computers are us© 2005 e. nofs computers are us january 2005
TRANSCRIPT
Computers Are Us © 2005 E. Nofs
Computers Are USComputers Are US
January 2005
Computers Are Us © 2005 E. Nofs
Computers Are UsComputers Are Us
Our Town Science Teachers Association
Computers Are Us © 2005 E. Nofs
Power Up Your LessonsPower Up Your Lessons
Computers Are Us © 2005 E. Nofs
Integrate TechnologyIntegrate Technology
• Science
• Math
• Reading
Computers Are Us © 2005 E. Nofs
Prepare for the FuturePrepare for the Future
• College
• Entering the Workforce
Computers Are Us © 2005 E. Nofs
Goals for 2005Goals for 2005
• Phase I: Professional Development
• Phase II: Curriculum Design
• Phase III: Content Delivery
Computers Are Us © 2005 E. Nofs
IntroductionIntroduction
C12H22O11
=22/7
Computers Are Us © 2005 E. Nofs
IntroductionIntroduction
• Music
• Chemistry
• Math
ab= r 2
All of these disciplines have methods for documenting
and communicating
Computers Are Us © 2005 E. Nofs
IntroductionIntroduction
Computers Are Us will demonstrate:
there is a distinct layout for Windows compliant software.
This layout can be communicated verbally (observation), visually (orientation) or textually (notation).
Further, Comma methods are easy to teach and disseminate.
Computers Are Us © 2005 E. Nofs
The Comma MethodThe Comma Method
A systematic approach to computer education that uses:
• Observation
• Orientation
• Notation
Computers Are Us © 2005 E. Nofs
ObservationObservation
• To understand music, the student first learns that notes on a staff represent a song.
• Computers also have a notation and there is a methodology for teaching that notation.
Computers Are Us © 2005 E. Nofs
OrientationOrientation
• Orientation recognizes that there is symmetry to the layout of all Windows compliant software.
• Action requires a method for navigating or mapping the Windows menu structure.
Computers Are Us © 2005 E. Nofs
NotationNotation
• Notation uses the contents of the menus to form “sentences.”
• Advanced notation creates business rules or best practices for automating “sentences” into fast, efficient processes.
Computers Are Us © 2005 E. Nofs
Levels of MasteryLevels of MasteryBloom’s Taxonomy maps directly to the menu structure
KNOWLEDGE File Edit View Insert
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Increasing Com
plexity
Increasing Difficulty
Third GradeThird Grade
Fourth GradeFourth Grade
Fifth GradeFifth Grade
Sixth GradeSixth Grade
Computers Are Us © 2005 E. Nofs
ModelModel
• Third Grade:– Gather physical data– Enter into a spread sheet
• Sixth Grade:– Review the data– Create a form for data entry
• Tenth Grade: – Collect data into a database– Evaluate and Review data
Computers Are Us © 2005 E. Nofs
Phase I: Professional DevelopmentPhase I: Professional Development
Demonstration Grant for
Technology Training
Computers Are Us © 2005 E. Nofs
Phase I: Professional Phase I: Professional DevelopmentDevelopment
Students come to school with basic computer skills. A recent study
of middle school students found:
97.6% of females and
98.2% of males said that they
“know how to use a computer.”
Computers Are Us © 2005 E. Nofs
Phase I: Professional Phase I: Professional DevelopmentDevelopment
Although middle school students
already “do” computers,
gaming and net surfing skills have limited educational or business applications.
Computers Are Us © 2005 E. Nofs
Phase I: Professional Phase I: Professional DevelopmentDevelopment
The burden is placed on
teachers to demonstrate
sophisticated
computer solutions
Computers Are Us © 2005 E. Nofs
Phase I: Action PlanPhase I: Action Plan
• Computer training for educators• Follow up and Outreach• Research and documentation• Publication of results
Computers Are Us © 2005 E. Nofs
Phase II: Curriculum DesignPhase II: Curriculum Design
Integrating Technology with Math and Science
Curriculum
Computers Are Us © 2005 E. Nofs
Phase II: Gender Equality?Phase II: Gender Equality?
Girls tend to see through the hardware to the social functions facilitated by computers.
Boys, on the other hand, are more “focused on the machine itself.”
Computers Are Us © 2005 E. Nofs
Phase II: Curriculum DesignPhase II: Curriculum Design
Objectives:• Levels of mastery
• Based on Bloom’s Taxonomy
• Aligned with state and national recommendations
Computers Are Us © 2005 E. Nofs
Phase II: Integrating Math, Phase II: Integrating Math, Science, and technologyScience, and technology
Technology is a tool
for analyzing and communicating core
curriculum
Computers Are Us © 2005 E. Nofs
Phase II: Action PlanPhase II: Action Plan
• “Bloom’s Fit” Seminars
• Levels of Mastery Workshops
• Technology Transfer Evaluation
Computers Are Us © 2005 E. Nofs
Phase III: Content DeliveryPhase III: Content Delivery
Production Grant to Integrate Technology with Math and Science Curriculum for Interactive Television
Computers Are Us © 2005 E. Nofs
Phase III: Digital TVPhase III: Digital TV
Digital TV offers an unprecedented opportunity for educators to add rich content to the math, science, and reading curriculum
Computers Are Us © 2005 E. Nofs
Phase III: Content DeliveryPhase III: Content Delivery
Tentative Series Title: Reach for the StarsLength: 30 minutesNumber of episodes: 40Theme: Each episode introduces a career
opportunity and looks at the work that is done. Doctors, lawyers, teachers, nurses, engineers, police and rescue workers, game programmers and artists: all of these professions use math, science and technology.
Computers Are Us © 2005 E. Nofs
Phase III: Content Delivery Phase III: Content Delivery
Levels of Support• Television
• Demonstration Links
• Content Development Links
• Levels of Mastery Links
Computers Are Us © 2005 E. Nofs
Phase III: Action Plan Phase III: Action Plan
• Storyboard Workshops
• Research and Validate Content Delivery Methods
• Pre-production workshops
• Broadcast Production
• Web-site implementation
Computers Are Us © 2005 E. Nofs
For More Information:For More Information:
Computers Are Us
(810) 555-1212