Prepare the Instructional Environment
In addition to an orderly implementation plan, the instructor must be sure that the proper materials and equipment is available so that the students can engage and participate in the lesson, while attaining skills that will contribute to their success of obtaining and maintaining gainful employment upon their release from the institution. As mentioned earlier, there are approximately eighteen students enrolled in the Microcomputer Applications courses each semester. While there are twenty-four computers in the lab; currently, only eighteen are operable. The computer lab is strictly assigned to the instructor during her class times; therefore, all computers, software, and other instructional equipment and materials are fully available for her to use as needed for instructional purposes. This semester, there was no students in any of the Microcomputer Applications classes with disabilities that had to be accommodated in order to be able to fulfill the requirements of this lesson.
The only accommodations that were planned were the pairing and/or grouping of students as according to skill level, which benefitted the lesser advanced students in that they sat near someone who was more advanced than they are for assistance and guidance throughout the project. This arrangement also benefitted the more advanced students as they were able to reinforce their learning and skills as they guided and assisted the lesser advanced students. Just as in any setting, in a restrictive setting, it is important to protect the students by ensuring their privacy and safety. A personalized username and password is assigned to each student at the start of the semester. To access the computer programs, the students must log-on using their personalized usernames and passwords. All work completed by the students is saved to a designated driver on a server that networks to the administrators’ and the instructors’ computers.
The duties of the instructor are to teach the students how to use the basic computer functions, as well as how to use the available software programs. She is qualified to teach/train in the area of technology. Therefore, she is knowledgeable enough of the software to use it efficiently, as well as troubleshoot any problems that may be encountered by the students. However, if there are ever any problems that are encountered; and cannot be solved by the instructor, the VT Coordinator (the person in charge of the vocational training programs at the correctional institution), has extensive computer knowledge and experience, and will work to resolve any technology issues that are escalated to him. In the case of a technology failure, the instructor had printouts of all materials available so that the lesson could have continued even if the technology didn't not work as planned, which wasn't the case throughout this project.
The purpose of this project was to introduce the students to the basic features of the internet. While students do not have access to the live internet, they developed basic internet skills during this interdisciplinary project. Because it is important to have knowledge and skills of the basic computer prior to moving on to the more advanced features, this is the order in which they learned and/or reviewed the following programs in the “Introductory Microcomputer Applications” class:
· Components of the System Unit
· Application Software
· Internet and the World Wide Web
The “Advanced Microcomputers Applications” class completed a portion of this project. They reviewed the basic computer components (as the “Introductory Microcomputers Applications” class is not a prerequisite to take the Advanced class), as well as the available tools in a WordPerfect document, and then used WordPerfect to create personalized resumes and cover letters.
Student Objectives:
1. Students will demonstrate their ability to accurately identify the parts of the basic computer.
2. Students will describe the functions of the parts of the computer, as well as perform specific skills to demonstrate their knowledge and understanding.
3. Students will identify the components of the internet, such as the domain name, and its parts, the internet toolbars, search engines, etc.
4. Students will demonstrate that they can adequately use the components and the features introduced through the successful completion of at least fifteen out of twenty skills listed on the skills checklist.
5. Students will show their newly acquired skills as they (go through the motions) of using their skills to use the search engines to seek resources to assist them in resume and cover letter preparation.
6. Students will demonstrate their newly acquired skills as they post their resumes and cover letters to offline job search sites, and e-mail the point of contact to follow-up on their position of interest.
Student performance was measured using various assessment tools to include the following:
· Labeling Worksheet of Computer Diagram
· Matching Worksheet
· Basic Computer Skills Checklist
· Labeling Worksheet of Internet Display
· Internet Skills Checklist
· Internet Research Rubric
· E-mail Rubric
The following materials was used during the project:
· Desktop Computers (wired mouse, monitor, keyboard)
· Windows XP (Microsoft Word); Corel 11 (WordPerfect for advanced class)
· The instructor used Microsoft PowerPoint to create presentations that were viewed by the students.
· The instructor used the interactive whiteboard to show presentations and displays to the students, and to show demonstrations.
· “Components of the System Unit” Video
· Students were required to sign an “Internet Contract for Acceptable Online Behavior” prior to beginning the lesson segment on the internet.
Access Plan
The students accessed the above listed resources through various channels. To begin the lesson; using the electronic whiteboard, the instructor showed the students a PowerPoint presentation, which provided an overview of the lesson, to include the listed objectives, timeline, student performance expectations, and the goal of the project. Second, the students received a hard copy of the information that was presented to them by the instructor in the PowerPoint presentation. This was provided to them to use as a guide as they progressed through the project. Next, the instructor showed the students a video, which familiarized them with the basic components of the computer. The video covered: Operating Systems (Windows, MAC OS, Unix, Linux); Application Programs (Word Processing, Desktop Publishing, Accounting, Picture Editing, Communication, & Games); Multimedia Capabilities (Sound Card, Speakers, & CD-ROM/DVD). The instructor started each sub-lesson off with a demonstration that presented to the students using the electronic whiteboard with the inter-write system. All student worksheets and checklists were accessed to them electronically through the server. To access the materials, they were required to log onto the computers, using their assigned usernames and passwords, and then directed to go to the “U” drive on the server to access the documents from their folders. They completed these documents, and renamed their completed documents to save the changes. All materials, to include the screen shots that were used for this project, were accessed through the server. To meet the e-mail requirement, the students used the institution’s monitored e-mail system, Corrlinks, which they can only access in their units outside of my classroom. They will sent an e-mail to their point of contact to inquire about a position of interest, printed out the e-mail, and brought a copy to me to show that they have completed this requirement.
