Technology in General

• Distinguishing data files from actual program files.
• Copying files from one disk to another.
• How to determine how much space is left on your disk.
• How to check a file's "properties."
• How to reset your windows machine to show all file extensions.
• What kinds of files end with JPG, GIF, DOC, HTM, XLS, MDB ?

• Accessing Files:
• Identify all items (buttons, icons, screen areas, etc.) related to the process of opening or browsing through data files located on different disks.
• Multiple Files Open:
• Know how to tell if there are multiple files open simultaneously and how to switch between them.

• Can you identify...
• the menu bar; title bar;  scroll bar; ruler bar.
• the scroll buttons; the document work area.
• the text cursor, the mouse cursor, the mouse pointer.
• margin indicators, left, right, and first line; a tab marker by type and placement.
• Can you determine or discover...
• the current margin settings; any and all entered carriage returns (even when invisible); all wrap-around points.
• the current font, point size or tab settings for a paragraph or character.
• Which page of a given file you are viewing; see in advance what your pages will look like when printed.
• Do you understand or know...
• how text is entered and deleted using the keyboard.
• how text is highlighted (marked or designated) using the mouse.
• what will happen to highlighted text if new text is entered or pasted.
• how certain settings affect complete paragraphs rather than individual characters.
• how to search a document for text, search and replace text.
• the effects of the "whole-word" or "case-sensitive" search/replace features.
• the effects of Replace ALL versus verified search/replace operations.
• all aspects of CUT, COPY  and PASTE using the clipboard (differences between complete removal of target item vs. its duplication leaving the original in place; etc.).
• how to fully modify text appearance attributes (fonts, points, bold, italics, etc.).
• insert bookmarks into various locations in a document
• create hyperlinks to an Internet site as well as internal bookmarks

• Establishing the Default Printer:
• Know the method and identify all items (buttons, icons, screen areas, etc.) related to that process.
• Know how to change between landscape and portrait printouts.
• Know how to establish full control of various print choices (quantity, reductions, margins, quality, etc.).
• Know about the various idiosyncrasies and safety precautions involved in successful printing.

• Can you identify...
• fields and records; the data entry line; different views of the data.
• Can you determine or discover...
• whether you are seeing the multi-record view versus a single-record view.
• how fields or characters are currently formatted.
• in advance what your pages will look like when printed.
• Do you understand or know...
• how a new database is created.
• about your program's methods for establishing record-selection rules.
• how to sort as desired on fields of different types.
• all effects of various formatting options (formatting for FIELD, formatting for CHARACTER, etc.).
• how to print a large database onto 1 page by making adjustments to the data arrangement as well as the page definitions.
• how to print a complete database which will not fit on one page - regardless of adjustments.
• all of the steps involved in a mail merge process (for DB and WP both!).
• how to print the document in the word processor showing merged field names (template), or a single merged record or a limited set of records.
• how to modify pre-existing things:  new fields, existing field types, displays, reports, etc.
• all aspects of CUT, COPY, and PASTE using the clipboard (differences between complete removal of target item vs. its duplication leaving the original in place; etc.).
• how to use CUT, COPY, and PASTE to transport records into a word processed document.
• how a DB might be used to serve as a record keeping tool - be able to give examples.
• how a DB might be used as an instructional tool - be able to give a full description.
• how to fully utilize a spreadsheet (Excel) to function as a database.

• Can you identify...
• different cells by address.
• the data entry line.
• formulas versus actual data; label data versus numeric.
• two views of the data.
• relative vs. absolute cell references
• Can you determine or discover...
• Which cells are calculated and which are actual data.
• Whether simple mathematics vs. special functions have been used.
• In advance what your pages will look like when printed.
• Do you understand or know...
• the difference between label and numeric data.
• how to enter formulas to calculate a set of numeric data using cell references to refer to the data.
• relative versus absolute cell references and how to enter each.
• how to arrange and format data on screen to communicate the most information in the clearest way possible.
• all effects of the various formatting options (Character, Cell, Column, Row, etc.) - & by data type!
• how to modify text appearance (fonts, points, italics, etc.).
• how to perform a "replication" of cell contents to other locations.
• all aspects of CUT, COPY, and PASTE using the clipboard (differences between complete removal of target item vs. its duplication leaving the original in place; etc.).
• how a SS might be used to serve as a tool to explore hypothetical scenarios - be able to give examples.
• how to print a complete spreadsheet to see all contents.
• how to use a spreadsheet as a database.
• how to properly use symbols ( +, -, /, *, (), etc. ) to perform accurate calculations.

