waite/OUP-ComputerToolkitByHerrling.doc · Web viewNew York State Learning Standards will be...
Transcript of waite/OUP-ComputerToolkitByHerrling.doc · Web viewNew York State Learning Standards will be...
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Oswego Update Project
A Graduate Research ProjectUpdating Course Outlines in Technology Education
June 2004
“Computer Toolkit”(Formerly “Computer Applications”)
In collaboration with:
Developer:
Mr. Justin Herrling, Graduate Research, SUNY – Oswego, [email protected]
Project Directors:
Dr. William Waite, Professor, SUNY-Oswego, [email protected] Mr. Eric Suhr, Laisson, New York State Education Department, [email protected]
Content Consultants:
Mr. Jeff Ostroski, Cato Meridian Central Schools, [email protected]. Karen Poidomani, William Floyd HS, [email protected]. Christopher Hawkins, CNS High School North Syracuse, [email protected]
Digitally available atwww.oswego.edu/~waite
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Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.
Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:
provide a solid graduate research project for the developers involved (learning by doing)
involve known, successful teachers as consultants to the process through a common interview template
honor the work and dedication of the original writing teams
refresh course objectives and teaching strategies
forge a more uniform format between and among course outlines
update the bibliography of each course to reflect the last ten years of literature review
include Internet resources both useful as general professional tools, and as specific content enhancement
develop an index showing how NYS M/S/T standards are accomplished for each course objective
The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.
Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education
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Overview of the Course
Course Goals
Students will be able to:
Define and use basic computer terminology. Identify ethical issues related to the use of computers. Create, edit, and print word processing, spreadsheet, and database documents. Send and read e-mail, use a search engine, and instant message. Be prepared to effectively use PC applications in future course work. Save and copy files, create and organize files and folders. Download and edit digital images and video. Create and upload web pages using various formats and programs. Draw and use 3D modeling features of AutoCAD, and AutoDesk Inventor.
Course Description/Rationale
This course will involve the use of computer equipment and software. This is not a computer-programming course, but there will be a brief overview of how the machine processes different computer languages.
Students will learn how to utilize different computer programs and equipment that is readily available to them. This knowledge will prepare the students for future endeavors that will require these skills.
Computer and technology are constantly changing, and all of these changes will impact the lifestyle of these students as they continue through their educational career. In this course, students will learn to use technology for many problem-solving techniques, and apply this technology to their lives. This course should reflect the most currently available technology. Instructors should be proficient in the latest material available.
Because lab equipment varies widely throughout the State, this curriculum is written in a generic format, with the ability to apply the course to labs with MAC, or PC based systems.
Total teaching Time
Computer Toolkit is a ½ unit course with a total teaching time of 54 hours – 18 weeks.
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Content Outline
Module 1.0 - Basic Computer Software Concepts1.1 Operating Systems
1.1.1 History1.1.2 Current Status1.1.3 Future Developments
1.2 Graphical User Interface vs. Command interface1.2.1 Microsoft Windows1.2.2 Apple Macintosh 1.2.3 DOS1.2.4 Linux1.2.5 Unix
Module 2.0 - Basic Computer Hardware Concepts2.1 CPU
2.1.1 Microprocessors2.1.2 Intel Technology
2.2 File storage2.2.1 RAM / ROM2.2.2 Mass Storage Devices2.2.3 Input / Output Devices2.2.4 Modems2.2.5 Networks
2.3 Networks2.3.1 Ethernet2.3.2 LAN / WAN2.3.3 TCP/IP2.3.4 Servers and Routers
Module 3.0 – Digital Authoring3.1 Microsoft Office Suit
3.1.1 Word3.1.2 Excel3.1.3 PowerPoint3.1.4 Access
3.2 Adobe3.2.1 Reader3.2.2 Page Maker3.2.3 Photoshop
Module 4.0 - Internet Communication4.1 E-Mail