Logistical Plan (Logistical Concerns)
As this project was carried out, a combination of tools were used to ensure that the students received quality instruction that can be applied to the real-world setting. In this project, the instructor used worksheets for drills and problem solving, as this is a way for the students to obtain knowledge on the various applications that were covered throughout the lesson. Various simulation exercises were used as the students worked within their screenshots to go through the motions of completing the required tasks. Simulations were used as the goal of the instructor was to expose the students to the use of applications in the real world without them having access to real-world applications. Simulations and role-playing provided the students with “hands-on” experience, which made the instruction more effective for this particular lesson as learning these skills through the use of hands-on exercises and activities effectively prepared the students for re-entry into society, where they are likely use these skills upon their release from the institution as they conduct searches for employment.
Students used a word processing program (Microsoft Word in the Introductory class); (WordPerfect in the Advanced class) to complete this project. The instructor primarily used multimedia resources in this project to present to the students. For example, the instructor used a PowerPoint presentation to provide an overview of the project to the students. In addition to the PowerPoint presentation, she showed the students a video on the “Components of the Basic Computer.” The direct approach was the most preferred method to use to provide the demonstrations to the students as they were introduced to the lessons and/or the sub-lessons in this project as it was being presented to the whole class.
Research
Throughout this project, the instructor used various simulation tools to promote the quality of learning for her students. Simulation materials are tools that add to the quality of instruction and student learning in various ways. There are five definitions listed at “dictionary.com” for the word, “simulation,” of which four is shared here because of their close relation to the purpose of the project.
Simulation is:
1. “Imitation or enactment, as of something anticipated or in testing.”
2. “the act or process of pretending.”
3. “An assumption or imitation of a particular appearance or form; counterfeit.”
4. “the representation of the behavior or characteristics of one system through the use of another system, especially a computer program designed for the purpose (2010).”
With that, the instructor used a variety of strategies, methods, and/or materials which involved imitation and pretending, as well as “the representation of the behavior or characteristics of one system through the use of another system, especially a computer program designed for the purpose” (dictionary.com, 2010). The latter definition is the one that appeared to provide the most support to the purpose of the project as the students used the computers to access various tools to meet the objectives of the project.
Simulation tools inspire students to look at the big picture; that is, to look beyond the simulation that they are working with at the insights that are developed as a result of their experience, and apply them to the learning of the task at hand. This allows the students to gain a full understanding of how they can apply their knowledge in the real-world (Yuen, 2006). In using simulation tools in the lesson, the instructor encouraged her students’ development of new ways of looking at the world (Yuen, 2006); particularly, in the area of technology where an individual can communicate with others for personal reasons (e-mail); and business/professional purposes (submission of job applications electronically). These newly attained skills can empower the students, which in turn, will broaden their opportunities, and the use of simulation tools in this project contributed to that because of the skill and knowledge that is gained in using the tools as opposed to just the knowledge alone, from the instructor just lecturing to the students to inform them of the abilities and uses of the technology.
The instructor’s goal and purpose for the integration of simulation tools in this technology-based lesson was to provide to her adult students “meaningful and authentic” computer use (Schwarz, Sharma, & Meyer, 2007, p. 243). Further, the integration of technology was enhanced as she incorporated strong examples of technology use throughout this project by using the available technology in her classroom to present to the students demonstrations on how to use the proposed applications. The availability of the screen-shots, and other tools that are used throughout this lesson allowed the students to see firsthand what these tools look like; which provided them with a better understanding of how the applications are used in the real world. The methods, strategies, and tools that were used throughout these lessons benefitted the students because according to (Schwarz, Sharma, & Meyer, 2007), not only did the students gain the abstract knowledge of the components; the simulations provided them with visual representation of the actual tools, of which the hypothesis is that their knowledge and skills of the tools were greatly enhanced through the use of this method when compared to the former method, which was lecture-based.
Introduction PowerPoint
Components of Computer System Diagram
Google Screenshot
Monster Hot Jobs Screenshot
Compose Email Screenshot
Screenshot of Login Page of Institution's E-mail System
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Computer Skills Checklist.pdf Size : 656.884 Kb Type : pdf |
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E-mail Rubric by Mrs. Kittrell.doc Size : 29.5 Kb Type : doc |
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Internet Research Rubric by Ms. Donohue.doc Size : 29.5 Kb Type : doc |
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Matching Worksheet.doc Size : 38.5 Kb Type : doc |
References
Schwarz, C., Meyer, J., & Sharma, A. (2007). Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods. Journal of Science Teacher Education, 18(2), 243-269. doi:10.1007/s10972-007-9039-6.
simulation. (n.d.). Dictionary.com Unabridged. Retrieved November 20, 2010, from Dictionary.com website: http://dictionary.reference.com/browse/simulation
Yuen, A. (2006). Learning to program through interactive simulation. Educational Media International, 43(3), 251-268. doi:10.1080/09523980600641452.
