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Computers Are Us © 2005 E. Nofs Computers Are US Computers Are US January 2005
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Page 1: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

Computers Are USComputers Are US

January 2005

Page 2: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

Computers Are UsComputers Are Us

Our Town Science Teachers Association

Page 3: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

Power Up Your LessonsPower Up Your Lessons

Page 4: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

Integrate TechnologyIntegrate Technology

• Science

• Math

• Reading

Page 5: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

Prepare for the FuturePrepare for the Future

• College

• Entering the Workforce

Page 6: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

Goals for 2005Goals for 2005

• Phase I: Professional Development

• Phase II: Curriculum Design

• Phase III: Content Delivery

Page 7: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

IntroductionIntroduction

C12H22O11

=22/7

Page 8: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

IntroductionIntroduction

• Music

• Chemistry

• Math

ab= r 2

All of these disciplines have methods for documenting

and communicating

Page 9: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

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.

Page 10: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

The Comma MethodThe Comma Method

A systematic approach to computer education that uses:

• Observation

• Orientation

• Notation

Page 11: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

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.

Page 12: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

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.

Page 13: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

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.

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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

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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

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Computers Are Us © 2005 E. Nofs

Phase I: Professional DevelopmentPhase I: Professional Development

Demonstration Grant for

Technology Training

Page 17: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

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.”

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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.

Page 19: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

Computers Are Us © 2005 E. Nofs

Phase I: Professional Phase I: Professional DevelopmentDevelopment

The burden is placed on

teachers to demonstrate

sophisticated

computer solutions

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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

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Computers Are Us © 2005 E. Nofs

Phase II: Curriculum DesignPhase II: Curriculum Design

Integrating Technology with Math and Science

Curriculum

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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.”

Page 23: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

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

Page 24: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

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

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Computers Are Us © 2005 E. Nofs

Phase II: Action PlanPhase II: Action Plan

• “Bloom’s Fit” Seminars

• Levels of Mastery Workshops

• Technology Transfer Evaluation

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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

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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

Page 28: Computers Are Us© 2005 E. Nofs Computers Are US January 2005.

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.

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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

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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

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Computers Are Us © 2005 E. Nofs

For More Information:For More Information:

Computers Are Us

(810) 555-1212