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September 1, 1998
Back-to-School Ideas for Technology Coordinators
by Jeanne M. Owen
As the technology advisor at my elementary school, I have discovered a
few strategies and lessons that help me stay organized and help my classes learn valuable
computer skills. Here are some suggestions for the new school year.
Computer Notebook
I find it helpful to establish a notebook of classroom computer
information. Because I am responsible for loading computers and keeping track of property
numbers, software, and so on, that notebook helps me keep organized.
At the beginning of each year, I ask classroom teachers to print copies
of each Macintosh computer's desktop. (That is done by opening the hard drive, selecting
"View", "By List", and then "Print Window.") Once that is
printed out, I have the teachers write their names, grades, and room numbers at the top.
It is also helpful for the teachers to include the type of their computers and printers,
their property numbers, and how much hard drive space is available. That information will
print automatically on the newer Macintosh computers; the information can be found by
going to "View" and "By Icon" on the older Macs.
Once I receive this information (which sometimes I have to collect
myself), I put it into a three-ring binder arranged by grade level. I also include a
couple of school maps that are color-coded with highlighters to show computer type,
printer type, and so forth. The binder becomes my computer "bible" and is kept
at my fingertips. Having the notebook has saved me many precious moments when questions
arise that I’m expected to answer. I can find out instantly if a certain teacher has
enough hard drive space to load that new program she wants, what printer she has when she
requests an extra ink cartridge, what the property number is when the assistant principal
looks for certain computers, or who has what when I’m doing inventories.
If you are the "computer guru" are your school, try that!
File Search
One of the activities I have used with my adult beginning computer
classes that has proven to be successful is what I call File Search. This activity is
designed to reinforce the concepts of opening files, locating file names, matching file
name abbreviations with what the files actually contain, and closing files.
We use Windows 3.1 in a lab setting, but this activity would work with
almost any operating system. Before the File Search activity, students learn how to create
a file and save it with a name of less than eight characters. For example, an address list
might be named addlist.wri. That can often be confusing to new computer users.
The next class gives them practice in this skill. Before the class
begins, I load each computer in the lab with a different file and thus a different file
name. That task takes awhile because we have 28 computers in the lab, but once it is done
the computers will always be prepared for the lesson. The file names are printed on a
sheet with enough space beside each one for the students to write their answers. At the
beginning of the class, each student receives one of those sheets. The task is to locate
the file names listed on the sheet, write which computers the students found them on, and
write short descriptions of what the files represent.
For example, a student might find addlist.wri on computer 15 and would
write that down. Then the student would open the file and see that it contains an address
list, which he or she would also write on the paper. Then the student would close the file
so that another student could discover what it contains. The students may work
individually or in pairs. If they work in pairs, they must take turns completing the task.
File Search turns into a scramble as students move from one computer to
another to find the answers. The success of the activity lies in each student opening,
reading, and closing 28 files on 28 computers. By the time the students finish, each has a
pretty good idea of how to open and close files and what the file name abbreviations in
computer jargon really mean. And they love it! They enter skeptical and leave confident.
There is a great deal of noise and laughter associated with this activity, but I have
found that it really reinforces what they have learned.
Of course, only after the students have finished and I have collected
their answers, do I reveal the real kicker to this activity in a lab setting. Most have
not realized that they could have stayed at one computer in a networked setting and
accessed the information from every other computer in the lab! When I reveal this truth, I
also like to shout "Gotcha!" followed by roars of laughter at the realization.
Here is a sample worksheet for the File Search lesson:
You have learned how to create a file, save it with a file name, and
open it to work on at a later time. This exercise is designed to practice those skills.
Each computer in the lab has been loaded with one of the files listed
below.
Your task is to go to each computer, locate and open that file, and
determine what it contains. Next to each file name on the sheet write down the number of
the computer on which you found the file and a brief description of what the file
contains. Be sure to close the file so that the next person can have the experience of
opening it! No cheating! This is not for a grade and only for practice. The more you do,
the easier it will be and the better you will get.
You may work in pairs or alone. However, if you work in pairs, please be
sure to take turns and share the tasks so that both of you will get practice.
File Name.................Computer Number...............Brief
Description
addlist.wri
bbgaz.wri
recipe1.wri
recipt2.wir
vcrtape.wri
videos.wri
jstuff.wri
memo1.wri
memo2.wri
press.wri
cardlist.wri
netfind.wri
family.wri
mem.wri
When you are finished, please turn in this paper to me. Be sure your
name is at the top. Most of all, have fun!
Class Cookbook
One of the cumulative activities I have used with my adult beginning
computer classes is creating a cookbook of recipes from each member of the class. This
activity is a great way to share what each has learned in a meaningful and memorable way.
After having been taught basic word processing skills such as creating
and naming files, changing fonts and sizes, aligning text, and spacing, I ask the students
to bring in a favorite recipe to share. About two sessions before the end of the series of
classes, students type their recipes into a simple word processing document. They then
give the recipes file names and save them onto the computer’s hard drive.
The variety of recipes never ceases to amaze me! The more advanced
students usually bring in a more complicated, difficult recipe. The ones who are still
unsure about their computer skills bring in simple, uncomplicated recipes.
At the class before the last, I give each student a floppy disk on which
to copy everyone's recipes. This gives the students practice in opening files and copying
to a disk. They enjoy seeing the recipes that others have entered as well as seeing their
own recipe passed along.
If possible, before the final class, I compile the recipes into a
booklet form, make copies, and distribute one to each participant. This is a final product
to which everyone contributed and thus can claim ownership. They are proud of what they
have accomplished and have copies of the results of their efforts.
This is not a novel idea but one which has proven highly successful for
me. I think that it could work for other computer teachers at many different levels with
many satisfactory results.
Email: Jeanne M. Owen
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