|
Course Syllabus: Introduction to Computers for
Teacher Productivity
This one-credit graduate course will introduce beginning technology users to basic
computer tools that can enhance teacher productivity. Participants will learn the proper
ways to boot and shut down computers, save to floppy disks, and use a mouse. Participants
will also learn to use word processing, Internet browsing, and email software.
Course Overview:
This course is geared for the teacher with little or no experience using
computers. Participants will receive hands-on training in the basics of word-processing
and Internet browsing. Assignments are designed to provide opportunities to practice the
skills introduced in each session and to be of practical use to the practice of teaching.
Best practices for the integration of technology for learning will be introduced.
Student Learning Objectives:
Students will practice proper use of the computer, monitor, mouse and printer.
Students will explain the meaning of the components of the modern graphical user
interface.
Students will demonstrate how to launch, use, and quit word processing and Internet
browser software.
Students will create and format word-processed documents that they can use in their
teaching.
Students will assemble bookmarks of Internet sites that support specific curricular goals.
Students will identify ways to engage learners by incorporating specific features of word
processing and Internet browsing software into their instructional activities.
Teaching Method/Class Format :
Each class session will consist of the following:
Discussions of assigned readings, assignments, applications of technology
in the classroom, or issues related to technology for learning.
Demonstrations of how to use specific features of computers and software.
Practice Activities that encourage participants to practice what was
learned in the demonstration and develop skills required to complete out-of-class
assignments.
An Integration Activity that encourages participants to incorporate their
newly learned skills into their teaching.
The above methods are designed to build participants' confidence in their skills as
computer users while encouraging immediate use of computers for teacher productivity.
Through discussion and exposure to the engaged learning model, students will also begin
exploring best practices of integrating technology for student learning.
Texts and Required Reading:
Herr, Pat. "The Changing Role of the Teacher: How Management Systems Help
Facilitate Teaching." T.H.E. Journal. Nov. 2000. http://www.thejournal.com/magazine/vault/A3161.cfm
Mellon, Constance A. "Technology and the Great Pendulum of
Education." Journal of Research on Computing in Education. Fall99,
Vol. 32 Issue 1, p.28.
Roberts, Serean and ChiaChee Chiu. "All Things are Connected." WWW
4 Teachers Webzine. http://4teachers.org/feature/held/
Chamberlain, Cathy Schoolworks Word 2000 for Teachers. SchoolWorks
Press:US, 2000.
Chapin, Bill and Lisa Strosin. "Authorization for Use of Internet and District
Network Resources. Warren Township High School, 1996. http://www.wths.net/tech
Johnson, Dave. Microsoft Outlook 2000: Visually in Color. Sams
Publishing: Indianapolis, Indiana, 1999.
Plugging In: Choosing and Using Educational Technology . North Central
Regional Educational Laboratory, 1997. http://www.ncrtec.org/capacity/plug/plug.htm
The Complete Internet Guide and Web Tutorial. Microsoft Insider for Home
and Personal Computing. World Wide Web: http://www.microsoft.com/insider/internet/default.htm,
2000.
New Times Demand New Ways of Learning. World Wide Web. http://www.ncrel.org/sdrs/edtalk/newtimes.htm
Course Links page. http://www.wths.net/edtech/bdit/intro/default.htm
| Units of Work |
Assignments |
| Session 1: Introduction Collection of
registration forms and fees and distribution of books. Introduction to the course of
study, review of syllabus, establishment of course norms.
Tour
of the laptop and its parts: Identify each component, swap drives, discuss
PC card use (phone vs. network jacks and cables), using the number pad,
function keys.
Introduction
to the Windows interface (chapters 1,2,3,4,5 in Schoolworks Word 2000
for Teachers): turning the machine on and off properly,
inserting/ejecting floppy disks and CD-ROM’s, using the mouse, clicking
and dragging, interpreting the desktop, the menu bar, using Help and
tutorials, saving a file on disk and on the server, opening files,
printing files, page setup, using the Find function, using the keyboard.
Explore solitaire, the calculator, Wordpad.
Launch
Word
(chapter
6 in Schoolworks Word 2000 for Teachers)
and type a note
in Word.
