ICT: social studies, primary

Alberta Learning ICT outcomes: Primary social studies

The following occur across primary social studies:

F1 (1.1) — Identify techniques and tools for communicating, storing, retrieving and selecting information.
F1 (1.2) — Apply terminology appropriate to the technologies being used at this division level.
F1 (1.3) — Demonstrate an understanding that the user manages and controls the outcomes of technology.

F2 (1.1) — Identify technologies used in everyday life.
F2 (1.2) — Describe particular technologies being used for specific purposes.

F3 (1.1) — Demonstrate courtesy and follow classroom procedures when making appropriate use of computer technologies.
F3 (1.2) — Work collaboratively to share limited resources.
F3 (1.3) — Demonstrate appropriate care of technology equipment.
F3 (1.4) — Recognize and acknowledge the ownership of electronic material.
F3 (1.5) — Use appropriate communication etiquette

F4 (1.1) — Compare similar types of information from two different electronic sources.

F5 (1.1) — Demonstrate proper posture when using a computer.
F5 (1.2) — Demonstrate safe behaviours when using technology

F6 (1.1) — Perform basic computer operations, which may vary by environment, including Powering up, inserting disks, moving the cursor, clicking on an icon, using pull-down menus, executing programs, saving files, retrieving files, printing, ejecting disks and powering down.
F6 (1.2) — Use proper keyboarding techniques for the home row, enter, space bar, tab, backspace, delete and insertion-point arrow keys.
F6 (1.3) — Operate basic audio and video equipment, including inserting, playing, recording and ejecting media.