4.1.1 File attachments4.1.2 Chat Rooms4.1.3 Instant Messaging4.1.4 Video Conferencing
4.2 Data Transfer4.2.1 Downloading4.2.2 FTP 4.2.3 Internet Radio Stations
Module 5.0 - Digital Imaging5.1 Digital Pictures
5.1.1 Pixel Manipulation
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5.1.2 File Formats5.1.3 Publishing
5.2 Digital Video5.2.1 DAT / DDS5.2.2 Editing5.2.3 Enhancement5.2.4 DVD Creation
Module 6.0 - Web Page Design6.1 Page Construction
6.1.1 HTML6.1.2 Front Page 2004 (Recommended)6.1.3 Dreamweaver MX 2004 (Recommended)
6.2 Internet Uploads6.2.1 Domain name6.2.2 URL6.2.3 IP Address
Module 7.0 – Computer Modeling7.1 AutoCAD
7.1.1 Overview7.1.2 Layouts7.1.3 3D Constructions
7.2 Inventor7.2.1 Overview7.2.2 3D Modeling7.2.3 Solid Modeling
Module 8.0 – Societal Issues 8.1 Careers
8.1.1 Schooling8.1.2 Options8.1.3 Outlooks
8.2 Ethics8.2.1 Right vs. Wrong8.2.2 Copyrights8.2.3 Privacy Policies
8.3 Security/Viruses8.3.1 Protection Software8.3.2 Secure Sites8.3.3 Specific Content Software
General Instructional Strategies
1. Through the use of the instruction and software develop a well planned out approach of how to introduce the students to the latest software titles that will provide them a base for future development.
2. Continually update plans to incorporate the changing technology.
3. Develop a lab layout for 20 – 24 PC machines, which can all be seen from one location.
4. Class size should coincide with number of machines.
5. Limit lecture time to 15% of class and leave remaining 85% for hands on work.
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Module 1.0
Basic Computer Software Concepts
1.1 Operating Systems
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Describe the changes that have occurred in computer equipment since the
first digital computer in 1944.2. Understand the progress of constant changing technology.3. Develop well thought out ideas of how future technology will affect their
individual lives.
Suggested Specific Instructional Strategies1. Present early computer systems through display and multi-media. (Good to
save old Apple II’s for this)2. Have student’s research, report, and present on future computer
developments.
1.2 Graphical User Interface vs. Command interface
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Differentiate between graphical and command interfaces.2. Describe the pros and cons of graphical and command interfaces.3. Understand the structure of different computer platforms.
Suggested Specific Instructional Strategies
1. Present each type of computer platform through display and multimedia.
2. Group students to research and present orally on the different computer platforms. (i.e. Windows, Mac, Dos, Linux, Unix)
3. Test students on all areas covered by presentations.
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Module 2.0
Basic Computer Hardware Concepts
2.1 CPU (Central Processing Unit)
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Explain how the CPU is crucial to computer control and manipulation.2. Discuss the progression and future developments of Intel Technology.
Suggested Specific Instructional Strategies
1. Demonstrate to students the relationship of the human brain to the human body and how the CPU is the brain of the computer system.
2. Discuss the timeline of Intel technology’s progression and implementation of new and future products.
2.2 File Storage
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Differentiate between the different types of file storage.2. Demonstrate hot to show the size of a specific file.3. Discuss the differences of RAM and ROM memory.4. Discuss the difference between input and output devices
Suggested Specific Instructional Strategies
1. Demonstrate the different types of file storage and pass out actual devices and disks.2. Involve the students in an activity where you put out various input and output devices
and have the students decide which is which and be able to discuss why.3. Have the students create and save files in different locations and on different
devices.
2.3 Networks
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Identify the different components needed to build a computer network.2. Differentiate between a modem and Ethernet adapter.3. Explain the theory involved in network operation.
Suggested Specific Instructional Strategies
1. Split the students into groups and have them transfer messages between groups in different paths and speeds to show the basic theory of network operation.
