Winmat

Primary Computing
Standards-Based

Facilitator’s Guide 5

Raphael Dzakpasu, Felix Sekyi-Dadson,

Kingsley Amenuvor

Editorial Advisor
Shadrack K. Agyiri
(ICT Panel Convenor for GAST)
Published by
WINMAT PUBLISHERS LTD
No. 27 Ashiokai Street
P.O. Box 8077
Accra North
Ghana

Tel.: +233 552 570 422 / +233 302 978 784

[email protected]
www.winmatpublishers.com

ISBN: 978-9988-0-4441-1

Text © Raphael Dzakpasu, Felix Sekyi-Dadson, Kingsley Amenuvor 2020

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmit-
ted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
the prior written permission of the publishers.

Typeset by IdeazInfinite
Cover design by Daniel Akrong
Edited by Shadrach Agyiri, Kingsley Odame Asare, Gabriel Sowah and Akosua Dzifa Eghan
The publishers have made every effort to trace all copyright holders but if they have inadvertently over-
looked any, they will be pleased to make the necessary arrangements at the first opportunity.

ii
 TABLE OF CONTENTS

INTRODUCTION vii
STRAND ONE INTRODUCTION TO COMPUTING 1
SUB-STRAND ONE GENERATION OF COMPUTERS AND PARTS OF A 1
COMPUTER AND OTHER GADGETS
LESSON ONE THE CONCEPT OF OUTPUT DEVICE 2
LESSON TWO ANALOG AND DIGITAL DEVICES 4
LESSON THREE EXPLORING AND MANIPULATION OF MOUSE SKILLS 6
LESSON FOUR EXPLORING AND MANIPULATION OF KEYBOARDING 8
SKILLS

LESSON FIVE INTRODUCTION TO WINDOWS INTERFACE 10

LESSON SIX SUMMARY OF GENERATION OF COMPUTERS: 12

ADVANTAGES AND DISADVANTAGES

SUB-STRAND TWO INTRODUCTION TO MS-WINDOWS INTERFACE (DESKTOP 14
BACKGROUND AND LOCATIONS OF THE COMPUTER.)
LESSON ONE PERSONALISING THE DESKTOP COMPUTER BACK- 14
GROUND
LESSON TWO CUSTOMISING THE COMPUTER DESKTOP BACKGROUND 17
SUB-STRAND THREE: DATA, SOURCES AND USAGE 18
LESSON ONE STRATEGIES FOR IDENTIFYING DATA 19
LESSON TWO PRIMARY AND SECONDARY INFORMATION 21
SUB-STRAND FOUR TECHNOLOGY IN THE COMMUNITY (COMMUNICATION) 23
LESSON ONE EFFECTS OF TECHNOLOGY ON THE COMMUNITY 24
LESSON TWO FUNDAMENTALS OF DIGITAL SYSTEM 27
LESSON THREE HOW TECHNOLOGY IS USED TO SAVE LIVES IN THE 28
COMMUNITY
STRAND TWO PRESENTATION 30

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SUB-STRAND ONE INTRODUCTION TO MS – POWERPOINT (TABS AND RIB- 31
BONS OF MS-POWERPOINT)
LESSON ONE EXPLORING THE FILE MENU, INSERT, AND DESIGN RIB- 31
BONS OF MS- POWERPOINT
STRAND THREE WORD PROCESSING 34
SUB-STRAND ONE INTRODUCTION TO MS–WORD PROCESSING (TABS AND 35
RIBBONS OF MS- WORD PROCESSING)
LESSON ONE EXPLORING THE FILE MENU, INSERT, AND DESIGN RIB- 35
BONS OF WORD PROCESSOR
STRAND FIVE PROGRAMMING AND DATABASE 38
SUB-STRAND ONE INTRODUCTION TO DATABASES, ALGORITHM AND PRO- 39
GRAMMING. LANGUAGES.(E.g. SCRATCH, VB DOT NET,)
LESSON ONE EXPLORING DATABASE, TYPES AND ITS FUNCTIONS 39
LESSON TWO EXPLORING PROGRAMMING LANGUAGES (VB AND 42
SCRATCH)
SUB-STRAND TWO INTRODUCTION TO ELECTRONIC SPREADSHEET (TABS AND 44
RIBBONS MANIPULATION)
LESSON ONE EXPLORING TABS AND RIBBONS OF THE ELECTRONIC 44
SPREADSHEET
STRAND SIX INTERNET AND SOCIAL MEDIA 47
LESSON ONE NETWORK AND ITS USES 48
SUB-STRAND TWO WEB BROWSERS, WEB PAGES 50
SUB-STRAND THREE SURFING THE WORLD WIDE WEB 53
LESSON ONE EXPLORING FAVOURITE PLACES 53
SUB-STRAND FOUR FAVOURITE PLACES AND SEARCH ENGINES 55
LESSON TWO EXPLORING SEARCH ENGINES 55
SUB-STRAND FIVE USING ONLINE FORMS 57
LESSON ONE ONLINE FORMS 57
SUB-STRAND SIX CUSTOMIZING YOUR BROWSER 59
LESSON ONE SKILLS FOR CUSTOMIZING YOUR BROWSER 59
SUB-STRAND SEVEN: ELECTRONIC MAIL 61

iv
LESSON ONE ELECTRONIC MAIL 61
SUB-STRAND EIGHT INTERNET OF THINGS (IOT) 63
LESSON ONE EXPLORING THE INTERNET OF THINGS (IOT) 65
SUB-STRAND NINE DIGITAL LITERACY 65
AND TEN
LESSON ONE EXPLORING THE CONCEPT OF DIGITAL LITERACY 65
STRAND SEVEN HEALTH AND SAFETY IN USING ICT TOOLS 67
SUB-STRAND ONE HEALTH AND SAFETY IN USING ICT TOOLS 68
LESSON ONE HEALTH AND SAFETY IN USING ICT TOOLS 68
GLOSSARY 70

v
vi
 Introduction

INTRODUCTION

This book has been developed in line with the new curriculum in Computing published by
the National Council for Curriculum and Assessment (NaCCA) of the Ministry of Education
(MoE), Ghana in 2018. It has been developed by an expert team of Ghanaian teachers and
educators and its aim is to achieve the core competencies of the new standards-based
curriculum, and also to support facilitators as they guide and work with children through
the year.

The computing course uses the child-centred approach, to develop the abilities of the
learners in line with the learning domains (expected learning behaviour) specified in the
curriculum document. The course is developed to help the learners develop computing
attitudes and skills, knowledge and understanding of computing and the ability to apply
that knowledge. The course is activity-based and proceeds on the assumption that
children learn best when they engage actively in the process of teaching and learning
computing. Accordingly, each strand and sub-strand(s) of the Learner’s Book contains
activities for the children to do.

This Facilitator’s Guide is designed to support facilitators as they create the teaching and
learning opportunities through which the learners will develop their computing skills,
their attitudes and their knowledge and understating of computing. For each strand in
the Learner’s Book, this Guide provides a list of resources required so that these can be
put together before the teaching and learning begins. There is particular emphasis on
creating opportunities for both the more able and less able learners to learn. This will
help facilitators to individualise their teaching so that they can offer the best learning
opportunities to all the children in their class.
The course also provides plenty of assessment opportunities. There are questions and
exercises for discussion throughout the Learner’s Book, and these can be used for
ongoing assessment of the learners by the facilitator. Answers to these questions are
provided in the Facilitator’s Guide.

vii
Introduction

INSIGHT INTO THE CURRICULUM (NACCA, MINISTRY OF

EDUCATION 2019)

SUBJECT AIMS

The computing curriculum is designed to help learners to:

1. Acquire basic ICT literacy

2. Communicate effectively using ICT tools

3. Develop interest and acquire skills in the use of the internet

4. Develop basic ethics in using ICT tools

5. Acquire basic programming and database skills

INSTRUCTIONAL EXPECTATIONS

• Guide and facilitate learning by generating discourse among learners and

challenging them to accept and share responsibility for their own learning, based
on their unique individual differences.

• Select computing content, adapt and plan lessons to meet the interests,
knowledge, understanding, abilities, and experiences of learners.

• Work together as colleagues within and across disciplines and grade levels to
develop communities of computing learners who exhibit the skills of computing
inquiry and the attitudes and social values conducive to computing learning.

• Use multiple methods and systematically gather data about learners’

understanding and ability to guide computing teaching and learning, with
arrangements to provide feedback to both learners and parents.

• Design and manage learning environments that provide learners with the time,
space, and resources needed for learning computing.

viii
 Introduction

ASSESSMENT

Assessment is a process of collecting and evaluating information about learners and

using the information to make decisions to improve their learning. The action verbs
provided in the learning indicators in each content standard, should help you to structure
your teaching and learning to achieve the desired learning outcomes. Check the learning
indicators to ensure that you have given the required emphasis to each learning domain
in your instruction and assessment.