a. The teacher knows how to facilitate the communication of ideas and information using computer software writing and graphics tools such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 1 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 1
Students create checklists or charts based upon themes of respect, listening behaviours, school rules, and co-operation. (Grade 1 Topic A: My School)	- Generate rules needed in the classroom (SO, gr. 1). - Draw conclusions about the roles and responsibilities of people at the school (SO, gr. 1). - Identify and examine alternative solutions to problems at school; i.e., dilemmas others face in the classroom, playground and/or school (SO, gr. 1).	P1 (1.1) - Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. C6 (1.2) - Use technology to organize and display data in a problem-solving context. P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste.
Students draw family members and symbols of their activities, and organize these drawings into a presentation. (Grade 1 Topic B: My Family)	- Gather information, using a questionnaire developed by the class on the membership and responsibilities of family members (SO, gr. 1). - Recognize and acquire information from a variety of sources; e.g., pictures, charts, photos, films, books, stories (SO, gr. 1). - Categorize pictures, facts or events as similar, different, related or unrelated (SO, gr. 1). - Express ideas and feelings about their family and other families, pictorially and orally (SO, gr. 1).	C6 (1.2) - Use technology to organize and display data in a problem-solving context. P3 (1.2) - Create visual images by using such tools as paint and draw programs for particular audiences and purposes. P4 (1.1) - Integrate text and graphics to form a meaningful message. P4 (1.2) - Balance text and graphics for visual effect.
Students list and compare family traditions with titles such as 'shared' and 'unique' characteristics in the titles.(Grade 1 Topic C: Other Canadian families)	- Gather information by surveying family members (SO, gr. 1). - Acquire and interpret information from pictures, books, filmstrips and/or films on traditions held by Canadian families (SO, gr. 1). - Make a chart to compare traditions of Canadian families (SO, gr. 1). - Draw conclusions about traditions held by Canadian families (SO, gr. 1).	P1 (1.1) - Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. C6 (1.2) - Use technology to organize and display data in a problem-solving context. P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste. P2 (1.1) - Read information from a prepared database.
Students construct mind maps, flow diagrams, and other graphical representations of goods and services flowing among communities. (Grade 2 Topic A: People Nearby)	- Collect and record data on a pictograph and/or bar graph, and compose a title for data collected (SO. gr. 2). - Arrange events, facts and/or ideas in sequence; e.g., tasks in preparing for a field trip and/or an interview (SO. gr. 2).	C6 (1.2) - Use technology to organize and display data in a problem-solving context. P3 (1.2) - Create visual images by using such tools as paint and draw programs for particular audiences and purposes.
Students create diagrams of product origins. (Grade 2 Topic A: People Nearby)	- Collect and record data on a pictograph and/or bar graph, and compose a title for data collected (SO, gr. 2). - Express ideas orally, pictorially and/or through role playing; e.g., on how individuals and/or groups cooperate in own community (SO, gr. 2).	C6 (1.2) - Use technology to organize and display data in a problem-solving context. P3 (1.2) - Create visual images by using such tools as paint and draw programs for particular audiences and purposes.
Students construct a map and legend of the local area depicting spatial relationships within the community. (Grade 2 Topic B: People in Canada)	- Locate own community on a globe and a map of Canada (SO. gr. 2). - On a wall map of Canada, locate communities being studied (SO. gr. 2). - Locate features on a map, using a simple legend (SO. gr. 2). - Determine distance on a map, using relative terms; e.g., near/far, here/there (SO. gr. 2).	C6 (1.2) - Use technology to organize and display data in a problem-solving context. P3 (1.2) - Create visual images by using such tools as paint and draw programs for particular audiences and purposes.
Students develop a story board or graphic flow diagram of a family genealogy. (Grade 1 Topic B: My Family)	- Gather information, using a questionnaire developed by the class on the membership and responsibilities of family members (SO, gr. 1). - Acceptance of a variety of family structures, including one’s own family (SO, gr. 1).	C6 (1.2) - Use technology to organize and display data in a problem-solving context.
Students plan activities and projects about another Canadian community to illustrate similarities and differences. (Grade 2 Topic B: People in Canada; Topic C: People in the World)	- Acquire information to find answers to questions by reading (SO, gr. 2). - Distinguish between a story and a factual account about Canadian communities (SO, gr. 2). -Compare similarities and differences of communities studied (SO, gr. 2). - Draw conclusions about the similarities Canadian communities share (SO, gr. 2). - Classify and organize information on a chart about homes, food, occupations, schools, recreation, language and environment (SO, gr. 2). - Compare the places being studied with one’s own (SO, gr. 2). - Draw conclusions about the similarities in the way people meet their needs (SO, gr. 2).	C4 (1.1) - Follow a plan to complete an inquiry. P1 (1.1) - Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P2 (1.1) - Read information from a prepared database. C6 (1.1) - Identify a problem within a defined context. C6 (1.2) - Use technology to organize and display data in a problem-solving context. C6 (1.3) - Use technology to support and present conclusions. P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste. P4 (1.1) - Integrate text and graphics to form a meaningful message. P4 (1.2) - Balance text and graphics for visual effect.
Students develop interview questions for community contributors to explore economic interdependence; goods and services; flow and exchange. (Grade 3 Topic B: Communities Need Each Other)	- Acquire information by surveying one’s own home to find out where goods used by the family are made (SO, gr. 3). - Summarize the advantages and disadvantages of the exchanges of goods/services (SO, gr. 3). - Draw conclusions about the positive and negative aspects of exchanging goods and services between communities (SO, gr. 3). - Record the findings of a survey on a simple bar or pictograph (SO, gr. 3). -Select pertinent information (main and supporting details) on a topic from materials heard, viewed or read (SO, gr. 3).	C4 (1.2) - Formulate new questions as research progresses. C6 (1.2) - Use technology to organize and display data in a problem-solving context. P1 (1.1) - Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. C6 (1.1) - Identify a problem within a defined context. P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste.
Students compose lists of goods and services that flow between rural and urban communities, and make judgments about these exchanges (Grade 3 Topic B: Communities Need Each Other)	- Summarize the advantages and disadvantages of the exchanges of goods/services (SO, gr. 3). - Draw conclusions about the positive and negative aspects of exchanging goods and services between communities (SO, gr. 3). -Select pertinent information (main and supporting details) on a topic from materials heard, viewed or read (SO, gr. 3).	C6 (1.2) - Use technology to organize and display data in a problem-solving context. P1 (1.1) - Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. C6 (1.1) - Identify a problem within a defined context. C6 (1.3) - Use technology to support and present conclusions. P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste.
Students write descriptions of special communities that illustrates the values of tolerance, respect and understanding. (Grade 3 Topic C: Special Communities)	- People keep their customs/traditions in similar ways (SO, gr. 3). - The customs/traditions kept by people may change (SO, gr. 3). - Respect for people who live in or belong to a special community is important (SO, gr. 3).	C6 (1.2) - Use technology to organize and display data in a problem-solving context. P1 (1.1) - Create original text, using word processing C6 (1.1) - Identify a problem within a defined context. C6 (1.3) - Use technology to support and present conclusions.software, to communicate and demonstrate understanding of forms and techniques. P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste.