2. Discuss the advantages and disadvantages of networks and the maintenance required.
3. Demonstrate how the local network operates in the immediate surroundings.
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Module 3.0
Digital Authoring
3.1 Microsoft Office Suite
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Create professional document using all of the Microsoft Office programs. 2. Manipulate files and save in different formats.3. Work between different software editions.
Suggested Specific Instructional Strategies
1. Demonstrate each of the Office programs.2. Develop several assignments that the students will need to use specific Office
programs to complete.
3.2 Adobe
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Create and manipulate documents using Adobe Acrobat and PageMaker.2. Manipulate digital images using Adobe Photoshop.3. Explain the different tools used in Adobe Photoshop.
Suggested Specific Instructional Strategies
1. Demonstrate each of the programs and the tools required to manipulate documents.2. Have each student change a digital image using Photoshop and present the
procedures involved.
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Module 4.0
Internet Communication
4.1 E-MailPerformance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Compose and send electronic mail.2. Access and open electronic mail and file attachments.3. Create an electronic mail contact list.4. Use various instant messaging programs.5. Contact others through a video conferencing service.
Suggested Specific Instructional Strategies
1. Have students create their own e-mail account using one of the free e-mail service providers (i.e. Hotmail.com, Yahoo.com, and Mail.com).
2. Instruct students to send classmates e-mail and to use the help tools to add others to a contact list.
3. Discuss the way that instant messaging allows the user to be able to speak to someone thousands of miles away or to his or her neighbor next door.
4. Set up a video conferencing program and have students communicate in various rooms throughout the school building.
4.2 Data Transfer
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Download files from electronic mail and the Internet.2. Upload files as attachments.3. Transfer and receive files through an FTP site.4. Access and utilize Internet radio stations in different surroundings.
Suggested Specific Instructional Strategies
1. Instruct students to download a pre-selected file, and then install from a specific drive space.
2. Have students upload files to e-mail attachments and send to themselves to see if they can open them on a different computer.
3. Set up an FTP server site and for homework, have student’s transfer and download files print out and bring into class.
4. Demonstrate several Internet radio stations then have student’s research and come up with a list of 10 stations that fits their music likes.
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Module 5.0
Digital Imaging
5.1 Digital Pictures
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Take digital pictures using various digital devices.2. Use various programs to change digital image size and pixilation.3. Save digital images in different file formats.4. Publish digital picture on the Internet.
Suggested Specific Instructional Strategies
1. Demonstrate several different digital imaging devices, and their computer connectivity.
2. Have students take a picture and change it to a specified size, format, and location.3. Set up an Internet site where you can have the children uploads a digital image of
their choice for viewing.
5.2 Digital Video
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Capture digital video using various digital devices.2. Differentiate between DAT (Digital Audio Tape), and DDS (Digital Data Storage).3. Edit and save digital video.4. Enhance digital video for optimum performance.5. Create DVD’s of digital video.
Suggested Specific Instructional Strategies
1. Demonstrate several different digital video devices, and their computer connectivity.2. Give a presentation on DAT and DDS storage which includes their differences, and
the pros and cons of each.3. Group students and have them take short video clips, and then incorporate all of the
clips into a short presentation they can show to their classmates.4. Demonstrate DVD burning software and show the process of transferring digital video
to DVD’s.
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Module 6.0
Web Page Design6.1 Web-Page Construction
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Write basic HTML code web pages.2. Edit HTML code to specified requirements.3. Explain the difference between HTML and a gooey interface.4. Create a web page using various gooey interfaces.
Suggested Specific Instructional Strategies
1. Demonstrate HTML code creation and how it interfaces with a web browser.2. Give students an assignment to create a web page with a present instruction of
HTML code and trouble shoot problems.3. Have student’s research what a gooey interface is and write a report comparing it to
HTML code.4. Have students create a web page by using either Microsoft FrontPage or Netscape
composer.