In this curriculum, it is suggested that assessment is used to promote learning. Its purpose
is to identify the strengths and weaknesses of learners to enable facilitators ascertain
their learner’s response to instruction.

• Assessment is both Formative and Summative: Formative assessment is viewed

in terms of Assessment as learning and Assessment for learning.
• Assessment as Learning: Assessment as learning relates to engaging learners to
reflect on the expectations of their learning. Information that learners provide the
facilitator forms the basis for refining teaching-learning strategies.
Learners are assisted to play their roles and to take responsibility of their own
learning to improve performance. Learners are assisted to set their own learning
goals and monitor their own progress.
• Assessment for Learning: It is an approach used to monitor learners’ progress
and achievement. This occurs throughout the learning process.
The facilitator employs assessment for learning to seek and interpret evidence
which serves as timely feedback to refine their teaching strategies and improve
learners’ performance. Learners become actively involved in the learning process
and gain confidence in what they are expected to learn.
• Assessment of Learning: This is summative assessment. It describes the level
learners have attained in the learning, what they know and can do over a period
of time. The emphasis is to evaluate the learners’ cumulative progress and
achievement.
It must be emphasised that all forms of assessment should be based on the domains of
learning. In developing assessment procedures, try to select indicators in such a way that

ix
Introduction

you will be able to assess a representative sample from a given strand. Each indicator
in the curriculum is considered a criterion to be achieved by the learners. When you
develop assessment items or questions that are based on a representative sample of the
indicators taught, the assessment is referred to as a “Criterion-Referenced Assessment”.

In many cases, a facilitator cannot assess all the indicators taught in a term or year. The
assessment procedure you use i.e. class assessments, homework, projects etc. must be
developed in such a way that the various procedures complement one another to provide
a representative sample of indicators taught over a period.

SUGGESTED TIME ALLOCATION

A total of four periods a week, each period consisting of thirty minutes, is allocated to the
teaching of computing at the Upper Primary level. It is recommended that the teaching
periods be divided as follows: One (1) period per day (30-minutes per period)

SCOPE AND SEQUENCE

The content of this textbook has been designed to offer basic knowledge and skills
to learners to give them the opportunity for further study of ICT. Learners learn from
everything around them. They do not separate their learning into curriculum areas.
However, it is important that we define these areas of learning and use them as tools
to provide a broad and balanced curriculum. This helps to meet the needs of individual
children and offer them the opportunities to achieve their full potential. In writing this
textbook, the following themes were considered:

x
 Introduction

NO. STRAND NO. SUB-STRANDS (REFER TO PAGE 1 – 40 OF TEXTBOOK)

Introduction to Generation of computers and parts of a computer and
Computing other gadgets.

Introduction to MS-Windows Interface (Desktop

Background and locations of the computer).
Data, sources and usage

Technology in the community

Presentation Introduction to MS-PowerPoint

Tabs and ribbons of MS-PowerPoint

Word Process- Introduction to Word

ing

Tabs and ribbons of word processing

Desktop Pub- NOT TREATED IN BASIC FIVE

lishing
Programming Introduction to Databases, Algorithm and Program-
and Databases ming.

Introduction to Programming Languages

(e.g. MS-Excel, Scratch, VB dot Net etc.)
Introduction to Electronic Spreadsheet

Tabs and Ribbons Manipulation

Internet and Network Overview

Social Media
Web browsers and Web Pages

Surfing the World Wide Web

Favourite Places and Search Engine

Using Online Forms

xi
Introduction

Customising your Browser

Electronic Email

Internet of Things (IoT)

Digital Literacy

Network Etiquette

Health and Health and Safety in using ICT Tools

Safety in using
ICT Tools

PRE-REQUISITE SKILLS

Learners at this stage might have acquired good reading, writing, responsible behaviour
in following rules, regulations and performing tasks according to procedure.

USING THIS GUIDE

This Facilitators’ Guide should be read alongside the syllabus for your class. It provides
information about teaching the content, including what learners need to know and be
able to do before tackling the activities. It also provides pedagogical approaches for
activities and possible timings for facilitators to consider. The learners’ books contain a
range of activity types.

Most activities are designed for differentiated whole class teaching, but sometimes
facilitators might wish to teach learners using related activities. Facilitators should not feel
constrained to teach the activities exactly as they are written. It is likely that facilitators
will want to amend, alter or omit activities according to their learners’ needs; for example
to allow learners to pursue topics that interest them in more depth, take more time than
suggested or explore more widely within the suggested topic.

xii
 Introduction

Facilitators should guard against putting limits on what learners may achieve. Often
where excellence and high achievement are expected as the norm, students surprise
facilitators with what they are able to achieve.

ADVANCED PREPARATION

As a facilitator, you need to have mastery over your lesson presentation as well as
class control. In line with this, it is suggested that the facilitator reads the textbook and
understand every concept thereof. You are also free to read other relevant and related
references to increase your mastery level.

Again, in most cases you will be using the computers and their accessories and you will
need to try them and ensure that they work effectively before sending them to the
classroom. While in the class, fix the tools and try it prior to the next lesson. Technological
tools can be disappointing due to various reason, in view of this the facilitator needs to
have a backup of his/her information either on external media or print media.

TEACHING AND LEARNING MATERIALS (T/L/M)

You will need to use TLM to impress the learners’ little minds about the value of ICT in
education as a tool for development. It is most likely that your school may not have those
resources, so you may need to improvise or search for related materials from the internet
to support your teaching and learning material. In the case where safety is assured, you
can bring real objects or relia to improve the teaching and learning process. Mostly, your
TLMs will consist computers and their accessories.

xiii
Introduction

TEACHING AND LEARNING ACTIVITIES (T/LA)

T/LA activities that will ensure maximum learners participation in the lessons are presented
in each Unit’s discussion. Facilitators should try to de-emphasise theory and emphasise
the practical lesson. You are encouraged to re-order the suggested teaching and learning
activities and also add to them where necessary in order to achieve optimum learning. As
we have implied already, the major purpose of teaching and learning is to make learners
acquire basic literacy skills and integrate their knowledge and skills to enhance learning.
The facilitator should therefore be a facilitator by guiding learners to do more practical
work.

xiv
 Introduction to Computing

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND ONE: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER
AND OTHER GADGETS
LESSON ONE THE CONCEPT OF OUTPUT DEVICE
REFERENCE PAGES 3 TO 15 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• Bring output devices such as printers, monitor, speakers among others.
• In addition to the real objects, you can also bring pictures of the input devices
stated above
• You can also take the learners to the computer laboratory for them to observe
some of these devices
• You download videos that could show the output devices

TEACHING AND LEARNING ACTIVITIES

• Use questions and answers to help learners identify the various output devices
• Guide learners to explore the unique functions of all the output devices
• Through questions and answers, guide learners to mention examples of output
devices

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Arrest, stimulate and maintain the learners’ interest throughout the learning
period.
• Maintain good relationship and bond between learners and facilitator.
• Create a secured, healthy and conducive learning environment for effective and
efficient teaching and learning.
• Use teaching and learning materials to make abstract teaching interesting and
real.

1
Strand One: Introduction to Computing

ANSWERS TO QUESTIONS
Generation of computers and parts of a computer and other gadgets
Lesson 1
The Concept of Output Devices
1. C
2. B
3. A
4. C
5. A
6. B
7. a) CRT: Cathode Ray Tube
b) VDU: Visual Display Unit
c) LCD: Liquid Crystal Display
d) TFT: Thin Film Transistor

2
 Introduction to Computing

SUB-STRAND ONE: LESSON TWO

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND ONE: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER
AND OTHER GADGETS
LESSON TWO ANALOG AND DIGITAL DEVICES
REFERENCE PAGES 16 TO 23 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need examples of analog and digital devices before you teach this topic.
• If it is not possible to get a these devices, draw and label them on a manila card
for illustration.
• Depending on your school setup, you can visit an Internet café or computer shop
for learners to observe some of these devices.
• You may also download video tutorial on the topic “Analog and Digital Devices”

TEACHING AND LEARNING ACTIVITIES

• Through discussion, guide learners to explain the concept of analogy and digital
devices.
• Using the teaching and learning materials, guide the learners to identify the
analogy and digital devices.
• Present examples of analogue and digital devices to learners. Aid them to
mention other examples of analogue devices and digital devices as well as
noticing the differences.
• Guide the learners to identify the similarities and differences between analog
and digital devices.
• You can make arrangement for a field trip to a nearby Internet Café and take your
learners over to observe these devices. Encourage them to present their report
after the field trip.
• Where the two earlier options are not available, the facilitator can use T/L/M and
other innovative ways to teach the lesson as it relates to their environment. Such
intervention include hiring or borrowing computers from community members or

3
Strand One: Introduction to Computing

inviting someone who has a computer as a resource person so that he/she can use
his/her computer to teach the skills.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s roles are as follows:
• Prepare well in advance to ensure effective classroom presentation and interaction.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners handle the devices very carefully to avoid damage.
• Maintain good environment to ensure safety of learners as they use the devices.

