TechWorks. Sample Pages From Level 3

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TechWorks

®

Sample Pages From Level 3

How does the TechWorks program work? The following sample pages will give you an idea of how third grade teachers could prepare a Multimedia lesson using TechWorks.

Technology Framework

Teachers could begin by learning some general tips about using TechWorks from this section of the notebook. One of the headings is "Preparing to Teach the TechWorks Lessons."

Parent Support Supplement

In addition to general ideas for promoting parental awareness, participation, and support, teachers will find sample forms and letters in the notebook. One of these ready-to-use letters introduces the Multimedia unit.

Scope and Sequence

Turning to the Multimedia section of the Scope and Sequence, let's choose objective #10 (out of a total of 29 objectives for Multimedia). This skill should be introduced in third grade, mastered in fourth grade, and extended in fifth grade.

Concept Introduction

Depending on their level of expertise in using Multimedia, third grade teachers could study or skim through the 15-page introduction to this section. Teachers would learn about Multimedia and some practical ways to use it. Teachers also would find guides to the Level 3 lessons and extra review activity cards.

Complete Lessons Plans

Each lesson plan is complete and ready to use with skills, objectives, suggested software, step-by-step teaching tips, curriculum connections, and more!

Colorful Activity Cards

Once the teacher has introduced the activity, students can follow the simple directions on the activity card and complete the activity by themselves or in small groups.

Assessment Rubrics

A specific Multimedia rubric helps teachers with the authentic assessment of students' progress.

Teacher Created Materials

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Level 3 Sample Pages Page 1

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TechWorks Lessons

•• What hardware and software do I need?

TechWorks is neither software nor platform specific. Consequently, Techworks can be used with a

DOS, Windows, Macintosh, or Apple computer. While the extent to which some of the concepts can be taught may be limited by the equipment that is available, the vast majority of the computer-based lessons can be taught with a computer that has word processing capability and can run an integrated software package such as Microsoft Works (Microsoft) or ClarisWorks (Claris). To address the inevitable variety of circumstances, each lesson plan provides suggestions as to the software that is appropriate for that activity. More sophisticated concepts may require access to a CD-ROM, a modem, a scanner, or a video camera.

TechWorks was also designed to be equally effective in a one-computer classroom,

multiple-computer classroom, or multiple-computer lab. Scheduling options for each of these three configurations are located on pages 10 and 11.

More than anything else when starting out, it is important to begin by identifying the few pieces of software that need to be purchased in order to put the TechWorks lessons into action. If there is very little software, purchasing an integrated package such as Microsoft Works (Microsoft),

ClarisWorks (Claris), or AppleWorks (Apple) rather than a dedicated (single purpose) program such

as Microsoft Word (a word processor by Microsoft) or Claris’ FileMaker (a database) may be the best option. Integrated programs are more cost effective because they contain several software applications, such as a word processor, database, spreadsheet, graphics tools, and

telecommunications software, that use the same basic command structure. As a consequence, once one of the components is learned, it becomes easier to learn the rest. Moreover, because the program is integrated, files can be copied from one component of the program to another so that files can be easily created that contain word processing, colored graphics, tables, spreadsheets, and charts in the same document.

•• Where should I place the technology equipment?

Begin the planning process by assessing the physical layout of the classroom. In particular, note the placement of electrical outlets or school network connections, as well as the location, or

potential location, of a phone line. These items will be particularly important in determining where the equipment is placed within the classroom.

Once the best location for the computer(s) is determined, be sure to take care that the cords are properly connected to the equipment and electrical outlets. To protect students and the technology, it is important to keep plugs, wires, cables, and cords out of harm’s way. Start by using

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color-© Teacher Created Materials, Inc.

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various cords and cables that inevitably form a twisted knot under the computer table. Then, attach a similarly colored dot below or above the proper port or plug on the computer or peripheral

device. Using this simple and inexpensive technique helps eliminate many of the troubles related to determining what cable goes where and on which device. This should allow the teacher and students to quickly and correctly disconnect and reconnect the equipment, if necessary.

Try placing peripheral devices, such as printers, CD-ROM drives, scanners, and laserdiscs, so that they are easily accessible to students. This is particularly important when considering the

placement of the classroom printer which should be located in a centralized area with plenty of room on all sides so students can collect their printed documents. Placing peripherals in an easily accessible location also allows for easy maintenance of printer cartridges, unjamming of printers, or replacing CD-ROMs.

Place the TechWorks kit close to the technology equipment so that the activity cards can be quickly and easily accessed by students.

•• How should I prepare my students?

Start by establishing clearly defined routines and guidelines related to the care and use of

technology equipment. Suggestions for appropriate care and use are provided in the Introduction to General Technological Awareness along with blacklines to create posters, if desired.

