the processor affects the speed with which the computer can process information, open files, carry out functions etc

Program

a software application which enables the user or the computer to carry out various operations



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