ANSWERS TO QUESTIONS
Analog and Digital Devices

1. B
2. C
3. A
4. A
5. A
6. C
7. A
8. C
9. A
10. A

4
 Introduction to Computing

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND ONE: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER
AND OTHER GADGETS
LESSON THREE EXPLORING AND MANIPULATION OF MOUSE SKILLS
REFERENCE PAGES 24 TO 30 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a set of computer with the basic parts, especially keyboard and
mouse
• You may need to install a typing tutor on the computer (optional)
• Depending on your school setup, you can visit a Internet café or computer shop.
• Draw and label the parts of a computer mouse
• Download a video clip that explains the best way to improve mouse skills

TEACHING AND LEARNING ACTIVITIES

• Use the available T/L/Ms to enhance learners’ understanding of the concept
• Demonstrate the appropriate ways of using the mouse for learners to observe.
• Guide learners to practice the various mouse skills
• Guide learners to use the mouse to perform single, double and triple clicking
and dragging object into a folder or bring picture(s).
• Guide them to practise the following skills: single, double and triple clicking
and dragging objects into a folder and ask learners to point out a mentioned
process.
• In a group discussion, ask learners to explore the uses of the various mouse skills.
• Guide learners to give command and also format text by using the mouse skills

THE FACILITATOR’S ROLE

• Explore various ways you can explain the concept to learners
• Make the teaching learning process very practical for learners to understand
• Motivate learners to share their views

5
Strand One: Introduction to Computing

• Give assignment to check learners level of understanding of the content.

• Encourage them to practice frequently to improve their mouse skills.

ANSWERS TO QUESTIONS
Exploring and Manipulation of Mouse Skills

1. Cursor
2. Dragging
3. Triple click
4. A: Left mouse button
B: Scroll Wheel
C: Right mouse button
D: Body or palm rest

6
 Introduction to Computing

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND ONE: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER
AND OTHER GADGETS
LESSON FOUR EXPLORING AND MANIPULATION OF KEYBOARDING SKILLS
REFERENCE PAGES 31 TO 39 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer with the basic parts, especially keyboard and mouse
• You may need to install a typing tutor on the computer (optional)
• Depending on your school setup, you can visit a Internet café to observe the
proper way of typing.
• Draw and label the parts of a computer keyboard to be used for discussing their
functions.
• Download video that explains the best way to improve keyboarding skills

TEACHING AND LEARNING ACTIVITIES

• Use the available T/L/Ms to enhance learners’ understanding of the concept

• Demonstrate the appropriate ways of using the keyboarding skills for learners to
observe.
• Guide learners to practice the various keyboarding skills
• Guide learners to type using top row keys (Q, W, E, R, and T keys for the left-
hand and Y, U, I, O, and P keys for the right-hand), bottom row keys (Z, X, C,
V, and B keys for the left-hand and N, M, comma, period, and forward slash
keys for the right-hand), numerical pad (1, 2, 3, …9. etc.) and type an essay (50
words) using Word Processor or typing tutorial
• In a group discussion, ask learners to explore the uses of the various keys on the
keyboard

7
Strand One: Introduction to Computing

THE FACILITATOR’S ROLE

• Explore various ways you can explain the concept to learners
• Make the teaching and learning process very practical for learners to understand
• Motivate learners to share their views
• Give assignment to check learners level of typing speed.
• Encourage them to practice frequently to improve their keyboarding skills.

ANSWERS TO QUESTIONS
Exploring and Manipulation of Keyboard Skills

1. B
2. D
3. A
4. A
5. B
6. C
7. B

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 Introduction to Computing

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND ONE: GENERATION OF COMPUTERS AND PARTS OF A COMPUT-
ER AND OTHER GADGETS
LESSON FIVE INTRODUCTION TO WINDOWS INTERFACE
REFERENCE PAGES 40 TO 45 OF LEARNER’S BOOK
TEACHING AND LEARNING MATERIAL
• You will need a working computer with the Windows 10 installed, if Windows 10 is
not available at least use Windows.
• Depending on your school setup, you can visit a Internet café or computer shop
for learners to observe the the Windows interface.
• Draw and label the parts of the Windows interface
• Download video that explains the Windows interface

TEACHING AND LEARNING ACTIVITIES

• Use the available T/L/Ms to enhance learners’ understanding of the concept
• Discuss the functions of the Windows interface.
• using leading questions, or any other method, guide learners to list the
features (i.e. Start Menu Returns, Cortana on Desktop, Xbox App, Project
Spartan Browser, and more)
• Discuss the compatibility issues of Windows 10.
• In a group discussion, ask learners to explore the uses of the Windows interface.
• Guide learners to type simple report and save it in their names.

THE FACILITATOR’S ROLE

• Explore various ways you can explain the concept to learners
• Make the teaching and learning process very practical for learners to understand
• Motivate learners to share their views
• Give assignment to check learners level of understanding of the content.
• Encourage learners to practice frequently the use of the various commands found
on the Windows interface.

9
Strand One: Introduction to Computing

ANSWERS TO QUESTIONS
Introduction to Windows Interface

1. Keyboard
2. MS Windows
3. Graphical User Interface
4. Project Spartan
5. Cortana

10
 Introduction to Computing

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND ONE: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER
AND OTHER GADGETS
LESSON SIX SUMMARY OF GENERATION OF COMPUTERS: ADVANTAGES AND
DISADVANTAGES
REFERENCE PAGES 46 TO 51 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You can send real devices like typewriter, Gramaphone, milk tin and thread to be
used for making calls.
• You can send real devices like typewriter, Gramaphone, and any other old fashion
computers and accessories.
• Where the real devices are not available, you can draw them or download the
images from the web
• You may also use the pictures of the First Generation Computers in the textbook
or you can draw them and paste in on the board for more understanding.

TEACHING AND LEARNING ACTIVITIES

• Through questions and answers, guide learners to discuss the advantages and
disadvantages of each generation of computers.
• Guide them to brainstorm about other advantages or disadvantages of using the
computers in their communities.
• Use the concept of advantages and disadvantage to explain to learners that
technologies also has some disadvantages that can harm their lives
• Use the pictures of the First Generation computers to guide learners to explore
the more advantages and disadvantages of the first generation computers.

THE FACILITATOR’S ROLE

• Explore various ways you can explain the concept to learners
• Make the teaching and learning process very practical for learners to understand
• Encourage learners to always look out for the advantages and disadvantages of
any device they use or buy.

11
Strand One: Introduction to Computing

• Stress on the need for them to select devices which have more advantages.

ANSWERS TO QUESTIONS
Summary of Generation of Computers: Advantages and Disadvantages
1. a. Central Processing Unit (CPU),
b. Memory,
c. Input/Output (I/O),
d. Storage.
2. Microcomputers
3. Personal-Computers (PC)
4. It is the measuring unit of the processing speed of mainframes
5. Super computers
6. Minicomputers

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 Introduction to Computing

SUB-STRAND TWO

STRAND ONE: INTRODUCTION TO COMPUTING

Sub-Strand Two: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUT-
ER.)
Key Ideas: The background of the computer desktop can be edited to suite
the user’s preference.
The start menu, taskbar and icons can be found on the computer
desktop background
Program Shortcuts icons helps the user to have easy access to
launch or open them.
The file explorer window helps the user to easily locate other
folders and devices.
The background of the desktop can be customised
An attractive desktop background will sustain your interest as
you work
An attractive desktop background will sustain your interest as
you work
Learning Indicators:
By the time you finish studying the content of this strand, you will be able to:
Identify icons, images and the taskbar on the computer desk-
top background.
Customise the computer desktop background, start menu and
the taskbar.
Create shortcuts and add or remove icons on the computer
desktop background.
Edit images on the computer desktop
Move, copy and paste icon on the desktop
Type a short phrase using the Home Row keys
Discuss the advantages and disadvantages of the types of com-
puters

13
Strand One: Introduction to Computing

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND TWO: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)
LESSON ONE PERSONALISING THE DESKTOP COMPUTER BACK-
GROUND
REFERENCE PAGES 53 TO 73 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need to take the learners to the computer laboratory to teach the lesson.
• In the case where there is no computer laboratory, you will need to send a
computer and a projector to the classroom to assist you teach this topic.
• If it is not possible to get a complete computer, then take the learners to an
internet café to observe the desktop of the computer before you teach.
• You can also draw and label the desktop of the computer on a manila card for
illustration.