Students should also be introduced to the TechWorks activity cards and management system. Explain that after students have been taught a TechWorks lesson, they will have the opportunity to work independently at the computer to practice the technology skill. Demonstrate how to find a

TechWorks activity card. Students should be told to first look behind the color/concept they are

currently studying, for example, keyboarding. Then, they should pull the numbered card the teacher has asked them to complete. Show students several cards and explain how the pictures will help them to understand the tasks they are to perform. Then, remind students to refile the cards when they are finished. When they refile, they should match the names, colors, and shapes at the tops of the cards. With all three prompts, students should be able to return the cards to their appropriate spots without any trouble.

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Dear Parent,

We are about to begin the multimedia unit of our technology program. In order to complete the activities described below, we will be using the following software:

______________________________________________________________________. If possible, your child should be encouraged to practice his or her multimedia skills at home. Encourage your child to share his or her computer expertise with the rest of the family.

Lesson 1:

Your child will learn the basic elements of a multimedia presentation.

Lesson 2:

Your child will learn how to enter text in a single screen.

Lesson 3:

Your child will learn how to paste a clip-art graphic in a single screen.

Lesson 4:

Your child will learn how to create a graphic and paste it in a single screen.

Lesson 5:

Your child will learn how to add photos to a single screen.

Lesson 6:

Your child will learn how to add scanned images to a single screen.

Lesson 7:

Your child will learn how to add images from a digital camera to a single screen. If you are available to assist us in the classroom as we learn to use multimedia software, please let me know as soon as possible.

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©

T

eacher Created Materials,

Inc.

24 Objectiv

es

1.

The student can def

ine the basic elements of a m

ultimedia presentation.

2.

The student can place te

xt into a simple,

static screen.

3.

The student can paste a gra

phic copied fr om c lip ar t into a simple, static screen. 4.

The student can create a gra

phic using basic gra

phics tools and place it into a simple,

static screen.

5.

The student can add photos fr

om a v a riety of sour ces (CD-R OM, photo CD , disk, etc.) into a simple, static screen. 6.

The student can add scanned images to a simple,

static screen.

7.

The student can add images fr

om a dig

ital camera to a simple,

static screen.

8.

The student can create a ser

ies of screens complete with te

xt and gra

phics

.

9.

ies of screens with te

xt, gra phics , and buttons f or simple navig ation. 10.

ies of screens with te

xt, gra phics , and buttons f or a v a riety of navig ation options . 11.

The student can create a button/menu to allo

w a user to vie w a ser ies of screens . I -Intr oduce M -Master E -Extend

Grades

K 12345 6 7 8

Multimedia

Class Movie Take 2 E I/M E I M E I M E I M E I M E I M E I M E I M E I M E I M E I M Le v el 3 Sample P ages P age 5

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What Is Multimedia?

•• Multimedia Defined

Multimedia has a variety of definitions. Some people use a technical definition, such as any software using the four communications media—text, audio, images, and logic, on a digital computer connected to an analog device such as a videodisc player. Others prefer to use a more general definition in stating that multimedia is the integration of video, sound, text, graphics, and animation under the control of a computer. Even less technical, multimedia simply means the combination of two or more media elements such as text, pictures, sound, and video.

Examples of multimedia environments include television, computers, CD-ROMs, and video. Incorporating multimedia into lessons can be as simple as having students view a television show and write a critical review, or it can be as involved as having students prepare presentations on the computer complete with color graphics, sound, animation, and video.

•• Multimedia as a Learning Tool

In a multimedia learning environment, students are provided with information integrated and presented in a variety of media, such as video, pictures, and animation. Students become active participants, manipulating a program in order to obtain information according to their own needs and learning styles. The freedom to determine their own pace and path through a document or presentation makes learning more meaningful.

Many people believe multimedia is one of the most significant innovations to arrive on the educational scene. It can be effectively used to prepare presentations for individual learning and whole-group discussions. Multimedia presentations by students enhance higher-order thinking skills as they require planning, organizing, and writing. In addition, as creators of multimedia presentations, students strengthen their skills in communication, self-expression, research, and oral language. Using the features of multimedia, students are able to generate products such as video term projects, computerized slide shows, electronic portfolios, school yearbooks, and newspapers. Multimedia provides the teacher and students with a stimulating environment for learning and teaching. Vast libraries of audio, visual, and text material are easily accessible by a computer, and the information or graphics accessed can be integrated into multimedia lessons and projects. Using various media for instruction ecourages the teacher to develop materials that may increase the level of interest and motivational appeal.

The next generation of computers and storage devices will enable the teacher and students to navigate through printed words, sequences of live-action video, photographs, and music as

effortlessly as scrolling through screens of text. Multimedia makes it possible for the teacher who has little technical training to present subjects using full-motion video, graphics, animation, and sound.

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4 •• The Development of Multimedia

The notion of multimedia was made possible by technological advances in two key areas. First, the development of optical disks was essential to the realization of multimedia. The greater storage capacity of optical disks is advantageous for holding memory intensive graphics, sounds, animated sequences, and full-motion video, all of which are essential aspects of multimedia. The data on an optical disk is also much more stable, and the optical disk has a much longer shelf life than its magnetic counterparts. Magnetic media such as floppy disks, used by most computers, are limited in their capacity to hold data, whereas a single optical CD-ROM can hold as much data as

approximately 700 high-density floppy disks.

