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

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IntroductionIntroduction

• Music

• Chemistry

• Math

ab= r 2

All of these disciplines have methods for documenting

and communicating

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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

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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.

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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.

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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

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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

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Phase I: Professional DevelopmentPhase I: Professional Development

Demonstration Grant for

Technology Training

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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.”

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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.

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Phase I: Professional Phase I: Professional DevelopmentDevelopment

The burden is placed on

teachers to demonstrate

sophisticated

computer solutions

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Phase I: Action PlanPhase I: Action Plan

• Computer training for educators• Follow up and Outreach• Research and documentation• Publication of results

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Phase II: Curriculum DesignPhase II: Curriculum Design

Integrating Technology with Math and Science

Curriculum

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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.”

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Phase II: Curriculum DesignPhase II: Curriculum Design

Objectives:• Levels of mastery

• Based on Bloom’s Taxonomy

• Aligned with state and national recommendations

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Phase II: Integrating Math, Phase II: Integrating Math, Science, and technologyScience, and technology

Technology is a tool

for analyzing and communicating core

curriculum

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Phase II: Action PlanPhase II: Action Plan

• “Bloom’s Fit” Seminars

• Levels of Mastery Workshops

• Technology Transfer Evaluation

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Phase III: Content DeliveryPhase III: Content Delivery

Production Grant to Integrate Technology with Math and Science Curriculum for Interactive Television

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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

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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.

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Phase III: Content Delivery Phase III: Content Delivery

Levels of Support• Television

• Demonstration Links

• Content Development Links

• Levels of Mastery Links

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Phase III: Action Plan Phase III: Action Plan

• Storyboard Workshops

• Research and Validate Content Delivery Methods

• Pre-production workshops

• Broadcast Production

• Web-site implementation

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For More Information:For More Information:

Computers Are Us

(810) 555-1212