TEACHING AND LEARNING ACTIVITIES

• Through questions and answers, explain all new concepts or terms related to
desktop background to learners.
• Guide them to identify the features of the desktop background
• Guide learners to create their own background picture using any application
(e.g. paints).
• Guide them to use it as background picture.
• Demonstrate all activities for learners to observe and ask them to practice as well
• Guide the learners to perform all the activities in the learners’ textbook

THE FACILITATOR’S ROLE

• Explore various ways you can explain the concept and terms to learners
• Make the teaching and learning process very practical for learners to understand
• Supervise learners as they practice the skills.

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 Introduction to Computing

• Provide a safe environment for the learners as they practice

• Attend to individuals and meet their learning needs as related to computing skills

ANSWERS TO QUESTIONS
INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)

LESSON 1 PERSONALISE THE DESKTOP COMPUTER BACKGROUND

1. make it look attractive and sustain your interest while working
2. Screen saver
3. c.
4. Show desktop bar
5. Start Menu
6. a. Right-click on a program
b. Select Pin to Start Menu
7. B
8. B

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Strand One: Introduction to Computing

SUB-STRAND TWO: LESSON TWO

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND INTRODUCTION TO MS-WINDOWS INTERFACE
TWO:
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)
LESSON TWO CUSTOMISING THE COMPUTER DESKTOP BACKGROUND
REFERENCE PAGES 74 TO 101 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need to take the learners to the computer laboratory to teach the lesson.
• In the case where there is no computer laboratory, you will need to send a
computer and a projector to the classroom before you teach this topic.
• If it is not possible to get a complete computer, then take the learners to an
internet café to observe the desktop of the computer before you teach.
• You can also draw and label the desktop of the computer on a manila card for
illustration

TEACHING AND LEARNING ACTIVITIES

• Through questions and answers, explain all new concepts or terms related to
taskbar and its features to learners.
• Guide learners to customize the Start Menu and the Notification Area
• Guide learners to create shortcuts of icons on the computers’ desktop.
• Guide learners to use the file explorer to locate files.
• Demonstrate all activities for learners to observe and ask them to practice as well

THE FACILITATOR’S ROLE

• Explore various ways you can explain the concept to learners
• Make the teaching and learning process very practical for learners to understand
• Supervise the learners as they practice the skills.

16
 Introduction to Computing

ANSWERS TO QUESTIONS
CUSTOMISING THE COMPUTER DESKTOP BACKGROUND
1. A
2. C
3. C
4. TRUE
5. TRUE
6. FALSE
7. TRUE

17
Strand One: Introduction to Computing

SUB-STRAND THREE

STRAND ONE INTRODUCTION TO COMPUTING

SUB-STRAND THREE: DATA, SOURCES AND USAGE

Key Ideas:
Primary information refers to the first-hand information received from the first source.
Primary source of information includes autobiography. Photo-
graphs, video recordings and letters.

Secondary information refers to information that is received

through other people or mediums.
Secondary source of information includes radio broadcast. Arti-
cles, publications and biography.

To get quality information for sending and sharing, you will need to
arrange data, sort and calculation the data.

Learning Indicators:
By the time you finish studying the content of this strand, you will be able to:
Discuss the sources of primary and secondary information.
Identify some examples of primary and secondary information.

Discuss the process of preparing data to obtaining information for

sending and sharing
Demonstrate sending and sharing information e.g. arranging
data, sorting and calculations

18
 Introduction to Computing

STRAND ONE INTRODUCTION TO COMPUTING

SUB-STRAND THREE DATA, SOURCES AND USAGE
LESSON ONE STRATEGIES FOR IDENTIFYING DATA
REFERENCE PAGES 103 TO 109 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• Display pictures of places where learners are likely to get data such as the school
compound, market, classroom and the community information centre
• You can ask learners to draw such places and submit them as class project
• You will need to send pens, pencils, books, tape recorders, camera and computer,
phones to the class

TEACHING AND LEARNING ACTIVITIES

• Through questions and answers, guide learners to discuss the types of data
(qualitative and quantitative)

• Put learners into mixed-ability groups and task them to convert data from one
format to another without losing its value.
• Guide them to identify the types of data in their every day activities
• You can take learners for a field trip to places they can have access anytime.

THE FACILITATOR’S ROLE

• Explore various ways you can explain the concept to learners
• Use more teaching and learning materials to explain abstract concept
• Make the teaching and learning process very practical for learners to understand
• Supervise the learners as they practice the skills.
• Arrange for them to go outside the classroom and school compound to collect
data.

19
Strand One: Introduction to Computing

ANSWERS TO QUESTIONS
DATA, SOURCES AND USAGE
Lesson 1
Strategies for Identifying Data
1. C
2. A
3. A
4. C
5. B
6. B
7. A
8. A

20
 Introduction to Computing

SUB-STRAND THREE: LESSON TWO

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND THREE: DATA, SOURCES AND USAGE
LESSON TWO PRIMARY AND SECONDARY INFORMATION
REFERENCE PAGES 110 TO 121 OF LEARNER’S BOOK

TEACHING AND LEARNING ACTIVITIES

• Guide learners to brainstorm on the sources of information in their schools,
commnunities and immediate environment.
• Guide pupols to mention or talk about primary sources of information.

• Task learners to record data from the primary source and bring them to
class for discussion.
• Let the learners brainstorm on the importance of primary and secondary sources
of information
• Guide learners to sort data in alphabetical order (increasing and decreasing
order) and perform basic calculations such as multiplying, dividing and adding
values of sample data.

THE FACILITATOR’S ROLE

• Explore various ways you can explain the concept to learners
• Use more teaching and learning materials to explain abstract concept
• Make the teaching and learning process very practical for learners to understand
• Supervise the learners as they practice the skills.
• Arrange for them to go outside the classroom and school compound to collect
information from different sources.

21
Strand One: Introduction to Computing

ANSWERS TO QUESTIONS
Primary and Secondary Information
1. C
2. B
3. Secondary information
4. information sharing
5. Sharing information
6. Arrange/sort the data
7. a. Sum
b. Average
c. Percentage

22
 Introduction to Computing

SUB-STRAND FOUR

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND FOUR:
TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)
Key Ideas: The use of technology in our communities can have both posi-
tive and negative effects on our lives

The positive effects include good health care services, enhanced

education and high manufacturing rate
The negatives effects include resource depletion, pollution of
environment, insecurity and threat on privacy
The digital system components such as software, hardware and
network help to make our lives easier when performing task
Learning Indicators:
By the time you finish studying the content of this strand, you will be able to:
Identify the effects of technology on the community
Discuss the effects of technology on the community
Explain the fundamentals of digital system components
(hardware, software and networks).

Demonstrate how technology is used to save lives in commu-

nity and how they are used
Discuss the effects of technology on the community.

23
Strand One: Introduction to Computing

SUB-STRAND FOUR: LESSON ONE

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND FOUR: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)

LESSON ONE: EFFECTS OF TECHNOLOGY ON THE COMMUNITY

REFERENCE PAGES 122 TO 131 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need to send any type of technological tool, device, appliance or gadget
that you have in the school, home or community such as phone, computers,
tablets, electronic toy cars, digital watch and many more.
• You may ask learners to bring any technological tool, device, appliance or gadget
that they have to school.
• In the case where you do not get some specific technological tools,, you can also
draw and label the items on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Through discussion, guide learners to explain the effects of technological tools
(both positive and negative) in their lives
• Guide learners to explore how technology is used to save lives in communities.
• Put them into groups of a maximum of five and let them present their findings
to the class.
• Show learners videos or pictures of effects of technology on the community

THE FACILITATOR’S ROLE

• Encourage learners to learn how to use more technological tools for
communications.
• Encourage them to use technological responsibly to avoid negative effects
• Arrest, stimulate and maintain the learners’ interest throughout the learning
period.

24
 Introduction to Computing

• Maintain good relationship and bond between learners and facilitator.

• Create a secured, healthy and conducive learning environment for effective and
efficient teaching and learning.
• Use teaching and learning materials to make abstract teaching interesting and
real.

ANSWERS TO QUESTIONS
TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)
Introduction to MS-Windows interface
(Desktop background and locations of the computer)
Lesson 1
Effects of Technology on the Community
1. a. Improved healthcare
b. Education
c. Manufacturing
d. Agriculture
2. a. Medical Imaging Machines
b. Ultrasound
c. Magnetic Resonance Imaging
d. Computed Tomography Scan
3. a. Personal Computers
b. Projectors
c. Digital Clocks
d. Mobile Phones
4. To admit students into the second cycle institution.
5. A
6. B
7. C
8. B
9. C
10. C

25
Strand One: Introduction to Computing

SUB-STRAND FOUR: LESSON TWO

STRAND ONE INTRODUCTION TO COMPUTING

SUB-STRAND FOUR TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)

LESSON TWO FUNDAMENTALS OF DIGITAL SYSTEM

REFERENCE PAGES 132 TO 136 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• Download videos that show the concept of the digital system
• In the case where you do not get some specific scenes, you can draw and label the
components of the computer system on a manila card for illustration.
• You can also send some available components to the class

TEACHING AND LEARNING ACTIVITIES

• Guide learners to brainstorm the basics of digital system components such as
hardware, software and networks.
• Through discussion, guide learners to brainstorm the impact of digital system on
in their lives
• You will need to organise field trip to places in the community where digital
systems are being used for effective livelihood
• Discuss the negative use of the digital systems and guide learners to come out
with ways they can solve the problem.