History of computing/educational technology.
Introduce Independent Research Project. |
Due next session…
-
Explore the Windows tutorial on your computer (Start
menu\Programs\ Accessories\System Tools\Welcome to Windows)
- Read ch. 1,2,3,4,5 and 6 in Schoolworks Word 2000 for Teachers
- Read Classroom Connect article handed out in class.
- Word process a summary of the Classroom Connect article, print
a copy, be prepared to present your summary in class, Session 2.
|
| Session 2: File Management and Word Processing
Discuss tutorial and present summaries of Classroom Connect articles.
(Chapters 6,7,8,9 in Schoolworks Word 2000 for Teachers) Creating/naming a file and folder, opening and
closing a file and an application, renaming a file on disk, organizing and
viewing files. Exploration of word processing features: Creating a new
document, inserting graphics, fonts, size, styles. Show all features of
the Standard and Formatting tool bars. Emphasize use of page setup, and
copy and paste features.
Launch
Internet Explorer and briefly demo the basics. |
Due next session…
- choose one curriculum related site from the Classroom Connect
magazine to share with class
- Read ch. 7, 8 and 9 in Schoolworks Word 2000 for Teachers
- Create 3 word documents which include graphics,
formatted text, various fonts, a bulleted list, a numbered list,
indentation, drop cap, watermark, etc. Be sure to bold, italicize,
underline, and center, right or left align text. Save the 3
documents to a floppy disk and "My Documents" folder.
Ex. --parent letter
--class syllabus
--class flyer
--class mission statement
--test or quiz
- Select one of the completed word processed documents from above and
reformat it. Do a "Save As" and save it to a floppy disk and
"My Documents" folder.
- Read article about Search Engines
|
|
Session 3: Internet
Browsing
Collect disks (homework from 2nd session).
Discuss assigned reading.
Review
AUP, features of the browser, launching, following links, using search
engines, Internet terminology, creating and using Favorites (bookmarks),
copying and pasting text and graphics from the web.
Visit web links provided by instructor (AUP, Harris article, IE tutorial,
some basic teacher sites supplied by students.
Outlook Web Access: accessing your Outlook
account from a web browser |
Due next session...
|
| Session 4: Network and MS Outlook
Discuss Judi Harris web site and other assigned web
explorations.
School
Network: Logging on, finding your network folder, saving to your folder,
opening files from your network folder, adding network printers.
MS
Outlook: Launch Outlook, discuss Outlook bar and menu features. Create and
send a message, reply, forward, attach file, open attached file, delete
messages. Addressing messages using the Exchange server. Create contacts.
Briefly introduce calendar, notes and tasks features. View faculty
bulletin in public folders.
|
Due next session…
Send an email message to your instructor. Attach two of the exercises
you have completed in previous sessions.
Send an email message to the five members of the class designated by
your instructor. Each message should include an attachment. Reply to
each of the messages that you receive.
Add 5 addresses to your Contacts folder for people who are not part of
Warren's email system.
Enter 5 tasks in your Tasks folder.
Enter 5 dates in your Calendar.
Read pp. 60-111 in Microsoft Outlook 2000
book.
|
| Session 5: MS Outlook Continued
Discuss assigned reading.
Briefly view Contacts, Task and Calendar folders of students. Discuss
email messages and attachments participants sent to each other. Managing your inbox, emptying your deleted
messages folder, creating a signature, responding to voting buttons,
adding fancy formatting to email messages, inserting graphics into
messages, finding messages, marking
messages for later action, sorting email using categories, requesting
receipts.
Creating and using distribution lists in the
Contacts folder.
Calendar
features: recurring appointments, inviting others to a meeting. Discuss
list serves. In-class
activities:
- In your Contacts folder, create a distribution list of class
participants and instructor and send a message to this distribution list.
- Create an email message using any of the special features covered in
this session and send it to the instructor. This message must include a
signature, a graphic, and special formatting.
|
Independent Research Project
Due 5 days after last session…
- Find and review an article from online or print sources related to
best practices of integrating technology for learning.
- Using a list of educational Internet sites in your content
area, or using sites which you discover through your research, choose three sites which
you can use in your classroom this year.
