|
EDN 303 - Unit 1
|
||
|
Overview This
chapter presents a broad survey of concepts and terminology related to computers
and their use in education. The concepts of computer and information literacy
are introduced. Students discover what a computer is and what it does, and
how to find, analyze, and use information. Students will also be introduced
to digital media and learn various ways to use digital media in the
classroom. Students learn about the components of a computer, the power of
computers, computer software, and networks and the Internet. Students find
out how computers are used in a typical K-12 school, Ridgedale
High School. Throughout the chapter, students are introduced to the
importance of integrating educational technology into their classroom
curriculum. Reading and understanding the material in this chapter should
help students better understand these topics as they are presented in more
detail in the following chapters. |
||
|
Goals for Chapter 1 – Students
will have mastered the material in Chapter One when they can: l Define
curriculum-specific learning l Explain the difference
between computer, information, and integration literacy l Explain the
necessity of moving instructional strategies from traditional to new learning
environments l Describe the
evolution of computers and digital media l Differentiate among
the various categories of computers l Explain why
computer technology is important for education l Describe the
National Educational Technology Standards for Teachers (NETS-T) and Students
(NETS-S) l Explain why 21st
century skills need to be incorporated in K-12 curriculum l Describe the
characteristics of today’s digital students l Describe six
categories of what today’s students need to know l Provide examples of
how computers are changing the way people teach and learn |
||
|
NETS-T Standards
|
||
|
Supporting text
sections Shelly, G. B., Cashman, T. J., Gunter, R. E., & Gunter, G. A.
(2008). Teachers Discovering Computers: Integrating Technology and
Digital Media in the Classroom, Fifth Edition. Boston: Course
Technology. |
||
|
Chapter 1 Key Terms
|
||
|
Chapter Review Questions
|
||
|
In-Class Assignments 1.
Scavenger
Hunt
|
||
|
Performance-based Assignment #1
Field
Trip Brochure Introduction:
Word processing skills are essential for both teachers and students.
Improving your word processing skills will save you time and energy! Many powerful word processing software
applications are available today. In
addition, many of the major word processing applications have online
tutorials. These tutorials can provide
fast and easy access to learning new skills such as setting page margins,
inserting a graphic, and changing the font, font color, and font size. The
brochure must meet the following criteria: 1.
Select a class trip
destination/ title for the project. Display the title in the first heading
line centered in 36-point Comic Sans MS font. 2.
Select a school name and
display the second heading line centered in 22-point Arial Narrow bold font.
3.
Choose an appropriate
picture, image, or clip art graphic and insert it centered on the page. 4.
Describe the field trip in
three lines of text. Display the text in 14-point Times or Times New Roman
font. 5.
Create a bulleted list that
provides specific information about the meeting. Display the bulleted list
with a one-half-inch margin in 12-point Arial bold font. Display a portion of
each bulleted phrase in orange. 6.
Provide contact information
at the bottom of the flyer (your name, e-mail address, and current date).
Display the information in 14-point Times or Times New Roman blue font. 7.
Save the document on your
flash drive with a name of your choice. Follow your instructor's directions
for submitting the assignment.
|