6.2 Internet Uploads
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Determine whether a certain domain name is available for use.2. Explain the process of acquiring a domain name and web hosting space.3. Upload files to a web hosting site and trouble shoot a web page for proper use.4. Understand and explain what a certain URL is showing on the address bar.5. Demonstrate how to find the IP address of the computer where an Internet site was
created.
Suggested Specific Instructional Strategies
1. Show students through presentation different ways to determine whether a domain name is used or available for purchase.
2. Have students set up an account on a free web-hosting site, create a page and upload it, then have them present their page to the class.
3. Continue to have students create more pages to their website to show how they can be linked together in different levels.
4. Explain what a URL is and how to read form the addresses bar to determine what type of file they are viewing on different sites.
5. Explain why computers have IP addresses, how they can be found, and how to determine where a certain domain name evolves.
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Module 7.0
Computer Modeling
7.1 AutoCAD
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Utilize various AutoCAD tools and commands.2. Differentiate between several different AutoCAD layouts.3. Set up drawings to specified parameters.4. Utilize layers to show different levels of a drawing.5. Create thickness to show three-dimensional properties of a certain part.
Suggested Specific Instructional Strategies
1. Explain through demonstration the basic tools and commands of the AutoCAD software.
2. Have students try to create several basic objects using the software.3. Create a workbook with step-by-step instruction that shows hot to manipulate the
AutoCAD software to accomplish different tasks.4. Set out several different three-dimensional objects and instruct the students to create
3D drawings of the objects.
7.2 Inventor
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Utilize various Inventor tools and commands.2. Differentiate between different Inventor layouts.3. Set up drawings to specified parameters.4. Create views of solid 3D objects that can be viewed from all angles.
Suggested Specific Instructional Strategies
1. Explain through demonstration the basic tools and commands of the Inventor software.
2. Have students try to create several basic objects using the software.3. Create a workbook with step-by-step instruction that shows hot to manipulate the
Inventor software to accomplish different tasks.4. Set out several different three-dimensional objects and instruct the students to create
3D drawings of the objects.
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Module 8.0
Societal Issues
8.1 Careers
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Describe the different careers that utilize computer applications.2. Explain the level of schooling involved in obtaining a job in a computer related field3. Discuss the average yearly salaries of careers in the computer related fields.
Suggested Specific Instructional Strategies
1. Have each student research and present a college that has an outstanding computer related program.
2. Show a video on careers in the computer industry.
8.2 Ethics
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Discuss ethical practices related to computers and careers.2. Differentiate between ethical and un-ethical behaviors.3. Understand and explain copyright laws.
Suggested Specific Instructional Strategies
1. Show a video on copyrights and laws relating to the use of copyrighted software.2. Discuss different ethical and un-ethical situations with the students.3. Group students and have them work out solutions to un-ethical practices.
8.1 Security/Viruses
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:1. Explain how viruses can infect a computer or a whole network.2. Discuss how Internet miscommunication can lead to safety concerns among young
adults.3. Demonstrate how appropriate content software can be used.
Suggested Specific Instructional Strategies
1. Explain how viruses can infect a computer system show examples and download a virus to show the harm it can cause.
2. Show a video on Internet predators and how a child’s safety is at risk with Internet communication.
3. Demonstrate how content software works.
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Bibliography
Adobe Creative Team (2002). Adobe Photoshop 7.0 classroom in a book. Berkeley, CA: Adobe Press.
Bass, S. (2003). PC annoyances: How to fix the most annoying things about your personal computer. Cambridge, Massachusetts: O'Reilly & Associates.
Cheng, R. (2000). Using Autodesk Inventor book/CD package . San Rafael, CA; AutoDesk Press.
Fischer, J. (1999). Learning computer applications: Projects & exercises: Step-by-step exercises and applications (learning series). Lebanon, IN:DDC Publishing, Inc.
Grabowski, R. (2003). Using AutoCAD 2004: basics. Clifton Park, NY: Delmar Learning
Halvorson, M. (2001). Microsof t office XP inside out. Redmond, Washington: Microsoft Press.