THE FACILITATOR’S ROLE

• Prepare learners for the field trip
• Encourage learners to use digital system for the good benefits
• Arrest, stimulate and maintain the child’s interest throughout the learning period.
• Maintain good relationship and bond between child and facilitator.
• Create a secured, healthy and conducive learning environment for effective and
efficient teaching and learning.

26
 Introduction to Computing

• Assist learners to perform all assigned activites in the textbook

ANSWERS TO QUESTIONS
Fundamentals of Digital System

1. B
2. a. keyboard,
b. mouse,
c. CPU,
d. motherboard,
e. RAM,
f. printer,
g. monitor,
h. Hard disk,
i. CD,
j. DVD,
k. modem,
l. router,
m. telephone
3. B
4. computer network
5. Microsoft Word

27
Strand One: Introduction to Computing

SUB-STRAND FOUR: LESSON THREE

STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND FOUR: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)

LESSON THREE: HOW TECHNOLOGY IS USED TO SAVE LIVES IN THE COMMUNITY AND
HOW THEY ARE USED
REFERENCE: PAGES 137 TO 143 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• Download videos clips of drones delivering medical supplies, robotics assisting in
surgery, a facial recognition of an individual with the aid of a surveillance and how
telemedicine/telehealth works in the absence of a doctor.
• Alternatively, provide pictures of a drone, how telemedicine/telehealth works,
picture recognition, robotics assisting in surgery and facial recognition

TEACHING AND LEARNING ACTIVITIES

• Put learners into groups of five to discuss tools or devices that aid in saving lives
in our community
• Learners present their findings to the class in turns
• Show learners video clips or pictures of devices that helps in saving lives

THE FACILITATOR’S ROLE

• Take time to explain the content of the video clips or pictures to learners
• Assist learners to accommodate each groups view
• Create a conducive atmosphere for learners to ask questions pertaining to the
discussions

28
 Introduction to Computing

ANSWERS TO QUESTIONS
1. D
2. C
3. B
4. A
5. B
6. B
7. Technology is the application of scientific knowledge for practical purposes
8. a. diagnosing of diseases
b. telemedicine / telehealth
c. facial recognition software
d. vaccine delivery drones

29
Strand Two: Presentation

STRAND TWO

STRAND TWO: PRESENTATION

SUB-STRAND ONE:
INTRODUCTION TO MS – POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)
Key Ideas: In Presentation software multimedia elements are used to
and present information.

The multi-media elements include; video, audio, animation,

graphics, text and more.
A presentation application helps to sustain the interest of learn-
ers during the learning process.
Learning Goals:
By the time you finish studying the content of this strand, you will be able to
Demonstrate how to use File Menu in Ms- PowerPoint
Demonstrate the use of Insert, design, animation and tran-
sition in the ribbons section. (New, Open, Save, Save As,
Print and Close) and the Insert and design ribbon
Design a five (5) presentation by using the design ribbon
and other tools of Ms-PowerPoint
Demonstrate how to use icons in the text group at insert
ribbon

30
 Presentation

STRAND TWO: PRESENTATION

SUB-STRAND ONE: INTRODUCTION TO MS – POWERPOINT (TABS AND RIBBONS
OF MS-POWERPOINT)
LESSON ONE: EXPLORING THE FILE MENU, INSERT, AND DESIGN RIBBONS OF
MS- POWERPOINT
REFERENCE PAGES 145 TO 167 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer laboratory or just one computer before you teach this
topic.
• You need to test to ensure that the Ms. PowerPoint application works effectively
on the computer
• If it is not possible to get a computer, then draw and label the Ms. PowerPoint
Interface on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Briefly explain the major function of the Presentation Software
• Guide learners to identify the the key features of Ms. PowerPoint using the TLM
available.
• Discuss the the Home Tab and Ribbons and demonstrate for learners to observe
how they are used.
• Ask learners to use “File menu”, “Insert” and “Design Ribbons” to design a
colourful 5-paged MS-PowerPoint on the topic “Myself”
• In the situation where computers and their accessories are not available, use the
TLM on the manila card to explain the concept to the learners. You can make an
arrangement with the nearby Internet Café and take your learners over to observe
how Ms, PowerPoint is used and if possible have the chance to practice.
• Where the two earlier options are not available, the facilitator can use TLM and
other innovative ways to teach the lesson as it relates to their environment. Such
interventions include hiring or borrowing computers from community members
or inviting someone who has a computer as a resource person so that he/she can
use his/her computer to teach the skills.

31
Strand Two: Presentation

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Put on the computer for learners to practice where applicable.
• Ensure that Ms. PowerPoint application is working on the computers
• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them
• Maintain a good environment to ensure safety of learners as they use the
computer.

ANSWERS TO QUESTIONS
INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)
Lesson 1
Exploring the File Menu, Insert, Design Ribbons of MS-Powerpoint.

1. C
2. C
3. B
4. B
5. A
6. a. Closes the presentation and exits the program
b. Allows you to close an existing file
c. Allows you to select the printer settings and print the presentation
d. It Allows you to specify the file name and the file type before saving the file
7. Eight (8)
8. Photos and images
32
 Presentation

9. True
10. False
11. False
12. True
13. True
14. True
15. False

33
Strand Three: Word processing

STRAND THREE:

STRAND THREE: WORD PROCESSING

SUB-STRAND ONE: INTRODUCTION TO MS–WORD PROCESSING (TABS AND RIB-

BONS OF MS- WORD PROCESSING)

Key Ideas:
Word processing is use to create business documents having various graphics including pic-
tures, charts, and diagrams
It can be used to store and reuse readymade content and format-
ted elements such as cover pages and sidebars.

It is use to create letters, resumes or invitation and letterheads for

personal and business purpose.
Learning Indicators:
By the time you finish studying the content of this strand, you will be able to:
Demonstrate how to use File Menu, Insert and Design Rib-
bons in Ms- Word.

Prepare a two (2) page report about your experience comput-

ing from basic four till now.

Use the File Menu, Insert, Design Ribbons and other tools of Ms-
Word to format, edit and save letters

34
 Word processing

STRAND THREE: WORD PROCESSING

SUB-STRAND ONE: INTRODUCTION TO MS–WORD PROCESSOR (TABS AND RIB-

BONS)
LESSON ONE EXPLORING THE FILE MENU, INSERT, AND DESIGN RIBBONS OF
WORD PROCESSOR
REFERENCE PAGES 169 TO 187 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer laboratory or just one computer before you teach this
topic.
• You need to test to ensure that the Ms. PowerPoint application works effectively
on the computer
• If it is not possible to get a complete computer, then draw and label the Ms. Word
Interface on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Briefly explain the major function of the Word Processing Software
• Demonstrate how to use the File menu and Insert, Design, and Layout Ribbons
using the TLM available.
• Guide learners to use File menu, Insert, Design and Layout Ribbon.

• Guide the learners to create and format a document.

• Guide learners to practise how to create simple Ms. Word document correctly.
• In the situation where computers and their accessories are not available, use the
TLM on the manila card to explain the concept to the learners. You can make an
arrangement with the nearby Internet Café and take your learners over to observe
how Ms, Word is used and if possible have the chance to practice.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role is as follows:
• Switch on the computer for learners to practice where applicable.
35
Strand Three: Word processing

• Ensure that Ms. Word application is working on the computers

• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them
• Maintain a good environment to ensure safety of learners as they use the
computer.

ANSWERS TO QUESTIONS
INTRODUCTION TO WORD PROCESSING
(TABS AND RIBBONS OF MS-POWERPOINT)

Lesson 1
Exploring the File Menu, Insert, Design Ribbons of Word Processing.

1. A
2. A
3. A
4. B
5. A
6. An insertion point
7. Enter
8. Ctrl + S
9. Design Tab
10. .a. letters
b. resumes
c. invitation
36
 Word processing

d. letterheads
e. reports
f. memos
g. books
11. TRUE
12. TRUE
13. FALSE
14. TRUE
15. FALSE

37
Strand Five: Programming And Database

STRAND FIVE: PROGRAMMING AND DATABASE

STRAND ONE: PROGRAMMING AND DATABASE

SUB-STRAND ONE: INTRODUCTION TO DATABASES, ALGORITHM AND PRO-

GRAMMING. LANGUAGES.
(E.g. MS- EXCEL, SCRATCH, VB DOT NET,)
Key Ideas:
A database is an organized collection of data, generally stored and accessed electronically from
a computer system.
Databases are structured to facilitate the storage, retrieval, modi-
fication, and deletion of data in conjunction with various data-pro-
cessing operations.

