Computer Instructional Outline
Mr. Martin, Computer Technology Instructor
Stella Maris Academy has adopted a computer technology
curriculum consistent with the The Office for
Schools, Diocese of San Diego, has adopted a ŇComputer Literacy Course ContentÓ
(8/31/98) which is set forth at the bottom of this document. There are no
specific state standards adopted for computer technology. (See http://www.cde.ca.gov/be/st/ss/ for
a list of adopted standards. The Career Technical Education standards are not
applicable.) Stella Maris Academy is blessed to have a very sophisticated,
modern computer system including a computer lab with more than 30 Intel iMac
computers, the latest software, and a wired and wireless networking system
throughout all buildings of the campus. The computer lab and each classroom are
also equipped with an LCD projector and SmartBoard. The computer lab instructor
also has available Apple Remote Desktop, allowing the instructor to monitor and
use each student computer from the instructorŐs to assist students. The
computer lab instructor and other faculty members continually update their
technology skills with continuing education. Members of the faculty have
decades of combined experience with computers in some cases pre-dating the age
of the personal computer.
The curriculum focuses on the
following categories: (1) Keyboarding, (2) Applications (concentrating on word
processing, spreadsheets, multimedia, and curriculum driven task specific applications),
(3) Internet, (5) Cross Curriculum, Ethics and Social Justice (6) Operations, History and
Terminology. There is no fine line between these categories and the assignments
reflect this. Indeed, many if not most, assignments will involve all these
aspects of computer technology. DonŐt believe it? Consider the following: A
student uses the keyboard to prepare a PowerPoint using information from the
Internet about use of $100 laptops (One Laptop Per Child Program) to aid
children in developing countries as part of their religion class using data
analysis concepts from their math class with Excel graphs, photos and video.
With this flexibility in mind, we do not do word processing in Quarter 1,
spreadsheets in Quarter 2, iPhoto in Quarter 3, etc. These categories are
integrated in instruction and assignments throughout the year with an eye to
always integrating the technology program with what is happening in the
classrooms. The keyboarding program, Typing Master, is an online program that
the students can use at home in addition to the required use at school. Only
tests taken at school will count towards a studentŐs grade. Students have
controlled, monitored Internet access. The school subscribes to Nettreker, http://www.nettrekker.com/, a trusted
Internet Educational search engine. Each computer also has the latest version
of Microsoft Office and iLifeŐ08.
Similarly, these curriculum
categories apply across the grades, K – 8, consistent with studentsŐ
cognitive and social development. A kindergartener can do a PowerPoint typing
words and inserting photos from the Internet about their favorite planet they
are exploring with their Kindergarten teacher. An eighth grade will use Word,
Excel, the Internet, perhaps Grapher, perhaps a camera, etc. to work on their
Science Fair project using skills from at least English class, math class and
science class, in addition to computer class. The two projects use many of the
same elements but will obviously have a different level of sophistication.
Based on development levels, class scheduling, time in the lab and special
projects and expertise, the nine K-8 grades are divided into the following
categories: grades K-1, grades 2, 3 and 4, grade 5, and grades 6, 7 and 8. The grades
within a group will often have similar assignments with slightly different
requirements based on their developmental level. Each year the assignments will
vary so students get a variety of pertinent and non-repetitive assignments.
Using these computer technology
categories, and the grade groupings above, below is a matrix with examples of the types of assignments and activities the students do
in computer technology class. Assignments and lessons are designed to focus on
specific computer skills. For example, by middle school students are proficient
at advanced word processing skills including the use of formatting tools,
tables, text boxes, and drawing tools. They are able to insert and place images
and other information from the Internet or elsewhere into word processing or
presentation files.