The second major advancement has been the arrival of hypertext-based informational,

organizational, and retrieval systems. The concept of hypertext started in 1945 when Vannevar Bush suggested that there should be a tool for thinking and enhancing human memory which would allow people to retrieve information from a computer in the same way as it is retrieved from within the human mind. Nelson and Engelbart extended Bush’s ideas in the 1950s and 1960s. Nelson believed that enormous amounts of data should be easily accessible. He coined the term “hypertext” to describe a document which allows information to be linked, cross-referenced, and accessed in many different ways.

While the idea of hypertext has been around for some time, the software and the technology to develop it effectively has only become available in recent years. These software packages are easier to use than previous ones. Hypertext-based authoring systems, such as HyperCard (Apple) and HyperStudio (Roger Wagner Publishing), enable developers and educators to control content presentation and sequencing. In addition, these systems allow computers to control peripherals, such as laser videodisc players and CD-ROM players.

Class Movie Take 2

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Lesson 3

•• Technology Skill

Copy and paste graphics

•• Scope and Sequence Lesson Objective

The student can paste a graphic copied from clip art into a simple, static screen. (Objective 3/Introduce).

•• Suggested Software

HyperStudio by Roger Wagner Publishing (Macintosh or Windows) Multimedia Workshop by Davidson (Macintosh or Windows) Digital Chisel by Pierian Springs (Macintosh)

HyperCard by Apple (Macintosh)

Kid’s Studio by Storm Technology (Macintosh or Windows) Clip Art Software

Graphics Gallery Collection by Software Sense (Macintosh or Windows) Corel Gallery by Corel (Macintosh or Windows)

Super Art Pack 3,000 by SoftKey (Windows)

•• Materials

Computer and software Printer

Disks for saving files

Selection of children’s literature with illustrations Transparency of Activity Card 3 (Optional)

•• Teacher Information

The teacher should know how to use a clip art file to add graphics to a multimedia document. This is the next basic step in learning how to use multimedia software. For more information, see pages 9 and 10 in the Introduction to Multimedia.

•• Prerequisite

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7 Lesson 3

(cont.)

•• Introduce the Skill

(copy and paste graphics)

Discuss with students how important pictures are in young children’s literature. Graphics enhance story meaning and are visually pleasing. In this lesson, students will learn how to select graphics, copy them, and paste them into their text documents.

•• Teach the Lesson

1. Begin the lesson by reading a children’s literature selection and highlighting the illustrations. Discuss with students what impact the illustrations have on the story.

2. Open the multimedia program.

3. Brainstorm favorite fairy tales with students. 4. Have students retell the class’s favorite fairy tale. 5. Select the text tool and type in the students’ retelling. 6. Review how to save the file as: fairy.teacher initials. 7. Demonstrate to students how to open a clip art file.

8. Show students how to select graphics, copy them, and paste them into a text document. 9. Demonstrate how to move graphics to different locations within the text document. 10. Review how to save the file again.

11. Remind students to print and quit.

12. Review the activity card and check for understanding of technology skills. You may wish to use a transparency of Activity Card 3.

•• Activity

Have students complete the activity on Activity Card 3.

•• Curriculum Connections

Language

Students can add a clip art image to other stories they have written on the computer. Social Studies

Students can add clip art images, such as maps, people, and objects, to reports they are writing about various countries or places in the world.

Class Movie Take 2

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13 Open the multimedia program.

Holiday Stories

(copy and paste graphics)

Activity

3

Select the text tool. Type a story about your favorite

holiday.

Save the file as: hol.your initials

Close the program.

Open a clip-art file.

Find an image to represent the holiday in your story.

Copy the image.

Close the clip-art file.

Open the file saved as: hol.your initials

Paste the clip-art graphic into the file.

Save the file again.

Print.

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Language Arts/ Social Studies

Activity

12

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13 Open the multimedia program.

Faraway Places

Skill Review Card

Select the text tool.

Choose a country you would like to visit someday.

Type a story about visiting the country.

Save the file as: visit.your initials

Close the program.

Open a clip-art file.

Find a picture of the country you wrote about. Copy the picture.

Close the clip-art file.

Open the file saved as: visit.your initials

Paste the picture.

Save the file again.

Print.

Quit the program.

A

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Competent

The student has a clear understanding of the basic elements of multimedia. The student can independently place text and graphics in multimedia documents. The student can independently add photos and images to multimedia documents.

Beginner

The student has little understanding of the basic elements of multimedia.

The student requires assistance to place text and graphics in multimedia documents. The student requires assistance to add photos and images to multimedia documents. Emergent

The student has a basic understanding of the basic elements of multimedia.

The student can usually place text and graphics in multimedia documents with ease. The student can usually add photos and images to multimedia documents with ease.