Longman. (2003). Computer applications course books. Jurong, Singapore: Pearson Education.
McGraw-Hill. (1997). Glencoe computer applications and keyboarding, student edition. Blacklick, Ohio: Glencoe/MacMillan McGraw Hill.
Parsons, J. (2002). The practical PC, 3 rd edition. Boston, Massachusetts: Course Technology.
Scragg, G. (1997). Problem solving with computers lab manual. Sudbury, Massachusetts: Jones and Bartlett Publishers.
Shank, J. (2001). Century 21 computer applications & keyboarding. Mason, Ohio: South-Western Educational Publishing.
Sherman, J. (2001). Basic computer skills made simple. Woburn, Massachusetts: Butterworth-Heinemann.
Tickoo, S. (2003). AutoCAD 2004: a problem-solving approach. Clifton Park, NY: Delmar Learning
White R. (2001). How computers work. Indianapolis, Indiana: QUE Publishing.
Williams, Robin (2003). The non-designer's design book, second Edition. Berkeley, CA: Peachpit Press.
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DVD, VHS, and Other Instructional Technology Resources
Following titles available at The Educational Video Network. https://www.edvidnet.net/
VHS – Computer Vocabulary for the Classroom (1999), 20 minutes, $59.95VHS – Internet Vocabulary for the Classroom (1999), 20 minutes, $29.95VHS – How to design Your Own Website (2000), 28 minutes, $89.95VHS – Research Skills: How to find Information (2002), 22 minutes, $69.95VHS – Digital Photography (2001), 20 minutes, $59.95DVD – Discovering How Computers Work (2004), 28 minutes, $59.95
Following titles available at Insight Media. https://www.insight-media.com/IMHome.htm
WIN CD-ROM – Application Software (2002), 1, CD-ROM, $139.00WIN CD-ROM – Windows XP (2002), 6 CD-ROMs, $359.00VHS – CAD: Creative Design (2002), 20 minutes, $139.00VHS - Streaming Media Technologies (2001), 38 minutes, $199.00VHS – Get a Life as a Web Page Designer (2000), 30 minutes, $139.00
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Appendices
General Web Resources
Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME) ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20 th Century History of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of Technology
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Suffolk Technology Education AssociationSUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education
Specific Content Web Resources
http://www.microsoft.com/http://www.compinfo-center.com/http://www.webopedia.com/TERM/A/application.htmlhttp://www.northwestern.edu/hr/training/computer.htmlhttp://www.computerhope.com/history/index.htmhttp://www.3d-cadcea.co.uk/html/index1.htmhttp://www.cadtutor.net/acad/index.htmlhttp://www.inventordigest.com/V1I13/tipsntricks.htmlhttp://www.cdminstitute.com/new/pd/p_adi.htmhttp://www.weballey.net/links/Reciprocal_links/more2.htmlhttp://www-public.tu-bs.de:8080/~y0013737/Reference.html
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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at : www.emsc.nysed.gov Go to MST icon)
Content Standards Performance Standards
Modules within This Course
Standard 1“Analysis, Inquiry, and Design”
Mathematical analysis
Module 2.0 Basic Computer Hardware Concepts
Scientific inquiry Module 2.0 Basic Computer Hardware ConceptsEngineering design Module 1.0 Basic Computer Software Concepts
Standard 2“Information Systems”
Retrieve Module 4.0 Internet CommunicationProcess Module 3.0 Digital AuthoringCommunicate Module 4.0 Internet CommunicationImpacts Module 1.0 Basic Computer Software ConceptsLimitations Module 1.0 Basic Computer Software ConceptsEthics Module 1.0 Basic Computer Software Concepts
Standard 3“Mathematics”
Mathematical reasoning
Module 7.0 Computer Modeling
Number and numeration
Module 3.0 Digital Authoring
Operations Module 6.0 Web Page DesignModeling Module 7.0 Computer ModelingMeasurement Module 7.0 Computer ModelingUncertainty Module 4.0 Internet CommunicationPatterns Module 3.0 Digital Authoring