b. The teacher knows how to explore social studies concepts using multimedia resources such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 1 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 1
Students compare information from Alberta road maps, maps, and atlases with electronic atlases on CD-ROM.	- Identify and locate own community on a wall map (SO, gr. 1). - Compare pictures, aerial photographs, and/or models with maps of the same area (SO, gr. 2). - Locate own community on a globe and a map of Canada (SO, gr. 2). - On a wall map of Canada, locate communities being studied (SO, gr. 2). - Locate features on a map, using a simple legend (SO, gr. 2). - Read and interpret map symbols on a map of a local area (SO, gr. 3). - Locate one’s own community in relation to others in Alberta, using a map of Alberta (SO, gr. 3). - Locate on a map and name own province and country (SO, gr. 3). - On a simple map of Canada, locate selected communities under study (SO, gr. 3). - Compare aerial photographs, pictures and/or models with maps of the same area (SO, gr. 3). -Compare maps of the same area drawn to a different scale (SO, gr. 3).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. C4 (1.3) - Organize information from more than one source. C3 (1.1) - Compare and contrast information from similar types of electronic sources.P5 (1.1) - Navigate within a document, compact disc or other software program that contains links.

Students learn to stay focused on the research topic as they open, close and navigate through CD-ROM reference materials. (Grade 1 Topic B: My family; Grade 1 Topic C: Other Canadian families; Grade 2 Topic B: People of Canada; Grade 2 Topic C: People today; Grade 3 Topic A: My Community Past, Present and Future; Grade 3 Topic B: Communities need each other; Grade 3 Topic C: Special Communities	- Recognize and acquire information from a variety of sources; e.g., pictures, charts, photos, films, books, stories (SO, gr. 1). - Acquire and interpret information from pictures, books, filmstrips and/or films on traditions held by Canadian families (SO, gr. 1). - Acquire information to find answers to questions by reading (SO, gr. 2). - Acquire information to answer questions, using a variety of sources; e.g., pictures, photographs, charts, films, books (SO, gr. 2). - Identify possible sources and location of information; e.g., print, non-print, interviews, survey (SO, gr. 3). - Acquire information by listening to or reading simple historical accounts (SO, gr. 3).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. C1 (1.2) - Process information from more than one source to retell what has been discovered. P2 (1.1) - Read information from a prepared database. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C4 (1.1) - Follow a plan to complete an inquiry. P4 (1.1) - Integrate text and graphics to form a meaningful message. P4 (1.2) - Balance text and graphics for visual effect. P5 (1.1) - Navigate within a document, compact disc or other software program that contains links.
Students use media to clarify ‘before’, ‘now’, and ‘after’ as chronological concepts. (Grade 3 Topic A: My Community Past, Present and Future)	- Arrange events, facts and/or ideas in sequence (SO, gr. 3). - Draw conclusions about community changes, past and present (SO, gr. 3). - On a simple class time line, record events in the community’s history (SO, gr. 3). - Identify possible sources and location of information; e.g., print, non-print, interviews, survey (SO, gr. 3). - Acquire information by listening to or reading simple historical accounts (SO, gr. 3).	P2 (1.1) - Read information from a prepared database. P3 (1.2) - Create visual images by using such tools as paint and draw programs for particular audiences and purposes. P5 (1.2) - Access hyperlinked sites on an intranet or the Internet. C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. C1 (1.2) - Process information from more than one source to retell what has been discovered. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C4 (1.3) - Organize information from more than one source. C6 (1.1) - Identify a problem within a defined context. C6 (1.2) - Use technology to organize and display data in a problem-solving context. C6 (1.3) - Use technology to support and present conclusions. P3 (1.1) - Access images, such as clip art, to support communication. P3 (1.3) - Access sound clips or recorded voice to support communication.
Students view dramatic video software to explore special communities in the past and their contribution to Canada. E.g. Canada Heritage Minutes : Black Underground Railway; Chinese railway workers. Students place themselves in the story for empathetic understanding. They create alternative endings, exploring other futures and contributions of these select communities. (Grade 2 Topic B: People of Canada; Grade 3 Topic C: Special Communities)	- Use and interpret visual materials such as pictures, charts, films (SO, gr. 2). - Distinguish between a story and a factual account about Canadian communities (SO, gr. 2). - Acquire information to answer questions through listening, viewing and reading (SO, gr. 3). -Distinguish between fictional stories and factual information about people in communities (SO, gr. 3). - Examine case study descriptions of communities to identify ways people perpetuate their lifestyle (SO, gr. 3). - Identify differences in perspectives (the way people see things) and the underlying values of those people/individuals who may choose to change some specific of their lifestyle and those who desire to remain the same (SO, gr. 3).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. P3 (1.1) - Access images, such as clip art, to support communication. P5 (1.1) - Navigate within a document, compact disc or other software program that contains links. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C4 (1.3) - Organize information from more than one source. C6 (1.1) - Identify a problem within a defined context. C6 (1.3) - Use technology to support and present conclusions. P3 (1.3) - Access sound clips or recorded voice to support communication.

