1

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, jtime101@hotmail.com

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov

Content Consultants:

Mr. Jeff Ostroski, Cato Meridian Central Schools, jostroski@yahoo.comMs. Karen Poidomani, William Floyd HS, kpoidomani@wfsd.k12.ny.usMr. Christopher Hawkins, CNS High School North Syracuse, CHawkins@nscsd.k12.ny.us

Digitally available atwww.oswego.edu/~waite

2

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

3

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.

4

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

5

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.

6

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.

7

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.

8

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.

9

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.

10

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.

11

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.

12

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.

13

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.

14

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.

15

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

16

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

17

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

18

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

19

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

20

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 ________ _________

21

Explanation— 20 ________ _________

Title, End, and Content slides— 10 ________ _________

Total 100 ________ _________

22

“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 ________ _________

23

2 Hyperlinks— 2 ________ _________

Runs Automatically— 5 ________ _________

Random Transition — 10 ________ _________

Total 42 ________ _________

24

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

25

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

26

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

27

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

28

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

29

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

30

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.

31

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.

32

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