Standard 4“Science”
Physical setting Module 2.0 Basic Computer Hardware ConceptsLiving environment Module 2.0 Basic Computer Hardware Concepts
Standard 5“Technology”
Engineering design Module 7.0 Computer ModelingTools, resources, and technological processes
Module 2.0 Basic Computer Hardware Concepts
Computer technology
All Modules
Technological systemsHistory of technology
Module 1.0 Basic Computer Software Concepts
Impacts Module 5.0 Digital ImagingManagement Module 8.0 Societal Issues
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Standard 6 – “Interconnectiveness: Common Themes”
Systems thinking All ModulesModels Module 7.0 Computer ModelingMagnitude and scale
Module 4.0 Internet Communication
Equilibrium and stability
Module 4.0 Internet Communication
Patterns of change Module 1.0 Basic Computer Software ConceptsOptimization Module 4.0 Internet Communication
Standard 7 - “Interdisciplinary Problem Solving”
Connections Module 4.0 Internet CommunicationWork habits All ModulesSkills and strategies
Module 3.0 Digital Authoring
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Appendix B - Examples of Instructional Materials
“PhotoShop Information Project”
Description:
PhotoShop gives you the ability to quickly and easily manipulate graphics files to achieve a desired finished product. Although PhotoShop is a great program it can be difficult to use for the novice computer user. Your job is to fully explain two of the tools in PhotoShop in a way that teaches a new user how to use the program. I will assign each student two tools and you will then have to create a PowerPoint showing how to properly utilize these tools. You will also be required to use the video capture option in Snagit to create a short clip of you actually using these tools. The presentation should be well thought out and aimed at an audience that is completely unfamiliar to the PhotoShop program.
Remember: Length is dependent on your tools. If your presentation explains everything there is to know about the tools then it is long enough.
Requirements:
1. 2 tools with pictures of each
2. Definition of each tool from PhotoShop help menu.
3. PowerPoint Presentation with a design template (I choose and everybody uses the
same one).
4. Snagit video clip in the PowerPoint (at least 1 clip for each tool).
5. Your own explanation of how to use these tools effectively.
6. Must include title slide (with info), end slide and content slide.
Tools:
1.________________ (Pictures)
2.________________
Evaluation:
Possible Student TeacherPoints
2 tools with pictures— 20 ________ _________
Definition from PhotoShop help— 20 ________ _________
Required design template — 10 ________ _________
Snagit video clips— 20 ________ _________
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Explanation— 20 ________ _________
Title, End, and Content slides— 10 ________ _________
Total 100 ________ _________
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“How To PPT Presentation”
Description:
Using PowerPoint you are to create a presentation that shows other people “How To Do Something” This can be anything from changing a tire to logging onto the Internet. To make your presentation stand out you must use a design template and graphics that reinforce what you are trying to do. Used effectively PowerPoint is a great tool that combines word processing with the ability to show graphics in a form of a presentation.
Requirements:
7. Must use a Design Template.
8. At least 10 content slides plus a Title Slide and an End… slide.
9. You must use at least 5 different graphics that reinforce your topic.
10. The title slide must contain the name of your project, your name, date, and computer
graphics, per.3.
11. In 1 slide you have to describe what you are doing and give an outline to the
presentation that you will follow.
12. You must include 2 Hyperlinks to websites that reinforce your topic. I using Text and
1 using a graphic
.