The features of database includes primary key. Column, rows, for-

eign key among others.
Builds a customer relationship.
Easy access to specific data by uploading and extracting data.
Learning Indicators:
By the time you finish studying the content of this strand, you will be able to:
Briefly explain the concept of database
Discuss the fundamentals of database
Identify the types of database
Discuss the fundamental database concepts

38
 Programming And Database

STRAND FIVE: PROGRAMMING AND DATABASE

SUB-STRAND ONE: INTRODUCTION TO DATABASES, ALGORITHM AND PRO-

GRAMMING. LANGUAGES.
(E.g. MS- EXCEL, SCRATCH, VB DOT NET, ETC)
LESSON ONE EXPLORING DATABASE, TYPES AND ITS FUNCTIONS
REFERENCE PAGES 189 TO 196 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer laboratory or just one computer and a projector before
you teach this topic.
• Make sure Database programme (SCRATCH, VB DOT NET) is installed on the
computer.
• Download a video that talks about the importance of database
• If it is not possible to get a complete computer, then draw and label the Database
system Interface on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Briefly explain the concept of database to learners

• Guide learners to identify the features of a database and the types of
databases that exist.
• Guide learners to apply the fundamental Database concepts as related in the
classroom situation
• Play a video of the importance and uses of databases and ask learners to mention
other uses of database and their importance.
• In the situation where computers and their accessories are not available, use the
TLM on the manila card to explain the concept to the learners.
• You can make arrangements with the nearby Internet Café and take your learners
over to observe how Database system is used and if possible have the chance to
practice.

39
Strand Five: Programming And Database

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:

• Switch on the computer for learners to practice where applicable.
• Ensure that Database application is working on the computers
• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them.

ANSWERS TO QUESTIONS
PROGRAMMING AND DATABASES
LESSON 1 EXPLORING DATABASE, TYPES AND ITS FUNCTIONS
1. A
2. C
3. A
4. A
5. B
6. a. Database can store large number of records efficiently
b. It is quick and easy to find information
c. It is easy to add new data, edit or delete old files
d. Data can be searched easily
e. Data can be imported into other applications
f. More than one person can access the same database at the same time –
multi access
7. a. Minimum Duplication and Redundancy
b. Saves storage space and cost
c. Anyone can work on it
d. Large database maintenance
e. Provides high level of security

40
 Programming And Database

f. Permanent Storage of Data

8. Objects and classes
9. Online Analytical Processing (OLAP)
10. the table is
11. TRUE
12. FALSE
13. FALSE
14. FALSE
15. TRUE

41
Strand Five: Programming And Database

STRAND FIVE: LESSON TWO

STRAND FIVE: PROGRAMMING AND DATABASE

SUB-STRAND ONE: INTRODUCTION TO DATABASES, ALGORITHM AND PRO-

GRAMMING LANGUAGES.
(E.g. SCRATCH, VB DOT NET, ETC)
LESSON TWO EXPLORING PROGRAMMING LANGUAGES (VB AND SCRATCH)
REFERENCE PAGES 197 TO 203 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer laboratory or just one computer before you teach this
topic.
• Make sure Database programme (SCRATCH, VB DOT NET) is installed on the
computer.
• Download a video that talks about the programming language
• If it is not possible to get a complete computer, then draw and label the Database
system Interface on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Play a video of the importance and uses of databases and ask learners to mention
other uses of database and their importance.
• Put learners in group and guide them to discuss programming languages and
their use (e.g. scratch, vb.net etc.)
• Guide learners to investigate in groups on the programming languages and their
use (e.g. scratch, vb.net etc.)
• Guide learners to write programing language using Scratch or vb.net
• You can make arrangements with the nearby Internet Café and take your learners
over to observe how programmers work and if possible have the chance to
practice.

42
 Programming And Database

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Ensure that the programming language is installed and is working on the computer
• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them.

ANSWERS TO QUESTIONS
Exploring Programming Languages (VB and Scratch)
1. Instructions
2. Scratch
3. Visual Basic .NET (Vb.net)
4. Python and Java
5. C
6. B
7. C
8. TRUE
9. TRUE
10. FALSE
11. TRUE
12. TRUE
13. FALSE
14. TRUE

43
Strand Five: Programming And Database

STRAND FIVE: PROGRAMMING AND DATABASE

SUB-STRAND TWO: INTRODUCTION TO ELECTRONIC SPREADSHEET (TABS AND RIB-

BONS MANIPULATION)

LESSON ONE EXPLORING TABS AND RIBBONS OF THE ELECTRONIC

SPREADSHEET
REFERENCE PAGES 205 TO 219 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer laboratory or just one computer before you teach this
topic.
• Make sure Electronic Spreadsheet software is installed on the computer.
• Download video that teaches the basis of Electronic Spreadsheet
• If it is not possible to get a complete computer, then draw and label the Electronic
Spreadsheet software Interface on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Guide them to identify the Electronic Spreadsheet software
• Play video on Electronic Spreadsheets and their uses in society.
• Assist learners to list examples of Electronic Spreadsheets (MS Excel,
Numbers, Google sheets, Lotus
• 1-2-3 etc.).
• Guide learners to explore the uses of electronic spreadsheets.
• Guide learners to discuss the importance of Electronic Spreadsheets
• Demonstrate how to use the ribbons under the home ribbons. (i.e. clip board,
styles, fonts, paragraph and editing)
• You can make arrangements with the nearby Internet Café and take your learners
over to observe how Electronic Spreadsheet software is used and if possible have
the chance to practice.

44
 Programming And Database

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Ensure that Electronic Spreadsheet application is working on the computers
• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them.

ANSWERS TO QUESTIONS
Exploring Tabs and Ribbons of the Electronic Spreadsheet.
1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
6. Microsoft Excel
7. a. Accounting
b. bookkeeping
c. financial analysis
d. statistical analysis
8. a. checking account information
b. budgets
c. taxes
d. transactions
e. billing
f. invoices
g. receipts

45
Strand Five: Programming And Database

h. forecasts
i. any payment system
9. C
10. B
11.
Steps Correct Order
1 Click on the Start button.
2 Click on All Programs option from the menu.
3 Search for Microsoft Office from the sub menu and click it.
4 Search for Microsoft Excel 2010 from the submenu
5 Click on Microsoft Excel 2010.

46
 Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND ONE: NETWORK OVERVIEW

Key Ideas: Networking helps in effective communication among computers

and other technological devices.

Internet is the largest networking platform in the whole world.

Personal Area Network helps individuals to connect their phone to

their personal computer and other technological devices

Devices on the network are referred to as Nodes.

Learning Indicators:
By the time you finish studying the content of this strand, you will be able to:

Briefly explain the concept of Network

Identify the types of Networks
Discuss the internet and how it

47
Strand Six: Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND ONE: NETWORK OVERVIEW

LESSON ONE NETWORK AND ITS USES

REFERENCE PAGES 221 TO 232 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer that is connected to the internet
• Download video that teaches network and their uses
• Bring to class devices that can help computers to be networked and connected to
the internet such Modem, Router, twisted pair cable and more
• If it is not possible to get a complete computer, then draw and label the devices
on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Guide the learners to discuss how devices communicate.

• Demonstrate simple connectivity between nodes.
• Put learners in mixed ability groups for them to brainstorm to distinguish between
PAN, LAN, MAN, WAN and Internet.

• Guide learners to discuss the inter-connection of the internet computers

(learners should be made to realise that the internet is a network of networks).
• You can make an arrangement with the nearby Internet Café and take your
learners over to observe how the various type network.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
48
 Internet and Social media

• Ensure that learners sit correctly behind the computer and perform activities
assigned to them

ANSWERS TO QUESTIONS
INTERNET AND SOCIAL MEDIA
NETWORK OVERVIEW
Lesson 1
Network and its Uses
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. TRUE
6. TRUE
7. C
8. B
9. A
10. a. ………………………Ethernet hub*
b. ………………………Ethernet cables*
c. ………………………Router/Switch*
d. ………………………Computers*
e. ………………………Other network devices*
11. Category 5 cable RJ-45.*
12. Distributors
13. Router
14. Network Interface Card
15. Internet

49
Strand Six: Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND TWO: WEB BROWSERS, WEB PAGES

LESSON ONE WEB BROWSERS AND WEB PAGES

REFERENCE PAGES 234 TO 247 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a number of computers that have access to the internet.
• You will also need to ensure that at least one example of a web browser is installed
on the computers.