c. The teacher knows how to enhance communication and research skills using the Internet such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 1 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 1
Students use the Internet to study news and current events. (Grade 3 Topic A: My Community Past, Present and Future)	- Identify possible sources and location of information; e.g., print, non-print, interviews, survey (SO, gr. 3). - Acquire information by listening to or reading simple historical accounts (SO, gr. 3). -Arrange events, facts and/or ideas in sequence (SO, gr. 3). - Compare information gained from two different sources to see if it is similar or different (SO, gr. 3).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C5 (1.1) - Share information collected from electronic sources to add to a group task. P5 (1.2) - Access hyperlinked sites on an intranet or the Internet. C1 (1.2) - Process information from more than one source to retell what has been discovered. C4 (1.3) - Organize information from more than one source. C6 (1.1) - Identify a problem within a defined context. C6 (1.3) - Use technology to support and present conclusions.
Student access Alberta Education's 'Schools On The Net' list to choose several diverse places such as a farm, a city, a reserve, and a town to research and communicate with. (Grade 2 Topic B: People in Canada)	- Acquire information to find answers to questions by reading (SO, gr. 2). - Compare similarities and differences of communities studied (SO, gr. 2). - Draw conclusions about the similarities Canadian communities share (SO, gr. 2). - Write several sentences comparing how a need is met in two different Canadian communities (SO, gr. 2).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C5 (1.1) - Share information collected from electronic sources to add to a group task. P5 (1.2) - Access hyperlinked sites on an intranet or the Internet. C4 (1.3) - Organize information from more than one source. C6 (1.1) - Identify a problem within a defined context. C6 (1.3) - Use technology to support and present conclusions.
Students find relatives with access to e-mail and send messages to them. (Grade 1 topic B: My Family)	- Gather information, using a questionnaire developed by the class on the membership and responsibilities of family members (SO, gr.1)	P1 (1.1) - Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste. P6 (1.1) - Compose a message that can be sent through communication technology. P6 (1.2) - Communicate electronically with people outside the classroom. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C4 (1.1) - Follow a plan to complete an inquiry. C4 (1.2) - Formulate new questions as research progresses. C4 (1.3) - Organize information from more than one source. C5 (1.1) - Share information collected from electronic sources to add to a group task.
Students communicate with handicapped, teens, aged people, and distance education students, to explore how they meet their needs in the community or how they establish respect and tolerance. (Grade 2 Topic A: People Nearby)	- Acquire information to answer questions by viewing, listening and reading (SO, gr. 2). - Identify the purpose of a field study and/or interview; plan procedures, rules of behaviour, questions to be asked, and things to watch and/or listen for (SO, gr. 2). - Draw conclusions about how one’s own needs and others’ needs are met within the community (SO, gr. 2). - Draw conclusions about how services/facilities accommodate one’s needs and needs of others (SO, gr. 2). - Generate examples of ways to cooperate within one’s own group as well as with other groups (SO, gr. 2). - Generate examples of ways to show appreciation and respect toward others and their needs (SO, gr. 2).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. P1 (1.1) - Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste. P6 (1.1) - Compose a message that can be sent through communication technology. P6 (1.2) - Communicate electronically with people outside the classroom. C1 (1.2) - Process information from more than one source to retell what has been discovered. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C4 (1.1) - Follow a plan to complete an inquiry. C4 (1.2) - Formulate new questions as research progresses. C4 (1.3) - Organize information from more than one source. C5 (1.1) - Share information collected from electronic sources to add to a group task.
Students access Internet geographical and map representations to better visualize the topics. (Grade 1-2-3)	- Use simple maps to locate specific areas within the school and the school within the community (SO, gr. 1). - Read simple maps; e.g., school, playground, community (SO, gr. 2). - Locate the country studied on a classroom map/globe relative to location of Canada (SO, gr. 2). - Locate on a map and name own province and country (SO, gr. 3). - On a simple map of Canada, locate selected communities under study (SO, gr. 3). - Compare maps of the same area drawn to a different scale (SO, gr. 3).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. C5 (1.1) - Share information collected from electronic sources to add to a group task. P3 (1.1) - Access images, such as clip art, to support communication. P3 (1.3) - Access sound clips or recorded voice to support communication. P5 (1.2) - Access hyperlinked sites on an intranet or the Internet. C4 (1.3) - Organize information from more than one source. C6 (1.1) - Identify a problem within a defined context. C6 (1.3) - Use technology to support and present conclusions.