|
Grade Level |
Keyboarding |
Applications |
Internet |
Cross
Curriculum, Ethics and Social Justice |
Operations,
History, Terminology |
||||
|
Word processing |
Spreadsheets |
Presentation |
Multi-Media |
Task Specific |
|||||
|
K-1 |
Intro to keys
|
-Name and photo -Advent card -Christmas card -To do for Lent -MotherŐs Day Card -Saint -Favorite planet -Draw house -Draw house, box, etc with photo of you inside |
-Favorite ice cream etc., column graphs |
-About me -Favorite Animal -Vacation -Planet PowerPoint Game -Planet PowerPoint Jeopardy -Under Sea PowerPoint Game -Snowflake Bentley story PowerPoint |
-Use Photo Booth to insert photos in other projects -Intro to photo editing -Group iMovie on what you can do for Earth Day |
-Arthur -Clifford Reading -Magic School Bus in Computer |
-Clip art from teacher designated sites for projects -Photos from teacher designated sites re planets -Math games -Alphabet, letter, word games |
-In context of assignments discuss sharing, copying
information -Using computer as teacher directs -Care of computers -Helping others |
-Magic School Bus inside computer -Naming parts of computer including keyboard, mouse,
monitor, and seeing internal parts including hard drive and microprocessor -Use of vintage typewriters -History of word processing |
|
2, 3, 4 |
Start Typing Master Goals:
|
-What I will do for advent -Explorer essay (4th) -Advent essay, card, or poster - Saint -Nigerian pig poster -4 My happiest day essay -4 Seals at ChildrenŐs Pool Pro-Cons |
-Favorite ice cream (animal, etc) graph by student -Country resource use adapted to level |
-Favorite pet or animal using image of studentŐs art
project -One Laptop Per Child -3- Plant growth PowerPoint -St. Francis -Saint |
Use of Photo Booth and iPhoto for insertion of photos in
other projects |
|
-Clip art and photos from Internet for other projects -4 Internet research hunt for California facts |
-In context of projects, learn safe Internet policies and
explore copyright issues |
-Creating folders on computer -Getting on server -Use of server -Computer Functions Chart |
|
5 |
Continue Typing Master Goal: 20 wpm |
-Saint Card with table and pictures -Grown Up X-mas list with table and photos |
-Ice Cream Favorites spreadsheet -Energy use spreadsheet -Vacation Budget -Batball averages |
-One Laptop Per Child PowerPoint -Saint Francis PowerPoint -Explorer PowerPoint -State PowerPoint |
-Columbus iMovie -My Brother Sam is Dead iMovie |
|
Use of Internet for clipart, photos, and research for
other projects |
-In context of projects, learn safe Internet policies and
explore copyright issues -Learn about how to judge the reliability of Internet
sources |
-Computer Functions Chart -Creating folders on computer -Getting on server -Use of server -History of Computers presentation -History of word processing |
|
6, 7, 8 |
Continue Typing Master Goal:
|
-Essay – One Laptop Per Child -Vacation tri-fold brochure -National Park tri-fold brochure -Essays on computer history, operations, etc (see last
column) -Saint card -7 & 8 Integer operation diagram using text boxes and
drawing tools -7 & 8 Metric Conversion Chart -Business Letter -Schedule as Word table |
-Developed vs. undeveloped country resource use comparison -Vacation Budget -Batball homerun averages -Science Fair spreadsheet and graphs including line, pie
and bar -Computer memory definitions -Secondary storage comparisons -7 & 8 simple and compound interest using formulas on
Excel |
-About Me -Vacation -Saving Energy -8th 20th century biographies -Environment biography -National Park |
-National Park movie using still images -Literature movies -Use of Photo Booth, iMovie, Internet, iPhoto, digital
cameras and video cameras, scanners for other projects |
-House picture drawing with specific requirements
requiring advanced problem solving skills -7 & 8 Grapher graphing program |
-HTML Web page creation -Use of Internet for clipart, photos, music and research
for other projects |
-In context of projects, learn safe Internet policies and
explore copyright issues -Learn about how to judge the reliability of Internet
sources -Learn about social networking dangers and precautions |
-History of Word Processing presentation and quiz -History of Computers presentation, note taking and quiz -Essay on electronic paper -Essay on recent microprocessor breakthroughs and MooreŐs
Law -Article on defamation in blogs -Discussion of copyright, MySpace, etc. -Binary numbers lesson and quiz |
Appendix
Computer Literacy Course Content,
Diocese of San Diego
Each grade
level contains elements of the following topics in computer literacy:
1.
Computer operations
2.
Computer applications
3.
Historical perspective
4.
Hands-on experience
5. Ethics
The computer is a tool used in the acquisition of knowledge. The focus of a computer literacy program involves the understanding of technology as a support system which is used to process information. At each school site, the sophistication and availability of the technological devices may vary widely. A study of the use of technological resources is a relevant topic whether they are on site or available for use in the home, office, or public sector (library, etc.)
Kindergarten
á Learn
simple commands for operation of computer
á Interact
with appropriate drill and practice software
á Use
correct terminology
á Demonstrate
proper care of equipment
First
Grade
á Demonstrate
ability to operate computer, properly care for equipment
á Explain
use of computer, ways technology helps us
á Use
a variety of software applications appropriate to subject matter
á Practice
beginning keyboarding skills
Second
Grade
á Demonstrate
ability to operate computer, properly care for equipment
á Recognize
impact of technology on life
á Use
a variety of software applications appropriate to subject matter
á Continue
keyboarding skills
á Discuss
ethical issues of computer use
á Begin
word processing
Third Grade
á Continue
to demonstrate ability to operate and care for computer
á Recognize
and use correct terminology
á Explore
computer use in daily life and business
á Discuss
ethical issues
á Continue
keyboarding skills and word processing
Fourth
Grade
á Recognize
direct and personal impact of technology on human life
á Appreciate
computer as a tool in use of information
á Interact
with a variety of appropriate applications software
á Review
operations procedures and care of hardware with emphasis on correct use of
terminology and understanding of ethical issues
á Continue
keyboarding skills and word processing
Fifth,
Sixth, Seventh and Eighth Grades
á Recognize
relationship and interaction between people, technology and the environment
á Investigate
the historical background of technology
á Select
and use from available technological resources (computer, calculator,
telecommunications, video, and audio equipment)
á Read
to acquire and use information from a variety of sources
á Review
operations and correct terminology associated with computers/software
á Demonstrate
understanding of ethical issues in use of technology
á Continue
to use word processing to write, edit and print documents
á Continue
to polish keyboarding skills
á Interact
with available applications software and hardware
á Use technological devices to access information