DOCUMENT RESUME ED 291 366 IR 023 156 AUTHOR Davies, Anne TITLE Computer Education: Getting Started. SPONS AGENCY Northwest Territories Dept. of Education, Yellowknife. PUB DATE Sep 85 NOTE 136p. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Computer Assisted Instruction; *Computer Literacy; Computer Simulation; *Computer Software; Database Management Systems; Elementary Education; Guidelines; Keyboarding (Data Entry); *Microcomputers; Word Processing; Worksheets IDENTIFIERS LOGO Programing Language ABSTRACT Designed to assist teachers who are not familiar with computer applications in elementary education, this guide provides information on personal skill development, computer terminology, software organization and evaluation, and troubleshooting. A tentative set of computer education objectives is outlined, and examples and strategies for effective classroom use are provided. Various programs and applications are detailed, including computer-assisted learning, simulation programs, problem solving and flowcharting, LOGO, word processing, keyboarding, database management, telecommunications and electronic mail, and electronic spreadhseets. The text includes one article reprinted from The Computing Teacher and is supplemented by worksheets for student use, charts, diagrams, and illustrations. Lists of eight recommended magazines and journals, 32 recommended software programs, and 14 recommended books are also provided. (EW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** )s. ,, \/ < 0 2) .1.% c\ v )e,C.})C coCs(\0 (?) A., \c,_ \k- ?§)co' '6) ozdu,17ce) . .1's...4".%, --\,ik X Ne.) 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(z) 'z.0 re, \ QPNO \-)-6 c>' cc.\ )Ne A:x(2iss- 5-1 ,46c- 02)c<" e,d eJ N r _ \( 0 N , c.\<zei() <eit6c.6\;S x SIC) (I .\ 1\() 49 *. 1 c . < <\O'c)\4\ x° c`) 3' s Q,Rc-,-,o-0 ce) \Q/-<;,S aivc \(`ce§ sck' rqt\Q\AQ,OST, ce,v.ez),.\q1)C% X.6C er .se eS\'41 Scel \\pc. c°< (c',;cQj.SA<S)c-'3"30d \e.cr)S'x\°.\,,(9q:(\,z5.8§'\ 'PERMISSION TO REPRODUCE THIS Aei 0, \(` , MATERIAL HAS BEEN GRANTED 3Y ,,-, (\of., Anne Davies (9 tbr.)(Nc..NO A 05 0 Acr N.6 (Z) `0 .(C)ei c`")xqi TO THE EDUCATIONAL RESOURCFS ( oz,/SS\Q.)(QI 2:, INFORMATION CENTER (ERIC)" C7."? P eSY rk--"((Z) (rb6(1/4 () Itj/.'b Computer Education: Getting Started Author: Anne Davies Illustrator- Elizabeth Lorenz L.C.M. Education Consultants Yellowknife, N.W.T. Editor: Don Kindt Program Specialist Government of the N.W.T. Yellowknife, N.W.T. 1985 BEST COPY AVAILABLE 3 Acknowledgenent The preparation of a guide such its this is impossible without thesupport and cooperation of many individuals. In particular. I would liketo thank the Computer Education Curriculum Committee of School District al. The curriculumobjectives in this guide are based upon their original work.The members of the original committee were: Amid Booty, Andrie Gedye, Louise Jovanovic, Gerald May, BillUlrich and the superintendent. Mrs. Ingalls.I would also like to thank the staff and students of J.H. Sissons School. They have pushed nit farther than I thought possibleas they asked questions, sought answers and implemented a computer education curriculum into their school. AnneDavies September, i 985 "Table of Contents Computer Education9) Introduction a Curriculumobjectives General Overview Personal Skill Development Curriculum Computer Terminology Objectives X - 9 Preventative Medicine Yhere To Begin Instruction Software Organization Fundamentals Impact Procedures/Programming Troubleshooting Applications N(1 14 1 28 ) Computer Education: Getting Started Creating Student Computer Use: In Computer Users School & Classroom Creating Student Users Computer Organization (Long Range Plans) Tim :tabling Computer Use Parent and Community The Computer Setup Participation Computer Rules Computer User's Certificates Computer Timetable Organizing Computer Use Mini - Certificate Computer Equit 29 36 37 48 Computer Education In Software Evaluation Practice: The Bitty Gritty Teacher Software Details Evaluation Checklist Computer Assisted Learning Drill and Practice Disk Cover Evaluation ForI I Simulations Student Evaluation Problem Solving Recommended Software Flowcharting LDistributors Logo 079 56 AND MUCH MOREV--122)) 1 M.= I I, Resources Recommended Magazines/Journals Recommended Computer Literature Recommended Software ---(77)-128 Computer.? In EJucation Introduction This guide is intended to assist and advise teachers in the N.W.T. with regards to computers in education. A formal curriculum has not been developed. A formal policy has not been set. Rather, this guide has been compiled to assist teachers in meeting an emerging need. It is not intended to be comprehensive but rather, it is a collection of information of concern atd interest to educators, a tentative outline of computer education objectives, and some examples and strategies for using computers in the classroom. This guide focuses on introducing students to computers.This aspect of educational computing is not intended to be viewed as a final goal. The information provided in this guide will hopefully serve as a bridge to our eventual goal of assisting teachers to use computers as tools for effective teaching and teaching students to use computers as tools for effective learning. 1 General Overview The purpose of Education is to provide for all people the opportunity for maximum development of their attitudes, skills and competencies aiong with an understanding and appreciation of the sum total of human experience. Such development should enable each individual to choose freely betwean different courses of action in such a manner that he or she can live a satisfying personal life while discharging his or her responsibilities as a participating member of a complex 39ciaty." Excerpt taken from Philosophy of Edecetion in the Northwest Territories, 1978 The emergence of computers has taken place very rapidly and while many educators push at the leading edge of educational computing, no one really knows where we will end up or when we will arrive.This is not intended to give any support to those who may say that we should just jump off the 'bandwagon' now and wait for everyone to determine where it's going before we get on again. In fact, educators need to be vocal members of the 'bandwagon' and start influencing its direction even more. We need good efforts which start small and grow sensibly. We need to use the hardware, evaluate the software, and discover appropriate and useful applica6ions for computer technology. Just as learning how to read and write and do arithmetic can change an individual's life and shape his/her future, so can computer literacy shape an individual's ability to be free to choose and experience widely. Educators teach and lead students' learning in many areas. We know that reading and writing are difficult things to learn but literacy is important because it gives individuals freedom. We know that mathematics is important and mathematical 'literacy' gives individuals their freedom. Computer literacy takes time and practice to learn but it also puts students and teachers in control of the computer and, in turn, in control of the technology. It can give individuals their freedom. What is Computer Literacy? It is knowing what a computer can do and how ttell the computer to do what YOU what it to do. The arrival of computers into educational circles is different from any other changes which educators have encountered. Three major differences between the arrival of computers and ell other major changes in schools are: 1.The 'innovation' is not arriving on the scene with trained staff ready to greet it.Most educators did not have the opportunity to learn what to do with computers when they learned how to be teachers. 2. The money is not available to purchase what may be thought to be a full complement of equipment immediately. 3. There is no historical precedent with lots of prototypes that make it easy to select the "best" plan for the particular situation. (Cory, S., 1983) As a result of this innovation being greeted at the doors of education by enthusiastic but largely untrained teachers, teachers have tremendous inservice needs.