13. You have to set up the presentation to run automatically while you are presenting.
14. You must use a random slide transition.
Evaluation:
Possible Student TeacherPoints
At least 10 slides— 10 ________ _________
Title and End slide— 5 ________ _________
5 graphics related to topic— 5 ________ _________
Title slide content— 3 ________ _________
Description and Outline— 2 ________ _________
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2 Hyperlinks— 2 ________ _________
Runs Automatically— 5 ________ _________
Random Transition — 10 ________ _________
Total 42 ________ _________
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Appendix C - Examples of Assessment Materials
Computer Toolkit - 50 Question Multiple Choice Test
Questions 1-8 Module 1.0 Basic Computer Software Concepts1. Most early radio and TV equipment used what type of tubes?
a. Glassb. Cardboardc. Vacuumd. Sealed
2. Most computer are made of metal, plastic and?a. Wood chipsb. Siliconc. Uraniumd. Carbon
3. What was developed before the UNIVAC?a. ENIACb. INTELc. PROMd. HVAC
4. The three classes of computer are microcomputers, minicomputers and ___________, which control large amounts of information to be shared among many people in various places.
a. Modulatorsb. UNIVACc. Mainframesd. Sub frames
5. Which of the following is NOT a command interface?a. Unixb. DOSc. Linuxd. Microsoft Windows
6. Which of the following companies produces Pentium processors?a. Intelb. AMDc. Macd. Sun
7. Wireless computer technology is?a. Rapidly growingb. On the declinec. Old technologyd. To expensive
8. Intel newest wireless technology is?a. Centuryb. Athlonc. Centrinod. Blackberry
Questions 9-18 Module 2.0 Basic Computer Hardware Concepts9. The Intel 4004 chip was the world’s first?
a. Transistorb. Hard drivec. Mainframed. Microprocessor
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10. RAM is an acronym for?a. Read Apply Memoryb. Random Access Memoryc. Random Apply Memoryd. Read Access Memory
11. ROM is an acronym for?a. Random Only Memoryb. Read Only Memoryc. Random Onsite Memoryd. Read Over Memory
12. Which of the following is NOT a storage device?a. Tape Driveb. Floppy diskc. Moused. CD-R
13. Which of the following is an Input device?a. Printerb. Scannerc. Monitord. Speakers
14. Which of the following is an Output device?a. Printerb. Scannerc. Moused. Keyboard
15. The word Modem is a shortened version of?a. Monetary valueb. Momentum/Demomentumc. Modulator/Demodulatord. Memory Delivery
16. A Network is a?a. TV Channelb. Radio Stationc. Computer Labd. Series of inter connected computers
17. Ethernet is a ____________ area technology.a. Widespreadb. Foreignc. Smalld. Local
18. LAN stands fora. Local Area Networkb. Land Access Networkc. Local Access Noded. Land Access Node
Questions 19-23 Module 3.0 Desktop Publishing
19. When saving a Microsoft Word Document what file extension is used?a. .WORb. .DOCc. .WPDd. .PPT
20. Which pull down menu in Microsoft Office contains the copy and paste functions?a. Fileb. Edit
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c. Viewd. Format
21. In Microsoft PowerPoint a pre-formatted presentation layout is referred to as a?a. Design Gridb. Project Templatec. Design Templated. Project Grid
22. Microsoft Excel is considered a __________ program?a. Word Processingb. Presentationc. Databased. Spreadsheet
23. Microsoft Access is considered a __________ program?a. Word Processingb. Presentationc. Databased. Spreadsheet
Questions 24-28 Module 4.0 Internet Communications
24. What does WWW stand for?e. World Wide Webf. Web Wide Worldg. World Wide Windowh. Window World Web
25. Which is not an Internet service provider?a. AOLb. CompuServec. Net Zerod. Windows
26. A __________ is a word or a phrase that is highlighted or underlined, and which will allow you to access another page or a specific location on that page.
a. Markb. Linkc. Junctiond. Button
27. To use the web, you must have a web __________.a. Siteb. Pagec. Browserd. Spider
28. A file library is an example of a good use for ______________.a. AOLb. INKc. IRCd. FTP
Questions 29-33 Module 5.0 Digital Imaging29. Where does a digital camera store the images that it takes?