TEACHING AND LEARNING ACTIVITIES

• Launch a web browser and explain to learners the concept and use of
browsers. Show interfaces or images of browsers to learners.
• Let learners to list the various types of browsers e.g. Firefox, Internet
Explorer, Chrome etc. through practical lessons or the use of pictures
• Learners to launch MS-Internet Explorer and use the components
(navigation, browse, etc.)
• Learners should explore features of a Web Page (text, graphics, audio,
video,
• animation etc. through practical lessons)
• Assist learners to identify a home page from other web pages.
• Learners should practice clicking on hyperlinks.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Guide learners to understand the concept and use of browsers through practical
demonstration. Show interfaces or images of browsers to learners.
50
 Internet and Social media

• Guide learners to list the various types of browsers e.g. Firefox, Internet Explorer,
Chrome etc. through practical lessons or the use of pictures
• Guide learners to launch MS-Internet Explorer and use the components (navigation,
browse, etc.)
• Guide learners to explore features of a Web Page (text, graphics, audio, video,
animation etc. through practical lessons)
• Guide learners to identify a home page from other web pages, through practical
lessons.
• Guide learners to practice clicking on hyperlinks, through practical lessons.

ANSWERS TO QUESTIONS
WEB BROWSERS, WEB PAGES
Lesson 1
1. Browser
2. a. Microsoft Internet Explorer*
b. Mozilla firefox*
c. Safari*
d. Opera Mini*
e. Google Chrome*
f. Netscape*
g. UC browser*
3. Extensions
4. a. AdBlock Plus,
b. Web of Trust,
c. Tiny URL.
5. web browser
6. a. Text
b. Graphics
c. Audio
d. Video
e. Animation

51
Strand Six: Internet and Social media

f. Hyperlink
7. Graphics
8. home page
9. TRUE
10. FALSE
11. TRUE
12. FALSE
13. TRUE
14. TRUE
15. TRUE

52
 Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND THREE: SURFING THE WORLD WIDE WEB

LESSON ONE EXPLORING FAVOURITE PLACES

REFERENCE PAGES 248 TO 252 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a number of computers that have access to the internet.
• You will also need to ensure that at least one example of a web browser is installed
on the computers.

TEACHING AND LEARNING ACTIVITIES

• Facilitator should demonstrate to learners how to create a favourite link

and encourage learners to do same.
• Demonstrate to learners how to delete the favourite links they have
created in the previous task.
• Demonstrate to learners how to create a favourite folder.
• Let learners use the links toolbar to save their favourite links.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Guide learners to create a favourite link.
• Guide learners to delete favourite links they have created in the previous lesson.
• Guide learners to create a favourite folder.
• Guide learners to use the links toolbar

53
Strand Six: Internet and Social media

ANSWERS TO QUESTIONS
FAVOURITE PLACES AND SEARCH ENGINES
Lesson 1
Exploring Favourite Places

1. The Favourites option helps to save addresses of the webpages you visited
often. Hence you need not to remember long and complex address of websites
you visit often.

2. In ordered to add website to your favourites list, follow the steps given below:
• Open webpage that you want to add to your favourite.
• Click on favourite menu
• Click on Add to Favourite option.
• Add favourites dialog box appears.
• In Add Favourites dialog box, the Name: text box will contain the name of
the web page that you want to add to favourites.
• Click on the Create in button.
• Favourites folder will appear. Move to the folder where you want to store
the favourites by clicking on the folder name.
• Now click on OK button to save the favourites.

3. To delete a favorites link from your browser, follow the following steps;
• Click on the Favourites menu
• Click on the Organise Favourites.
• In the Organise favourites dialog box, select the link to the webpage.
• Click on the delete button.

54
 Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND FOUR FAVOURITE PLACES AND SEARCH ENGINES

LESSON TWO EXPLORING SEACH ENGINES

REFERENCE PAGES 253 TO 260 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer that is connected to the internet
• You need to download videos that teaches about favourite places.
• You can also use smart phones, tablets and other digital devices that have an
internet access
• If it is not possible to get a computer, then draw and label the interface of
favourite places on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Put learners in mixed ability groups and guide them to discuss the concept of
favourite places
• Guide learners to discuss favourite places and the different ways of accessing
favourite places
• Demonstrate to learners how favourite places work to make the use of the web
easier and effective
• Guide the learners to use the favourite places
• You can make arrangements with the nearby Internet Café and take your learners
over to observe how favourite places are used and if possible have the chance to
practice.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Ensure that the internet connection is active and functioning effectively.

55
Strand Six: Internet and Social media

• Guide learners as the handle the computers and accessories.

• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them

ANSWERS TO QUESTIONS
FAVOURITE PLACES AND SEARCH ENGINES
Lesson 1
Exploring Search Engines

1. web portal
2. web site
3. FALSE
4. TRUE
5. FALSE
6. TRUE
7. TRUE
8. .a. Google.com
b. DuckduckGo.com
c. Bing.com
d. Ask.com
e. Googlescholar.com
f. Altavista.com
g. Yahoo.com
9. C
10. A

56
 Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND FIVE: USING ONLINE FORMS

LESSON ONE ONLINE FORMS

REFERENCE PAGES 261 TO 268 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer that is connected to the internet
• Download videos that teaches the concept of online forms
• If it is not possible to get a computer, then draw and label the interface of an
online form on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Guide learners to fill out dropdown boxes, combo box,
• Guide learners to register or fill out online forms as well as offline through practical
sessions.
• Use created PDF or Word forms to practice filling out forms offline
• You can make arrangements with the nearby Internet Café and take your learners
over to observe how the online forms are used and if possible have the chance to
practice.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them

57
Strand Six: Internet and Social media

ANSWERS TO QUESTIONS
INTERNET AND SOCIAL MEDIA
USING ONLINE FORMS
Lesson 1
Online Forms
1. C
2. A
3. C
4. TRUE
5. B

58
 Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND SIX CUSTOMIZING YOUR BROWSER

LESSON ONE SKILLS FOR CUSTOMIZING YOUR BROWSER

REFERENCE PAGES 269 TO 275 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer that is connected to the internet
• You need to download videos that teaches about the steps involve in customizing
your browser.
• You can also use smart phones, tablets and other digital devices that have an
internet access
• If it is not possible to get a computer, then draw and label the interfaces that
shows the steps in customizing your browser on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Put learners in mixed ability groups and guide them to explore some browsers
that have been customised
• Guide learners to discuss the steps involved in customising browsers.
• Demonstrate to learners the steps involved in customising browsers
• Guide the learners to customise at least 2 browsers
• You can make arrangements with the nearby Internet Café and take your learners
over to observe how to customise browsers and if possible have the chance to
practice.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Ensure that the internet connection is active and functioning effectively.

59
Strand Six: Internet and Social media

• Guide learners as the handle the computers and accessories.

• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them

ANSWERS TO QUESTIONS
CUSTOMIZING YOUR BROWSER
Lesson 1
Customizing your Browser

1. I. Click on the Tools icon in the top-right corner of Internet Explorer.

II. Select Manage add-ons.
III. Choose Search Providers in the left pane of the box that appears. In the
Manage Add-ons menu in Internet Explorer, select the Search Engine type.
IV. Click on the name of the Search Engine you would like to make the
default, and then click the Set as default button in the bottom right.

2. I. Click on the Tools button in the top-right corner of the browser, then
select Internet options.
II. The Internet Options dialog box will appear. Under homepage, delete
the default link and type the URL for the desired homepage, then click OK.
III. Your homepage will appear whenever you start Internet Explorer. Click
the Home button to visit your homepage at any time.

3. Plugins
4. Cookies
5. True
6. True
7. Cookies
8. Information
9. Password
10. Website
60
 Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND SEVEN: ELECTRONIC MAIL

LESSON ONE ELECTRONIC MAIL
REFERENCE PAGES 276 TO 292 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer that is connected to the internet
• If it is not possible to get a computer, then draw and label the interface E-mail on
a manila card for illustration.
• You can also download videos that teaches on the concept of electronic mail

TEACHING AND LEARNING ACTIVITIES

• Guide learners to explore on the various email service providers
(email, outlook.com, icloud mail).
• Ask learners to explore how to start an email address and assist them to use
email
• Guide learners to create email account (i.e. the possible steps).
• Demonstrate how to write messages, format text, and more
• You can make arrangements with the nearby Internet Café and take your learners
over to observe how the e-mail works and if possible have the chance to practice.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them

61
Strand Six: Internet and Social media

ANSWERS TO QUESTIONS
ELECTRONIC EMAIL
Lesson 1
Electronic Mail (E-mail)
1. A
2. B
3. B
4. A
5. C
6. C
7. A
8. .A
9. .a. ……………….. Gmail.*
b. ……………….. Outlook.*
c. ……………….. Yahoo Mail.*
d. ……………….. ProtonMail.*
e. ……………….. Zoho.*
10. C
11. A
12. A
13. A
14. TRUE
15. FALSE

62
 Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND EIGHT: INTERNET OF THINGS (IOT)

LESSON ONE EXPLORING THE INTERNET OF THINGS (IOT)

REFERENCE PAGES 293 TO 301 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer that is connected to the internet
• You can also download videos that teaches on the concept of Internet of Things
• If it is not possible to get a computer, then draw and label the devices used for IoT
on a manila card for illustration.

