Using Non-Live Internet Tools to Build Student Skills in a Restrictive Setting. By: Kenyatta K. Robertson

Overview 

            Phase 2 of this project consisted of the students being introduced and/or refreshed on the basic functions of the computer, and being introduced to the internet. In this phase, the students completed the following assignments: a diagram, which  they accessed through the server; in which they filled in the blanks to label the basic parts of the computer to identify the parts; and described the functions of those parts, and a checklist which consisted of a list of tasks that was successfully completed by the students to demonstrate that they acquired the sufficient skills. The students began their preparation for their job search. They used the internet to search for resume samples, and selected a resume style that met their personal needs.

Prerequisite knowledge and skills are essential as students achieve success in the technology-based classroom. Prior to learning about the internet, it was important that the students were provided with a lesson that allowed them to learn about the basic functions of the computer and its programs. While the overall goal of this lesson was to teach the students how to use the basic functions of the internet, the instructor included lesson segments that introduced and/or refreshed the students on the components of the computer and the Windows program, as well as a refresher on the software applications (Microsoft Word). Therefore, the first objective provided the students with the opportunity to demonstrate their ability to accurately identify the parts of the basic computer. The second objective required that the students describe the functions of the parts of the computer, as well as perform specific skills to demonstrate their knowledge and understanding. Once the students were able to demonstrate the knowledge and skills that were essential to move on to the more advanced features of the computer; they then moved on to the primary lesson, which enabled them to build and/or improve their knowledge and skills of the internet using non-live internet tools. 

Students in any setting should be made aware of rules and guidelines of internet use in the classroom. They should understand that some sites and materials are inappropriate for use in the educational setting. Therefore, prior to starting the lesson, since the lesson involved the use of the internet, the students were required to read and sign an internet contract on “Acceptable On-Line Behavior.” Although the students used “non-live” internet tools, it was important that they sign this document because they gained knowledge and skills that can be applied to “live” internet services. The first objective for the students in the lesson, “Using Non-Live Internet Tools to Build Student Skills in a Restrictive Setting,” was for the students to identify the components of the internet, such as the domain name, and its parts; the internet toolbars, search engines, etc. To confirm that students developed adequate (85%) knowledge and skills on this objective, the instructor provided the students with an electronic illustration that required the students to fill in the blanks to labels that were provided to identify the selected internet components. Students accessed this test through the connected server that is available in the computer lab. In addition to labeling these components, the instructor also required the students to describe the functions and the purpose of each of the components. The student skills were demonstrated as the students successfully completed 15 out of 20 tasks on the skills checklist provided.

Once the students successfully mastered the above objective, they began to apply their newly acquired skills. Under the direction and guidance of their instructor, the students used a search engine on an offline site (Google screenshot) to access various resume and cover letter samples. They carefully studied each of the samples, and selected the style that met their specific needs. The students used Microsoft Word to create their resumes and cover letters. Upon completing their resumes and cover letters in Microsoft Word, the students were introduced to conducting job searches using screenshots of internet job search sites, such as “Hot Jobs/Monster.”  The students went through the motions of searching for jobs in their desired field, posting their resumes and cover letters on the job search site for a specific job; and e-mailing their chosen point of contact using the institution's e-mail system, Corrlinks, to follow up on their interest in their sought positions.  

Lesson Materials and Resources 

http://en.wikipedia.org/wiki/File:Personal_computer,_exploded_5.svg#file  

Components of a Computer Worksheet 

Components of a Computer Video 

http://www.youtube.com/watch?v=KDHD8BH072w

Retrieved October 24, 2010, from

http://www.microcenter.com/multimedia/Computer_Components_Low/overview2.htm

Retrieved October 23, 2010, from http://www.oregon.gov/CCWD/ABE/PDF/ComputerSkillsChecklistFinal.pdf?ga=t 

 RESEARCH. Rubrics and assessment tools appear to be a significant concentration in phase 2 of the project. The use of a rubric and/or alternative assessment tool in any classroom is important because such tools measure student performance. While the instructor incorporated traditional assessment tools in phase 2, the rubric is significant because “it can help measure student performance beyond data that can be collected using a standardized testing system” (Reeves & Stanford, 2009, p. 24).   There are various assessment methods that can be used; however, in researching on the effectiveness of rubrics and other traditional assessment tools in a technology class such as the one involved in this project, the rubric and/or alternative methods have proven to be more effective because in this particular course, the students were required to show “hands-on” skills as a requirement for them to successfully complete the project. Further, the use of “hands-on” methods in the technology-based classroom contributes to an increase in student motivation and success (Reeves & Stanford, 2009).

 In addition to benefitting the quality of instruction for the students, the use of rubrics in the classroom also benefitted the quality of instruction for the instructor as she was able to collect data from student performance through the use of the rubric, and make better instructional decisions (Reeves & Stanford). As mentioned by the instructor in a previous phase, it was sometimes necessary for her to re-present lessons to the class. The appropriate use of a rubric in her classroom helped her to better identify the areas that needed to be presented a second time; it further assisted her in making decisions on how to pair the students, depending on the students’ skills and abilities. In discussing the ways that rubrics can positively affect any learning environment, it is important to note that in order for a rubric to be effective, it must be properly developed and validated. In the article, A Method for Collaboratively Developing and Validating a Rubric, Allen and Knight discussed the steps to developing and validating rubrics that connect student success in the classroom to that of the workplace (Allen & Knight, 2009). Ensuring that the students can use their skills outside of the classroom is especially important, specifically in this setting. Therefore, it was important that the proper assessment tools were developed as the goal of the instructor was to assist the students as they prepare to return to the workforce.  

References

Reeves, S., & Stanford, B. (2009). Rubrics for the Classroom: Assessments for Students and Teachers. Delta Kappa Gamma Bulletin, 76(1), 24-27. Retrieved from Education Research Complete database.