• Can you...
• Identify the various tools used in drawing graphics with a mouse including how to view individual pixels up close.
• Use the clipboard to move pieces of a drawing around to modify the drawn image.
• Distinguish between Paint or Bit-mapped graphics versus object-oriented or vector graphics.
• Extract graphic images from Internet sites.

Like any history, the background of computers and computing are filled with names and dates of typical importance.  However, like any history, some names are more fundamental to the development of computers and modern computing than others.  Likewise, dates are usually more than just unrelated trivia and instead serve to establish periods of development generations of fundamental changes.  It would at least be important ...

• to recognize the fundamental changes that establish the various periods of computer history,
• to understand and be able to trace those periods through specific dates where appropriate,
• to understand and recall specific people of importance.

Make sure you can...

• use a search engine to find desired sites from keywords that you supply.
• distinguish important elements of the URL.
• cut-&-paste a URL from a browser to another application.
• open and switch between at least two browser windows observing different sites.
• extract and download graphic images from open Internet sites.
• establish and operate your own Internet web site account.

Make sure you ...

• understand and write basic HTML code structures manually using a simple editor.
• can use Netscape or other composer tool (use a search engine to find desired sites from keywopen Internet sites.
• can create your own web page with at least the following...
• Colored background
• Different sizes and placements of text
• Graphic images
• Hyperlinks
• can upload your web page files to your own Internet host site to make your page(s) accessible to the world.
• understand the many disadvantages of using Ms.Word as a web page generator.

Make sure you can...

• establish gradient shaded background and apply them to a single slide or a complete show.
• insert line/shape graphics to enhance and offset screen areas.
• insert and manage clip art graphics
• manage the placement and content of text boxes.
• creatively establish slide transition effects
• creatively manage the animation of any and all screen objects.

• Make sure you fully read and understand the chapters on programming and understanding computing.  Be sure to review the basic concepts, principles and issues presented throughout the two chapters.

• In a beginning level course on basic computer literacy course for teachers, there are inevitably many conceptual, abstract and rudimentary principles and understandings necessary for complete and genuine literacy.  Also, there are many things that would likely be viewed as simple and trivial or possibly obvious and assumed which can affect one's ability to learn or apply what is learned.  Yet, it is likely that such things may not be directly addressed in instruction or reading.  For example, the distinction between the monitor and the keyboard may be obvious but the difference between a CPU and a memory chip may be more difficult.  Make sure that you personally explore hands-on use of the computer sufficiently to encounter the many things involved that might not be directly covered in the course.  This will ultimately be to your benefit, as your literacy will increase accordingly.

• Also, note that it is usually assumed that computer terminology is unique and totally new to beginners.  To a great extent this is incorrect.  Much of computer terminology is and has been an accepted part of the English language before application to computers.  For example, while software, diskette or CPU seem to be new terms invented exclusively for the world of computers, other terms like template, default or keyboard certainly have definitions outside of computers and have simply been carried over.  It seems, to a great extent, that one's difficulty with computer terminology is partially due to one's limitations with the English language in general.  It is suggested that additional reading of computer texts and even reference manuals can help to improve one's grasp of computer terminology.

• Hands-on practice in a free-style, self-guided exploration of computing, encountering the usual hazards and frustrations in a natural way seems essential for mastery of educational computing.  Teachers, unlike their counterparts in the professional world, are not simply end-users of computers.  They, instead, have a greater responsibility to fully understand and master computing for they will surely deal more directly with the understanding, learning and difficulties of their students who will be expected to use computers.  Students and school districts both will look to their teachers for guidance.

• It is easy to gain confidence as hands-on computing tasks result in some success.  This is misleading.  Modern applications allow one to guess and still be productive while still misunderstanding or being unaware of many important things.  A better test is whether you can stand in a parking lot far away from any screen views or computer equipment and fully explain to an unknowning, confused person all of the details of various computing tasks and issues.  Fully covering all of the critical elements and resolving the misconceptions of your student without the aid of any machine in front of you is a much better test of your progress.

• For proper development and learning in a computing course, it is a serious mistake to limit your computing activity to only assigned work.  Instead, it is critical to develop a computing live-style far beyond the limited scope of the experiences assigned.  It is not possible through course assignments to prescribe all of the experiences (good and bad, rewarding and frustrating) that you really need.  Do not just complete assignments and quit.  You must go far beyond completion of assigned work to experiment and explore on your own.