TEACHING AND LEARNING ACTIVITIES

• Put learners into groups to discuss the concept of IOTS

• Guide learners to explore examples of Internet of Things with a consumer
part and an industrial/business segment.
• Guide learners to explore the components of the Internet of Things. e.g.
Hardware, Data, Software and Connectivity.
• You can make arrangements with the nearby Internet Café and take your learners
over to observe some of the hardware that are used in the internet of things and
if possible have the chance to practice.

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Guide learners as the handle the computers and accessories.

63
Strand Six: Internet and Social media

• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them
• Assist learners in writing email using techniques as NOT writing in caps.

ANSWERS TO QUESTIONS
INTERNET OF THINGS (IOT)
Lesson 1
Exploring Internet of Things (IOT)
1. Internet being the backbone of connectivity
2. Embedded
3. Internet
4. Sensors
5. Interface
6. computer vision on video

64
 Internet and Social media

STRAND SIX: INTERNET AND SOCIAL MEDIA

SUB-STRAND NINE AND TEN: DIGITAL LITERACY

LESSON ONE EXPLORING THE CONCEPT OF DIGITAL LITERACY

REFERENCE PAGES 302 TO 306 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer or Computer laboratory
• You will need a computer that is connected to the internet
• You can also download videos that teaches on the concept of Digital literach

TEACHING AND LEARNING ACTIVITIES

• Let learners brainstorm about private and personal information online.

• Using leading questions, help learners to bring out points they could not make
out
• Guide learners to discuss security measures online such as logging out after
browsing,
• Guide learners to explain digital footprint
• You can make arrangements with the nearby Internet Café and take your learners
over to learn about digital literacy

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Guide learners as the handle the computers and accessories.
• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them.
65
Strand Six: Internet and Social media

ANSWERS TO QUESTIONS
Exploring the Concept of Digital Literacy
1. a web site that is in reality fake
2. Report the site
3. both anti-virus and anti-malware
4. secure password
5. digital footprint
6. Passwords
7. .
a. Hackers OR
b. Crackers
8. passport scans
9. log out from the system
10. Digital footprints

66
 Health and safety in using ICT tools

STRAND SEVEN: HEALTH AND SAFETY IN USING ICT TOOLS

SUB-STRAND ONE: HEALTH AND SAFETY IN USING ICT TOOLS

Key Ideas: Long use ICT tools can cause health hazards among users.

Some of the health hazards include eye straining, eye irrita-

tion and eye fatigue.

Perform periodic exercises or activities when you use the ICT

tool for an hour

Avoid sitting for a long time when usin ICT tools

Learning Indicators:
By the time you finish studying the content of this strand, you will be able to:

Identify some major health hazards associated with the use

of ICT tools’ use.

Describe proper sitting posture.

Demonstrate the best ways to use ICT tools safetly

67
Strand Seven: Health and safety in using ICT tools

STRAND SEVEN HEALTH AND SAFETY IN USING ICT TOOLS

SUB-STRAND ONE: HEALTH AND SAFETY IN USING ICT TOOLS

LESSON ONE HEALTH AND SAFETY IN USING ICT TOOLS

REFERENCE PAGES 308 TO 312 OF LEARNER’S BOOK

TEACHING AND LEARNING MATERIAL

• You will need a computer or Computer laboratory
• You can use pictures and images that talk about health and safety in using ICT
Tools
• Download videos on the concept you want to teach about health and safety in
using ICT tools

TEACHING AND LEARNING ACTIVITIES

• Put learners in groups to discuss some of the jealth and safety issues
concerning the use of ICT tools
• Guide the learners to discuss wrist pain and sitting posture (neck, back and
waist pain).
• Put learners in groups to discuss, identify the proper sitting posture (i.e. siting at
90 degrees, wrist should be supported with a wrist pad, take short breaks etc.)
when using the computer
• Supervise learners to practise what they have learnt

THE FACILITATOR’S ROLE

In this lesson, the Facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Guide learners as the handle the computers and accessories.

68
 Health and safety in using ICT tools

• Use teaching and learning materials to make abstract teaching interesting and
real.
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them

ANSWERS TO QUESTIONS
HEALTH AND SAFETY IN USING ICT TOOLS
Lesson 1
Health and Safety in Using ICT Tools
1. computer radiation
2. healthy cells
3. muscle and joint pain
4. Repetitive Strain Injury
5. a. Burning or itching eyes
b. Blurring or double vision
c. Headache
d. Fatigue
e. Nausea
6. Eye strain
7. serious back and neck problems
8. Five
9. Sitting posture
10. Repetitive Strain Injury

69
Glossary

GLOSSARY

A Applications Complete, self-contained programs that perform a specific

function (ie. Spread sheets, databases)
B Bit A computer’s most basic unit of information
Boot The process of loading or initializing an operating system on a
computer; usually occurs as soon as a computer is turned on
Browser A program used to view World Wide Web pages, such as
Netscape Navigator or Internet Explorer
Bug A part of a program that usually causes the computer to
malfunction; often remedied in patches or updates to the
program
Byte Small unit of data storage; 8 bits; usually holds one character
C Click Occurs when a user presses a button on a mouse which in turn,
generates a command to the computer
CPU Central processing unit; the brain of the computer; controls
the other elements of the computer
D Database A large structured set of data; a file that contains numerous
records that contain numerous fields
Disk Drive A peripheral device that reads and/or writes information on a
disk
Diskette A small flexible disk used for storing computer data
Double Click Occurs when a user presses a button on the mouse twice in
quick succession; this generates a command to the computer
Download Transferring data from another computer to your computer
Drag Occurs when a user points the mouse at an icon or folder,
presses the button and without releasing the button, moves
the icon or folder to another place on the computer where the
button is released
Driver Software program that controls a piece of hardware or a
peripheral

70
 Glossary

F FAQ Frequently asked question; documents that answer questions

common to a particular website or program
File Nameable unit of data storage; an element of data storage; a
single sequence of bytes
Folder A graphical representation used to organize a collection of
computer files; as in the concept of a filing cabinet (computer’s
hard drive) with files (folders)
Freeware Software provided at no cost to the user

G Gigabyte 1,073,741,824 bytes or 1,024 megabytes; generally abbreviated

GB
GUI Graphical user interface; uses pictures and words to represent
ideas, choices, functions, etc.
H Hard Drive A device (usually within the computer case) that reads and
writes information, including the operating system, program
files, and data files
Hardware The physical parts of a computer –

I Icon A small picture used to represent a file or program in a GUI

interface
Internet A network of computer networks encompassing the World
Wide Web, FTP, telnet, and many other protocols
IP number Internet protocol; a computer’s unique address or number on
the Internet
K Keyboard A peripheral used to input data by pressing keys

Kilobyte 1,024 bytes; usually abbreviated KB

M Megabyte 1,048,576 bytes or 1,024 kilobytes; enough storage to

approximately equal a 600 page paperback book; generally
abbreviated Mb
Memory Any device that holds computer data

Menu A list of operations available to the user of a program

Modem A peripheral device used to connect one computer to another

over a phone line
Monitor A device used to display information visually

Mouse A peripheral device used to point to items on a monitor

71
Glossary

N Network A collection of computers that are connected

NIC Network interface card; a board inserted in a computer that
provides a physical connection to a network
P Peripheral Any of a number of hardware devices connected to a CPU
Printer A peripheral device that converts output from a computer into
a printed image
R RAM Random access memory; the type of storage that changes;
when the computer is turned off, the RAM memory are erased
ROM Read-only memory; the type of storage that is not changed
even when the computer is turned off
S Scroll Bar Allows the user to control which portion of the document is
visible in the window; available either horizontally or vertically
or both
Shareware Software provided at a minimal cost to users who are on their
honor to send in payment to the programmer
Software Instructions executed by a computer
Spread sheet A program arranged in rows and columns that manipulates
numbers
T Tool Bar A graphical representation of program activities; a row of
icons used to perform tasks in a program
U URL Uniform resource locator; the address of a site on the World
Wide Web; a standard way of locating objects on the Internet
V Virus A deliberately harmful computer program designed to create
annoying glitches or destroy data
W Window A screen in a software program that permits the user to view
several programs at one time
Word A program that allows the user to create primarily text
Processor documents

72
73