- Create a word-processed document in which you 1) summarize the
article you have read; 2) list (URL's) and describe the 3 sites you
have chosen; 3) explain why they are appropriate for your curriculum; 4) relate the use of these sites to best practices in technology
integration, as evidenced in the article; and 5) provide a bibliography
for the web sites and article you used for this project.
- Email the resulting
document to your
instructor. See rubric for evaluation criteria.
|
| Optional Topics
Connecting
to the Dynacom, LCD projector. Digital camera, adding a printer, using the
server, scan disk, defrag, cleaning the laptop,
Troubleshooting: Who to call for help, when to
call and when to fix it yourself. Dealing with freezes, no network
connection, won’t shut off |
|
Evaluation and Grading Procedures
Grading will be based on quality of work with components weighted as follows:
| Course Component |
Weight |
| Participation in class
activities and discussions |
10% |
Completion
of Homework
- Session 1 Exercise
- Session 2 Exercises
- Email message with 2 exercises
- Email, contacts, tasks, and calendar entries
|
50% |
| Independent
Research Project |
40% |
Grades are differentiated on the basis of quality. Quantity alone is not a
significant factor for grade differentiation.
All work for the course must be completed within one week of the final session.
Bibliography
Recommended reading:
Classroom Connect. Lancaster, PA. Wentworth Worldwide Media. Online: http://www.classroomconnect.com
McKenzie, Jamieson. From Now On, a monthly journal for technology in
education. www.fromnowon.org
Nicholas Negroponte. Being Digital. Penn Jillette, 1995.
(text available from instructor)
Papert, Seymour. Mindstorms : Children, Computers, and Powerful Ideas. Basic
Books, 1993. (checkout from public library)
Technological Horizons in Education. www.thejournal.com
Attendance Policy
Given the intensive nature of this course, students are required to attend all
classes and to participate in class discussions, small group activities, experimental and
experiential group exercises and projects. Should an emergency prevent one's attendance at
a given session, students must provide prior notification to the instructor, complete any
required make-up activities, and complete all required assignments.
All work for the course must be completed no later than one week after the last session of
the course.
Academic Honesty and Integrity Statement
"Students are expected to maintain academic honesty and integrity as
students at Aurora University by doing their own work to the best of their ability.
Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student's
receiving a zero for that test, assignment, or paper."
Final Examination Policy
Students will create a portfolio of their best work in the course, including a
written narrative reflecting on learning with technology.
American Disability Act Compliance
In compliance with ADA guidelines, students who have any condition, either
permanent or temporary, which might affect their ability to perform in this class, are
encouraged to inform the instructor at the beginning of the term. Adaptations of teaching
methods, class materials, including text and reading materials or testing, may be made as
needed to provide for equitable participation.
Aurora University
School of Education of George Williams College GRADUATE GRADING SYSTEM
[The graduate grading system was reviewed by Deans' Council and forwarded tot the
Academic Standards committee for deliberations. This has been approved by the Academic
Standards Committee on 5 May 1992 for presentation to the Faculty Senate on 12 May 1992
for approval. This was approved by the Faculty Senate on 12 May 1992.]
At the end of the course, letter grades are awarded as defined:
A (4 quality points per course unit) Excellent. Denotes work that is consistently at
the highest level of achievement in a graduate college or university course.
B (3 quality points per course unit) Good. Denotes work that consistently meets the
high level of college or university standards for academic performance in a graduate
college or university course.
C (2 quality points per course unit) The lowest passing grade. Denotes work that does
not meet in all respects college or university standards for academic performance in a
graduate college or university course.
F (0 quality points per course unit) Failure. Denotes work that fails to meet graduate
college or university standards for academic performance in a course.
Cr (quality points are not calculated in grade point average) Pass. Denotes pass with
credit at least at the level of B work, in graduate course that are graded Cr/NCr.
NCr (0 quality points per course unit) no credit. Denotes work that fails to meet
graduate college or university standards for academic performance at least at the level of
C work.
Revised 5 May 1992
This page, last updated on 03/23/01, has been visited  times since May 29, 1998.
|