a. Floppy Diskb. Memory Cardc. Compact Diskd. All Of The Above
30. Millions of tiny squares that compose the image are called?a. Boxesb. Pixelsc. Crystals
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d. Cubes
31. The word “pixels” is short for?a. Picture Elementsb. Picture Partsc. Piccadilly’sd. Pixelonatomy
32. Enlarging and image to five times the original size will cause image quality to?a. Improveb. Stay the samec. Degraded. Upgrade
33. When you cut out parts of the image that you do not want to include in the picture you are performing what function?
a. Cropb. Degradec. Copyd. Clear
Questions 34-40 Module 6.0 Web Page Design
34. What happens when a visitor uses a link on your web page?a. It is eliminatedb. It changes colorc. It plays musicd. It disappears
35. A link to a paragraph on the same page is referred to as a?a. Page linkb. Cursorc. Targetd. Bull’s-eye
36. Separators called “___________” organize different parts of web-page files?a. Partitionsb. Wallsc. Barricadesd. Frames
37. Special codes needed to format your own page is called?a. BASICb. DOSc. MACOSd. HTML
38. In order to view pages from the World Wide Web, you must have access to a?a. Web browserb. Computerc. Internet Connectiond. All of the above
39. For what do the letters, "URL," stand?a. Uniform Resource Locatorb. Universal Read Linec. Ultimate Recovery Listingd. Utilize Resource Language
40. Picture files usually have a _______________ -letter file extension.a. Twob. Three
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c. Fourd. Five
Questions 41-50 Module 7.0 Computer Modeling
41. What does CAD stand for?a. Computer Aided Designb. Computer Assisted Drafterc. Creative Aided Draftingd. All of the above
42. Which of the following is not a feature of most Computer Aided Design packages, such as AutoCAD.
a. Drawing Toolsb. Animationc. Co-ordinate Displayd. Grid
43. What do hidden lines represent?a. Parts of the drawing that cannot be seenb. Lines that join two circlesc. Lines that are off the drawing spaced. Lines that have been erased from a drawing
44. In which of the following ways can the computer aid the drafter?a. Many copies of the same drawing can be plottedb. It can copy drawings quicklyc. It can re-scale drawingsd. All of the above
45. Which of the following is not an advantage of CAD over traditional drafting methods?a. It decreases your work rateb. It increases accuracyc. It can plot out many of the same drawingsd. It is able to scale drawings quickly
46. What does the fillet command do?a. Copies a line and places it next to the originalb. Remove all selected linesc. Removes ends of selected lines that cross each otherd. None of the above
47. Which of the following is not a CAD term?a. Plotterb. Symbolc. Scaled. Compass
48. Which of the following functions is used to align co-ordinates between objects?a. Filletb. XYZ Point Filtersc. Blocksd. OOPS
49. What are the coordinates (0,0) known as?a. The X axisb. The Y axisc. The gridd. The origin
50. Which of the following cannot be drawn using the polygon command?a. An equilateral triangleb. A squarec. An octagond. A straight line
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Answer Key
Computer Toolkit - 50 Multiple Choice Question Test
1. C2. B3. A4. C5. D6. A7. A8. C9. D10. B11. B12. C13. B14. A15. C16. D17. D18. A19. B20. B21. C22. D23. C24. A25. D26. B27. C28. D29. D30. B31. A32. C33. A34. B35. C36. D37. D38. D39. A40. B41. A42. B43. A44. D45. A46. C47. D48. B49. D50. D
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Appendix D - Students with Disabilities
The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).
Strategies for Modifying Instructional Techniques and Materials.
1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.
2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.
3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.
4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.
Infusing Awareness of Persons with Disabilities Through Curriculum.
In keeping with the concept of integration, the following subgoal of the Action Plan was established.
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In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.
The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.
The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.
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Appendix E - Student Leadership Skills
Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.
Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.
Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.
Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.
More information in Technology Education can be found at the Technology Education Student Association web site at:
http://www.tsawww.org