Students connect with community resource people electronically to explore community change. (Grade 3 Topic A: My Community in the Past, Present and Future)	- Collect information through direct observation in the community and by interviewing parents and/or community resource people (SO, gr. 3).	C3 (1.1) - Compare and contrast information from similar types of electronic sources. P1 (1.1) - Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P6 (1.1) - Compose a message that can be sent through communication technology. P6 (1.2) - Communicate electronically with people outside the classroom. C4 (1.1) - Follow a plan to complete an inquiry. C4 (1.2) - Formulate new questions as research progresses. C4 (1.3) - Organize information from more than one source. C5 (1.1) - Share information collected from electronic sources to add to a group task. C6 (1.1) - Identify a problem within a defined context. C6 (1.3) - Use technology to support and present conclusions. P1 (1.2) — Edit complete sentences, using such features of word processing as cut, copy and paste.
Students use online photo collections and local library archives to trace community change. (Grade 3 Topic A: My Community in the Past, Present and Future)	- Identify possible sources and location of information; e.g., print, non-print, interviews, survey (SO, gr. 3). - Compare information gained from two different sources to see if it is similar or different (SO, gr. 3). - Draw conclusions about community changes, past and present (SO, gr. 3). - Generate ways an individual can influence change (SO, gr. 3). - Identify and assess the choices an individual has, about whether to accept or reject change (SO, gr. 3). - Predict future changes in the community (SO, gr. 3).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C6 (1.3) - Use technology to support and present conclusions. P3 (1.1) - Access images, such as clip art, to support communication. P5 (1.1) - Navigate within a document, compact disc or other software program that contains links. C1 (1.2) - Process information from more than one source to retell what has been discovered. C4 (1.1) - Follow a plan to complete an inquiry. C4 (1.2) - Formulate new questions as research progresses. C4 (1.3) - Organize information from more than one source. C5 (1.1) - Share information collected from electronic sources to add to a group task. P3 (1.3) - Access sound clips or recorded voice to support communication. P5 (1.2) - Access hyperlinked sites on an intranet or the Internet.
Students locate Internet sites beyond the local community to examine places with distinctive life styles, traditions, and customs that are also undergoing change. (Grade 3 Topic C: Special Communities)	- Identify differences in perspectives (the way people see things) and the underlying values of those people/individuals who may choose to change some specific of their lifestyle and those who desire to remain the same (SO, gr. 3) - Identify possible sources and locations of information; e.g., print, non-print, interviews, surveys (SO, gr. 3). - Acquire information to answer questions through listening, viewing and reading (SO, gr. 3). - Acquire information by skimming materials to select specific information and/or supporting details (SO, gr. 3). - Distinguish between fictional stories and factual information about people in communities (SO, gr. 3).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. C3 (1.1) - Compare and contrast information from similar types of electronic sources. C5 (1.1) - Share information collected from electronic sources to add to a group task. P5 (1.2) - Access hyperlinked sites on an intranet or the Internet. C1 (1.2) - Process information from more than one source to retell what has been discovered. C4 (1.1) - Follow a plan to complete an inquiry. C4 (1.2) - Formulate new questions as research progresses. C4 (1.3) - Organize information from more than one source. C6 (1.3) - Use technology to support and present conclusions.P3 (1.1) - Access images, such as clip art, to support communication. P3 (1.3) - Access sound clips or recorded voice to support communication.
Students search and download relevant photos of the cultural components in special communities. (Grade 3 Topic C: Special Communities)	- Identify possible sources and locations of information; e.g., print, non-print, interviews, surveys (SO, gr. 3). - Acquire information to answer questions through listening, viewing and reading (SO, gr. 3). - Acquire information by skimming materials to select specific information and/or supporting details (SO, gr. 3).	C1 (1.1) - Access and retrieve appropriate information from electronic sources for a specific inquiry. P3 (1.1) - Access images, such as clip art, to support communication. P4 (1.1) - Integrate text and graphics to form a meaningful message. C1 (1.2) - Process information from more than one source to retell what has been discovered. C5 (1.1) - Share information collected from electronic sources to add to a group task. C6 (1.3) - Use technology to support and present conclusions.P3 (1.3) - Access sound clips or recorded voice to support communication. P4 (1.2) - Balance text and graphics for visual effect. P5 (1.2) - Access hyperlinked sites on an intranet or the Internet.