| Technology Essentials contains two phases.
Phase I introduces novice computer users to skills in 10 technology areas: desktop publishing, databases, graphics, wordprocessing, spreadsheets, multimedia, telecommunications, operating environments, programming and applied technology. Phase I is designed for implementation in a sequential manner, with each module building upon the technology skills, learning objectives and content knowledge from previous modules.
Phase II of Technology Essentials extends and enriches the computer mastery gained in Phase I through a series of 15-hours, advanced, nonsequential modules. Please note that advanced users, or those familiar with Microsoft Office, should skip Phase I and begin with Phase II.
Module Description
| Technology Essential I | | Getting Started | | | In this introductory lesson for classes with little or no previous computer knowledge, the students acquire an elementary understanding of their operating environment and learn some basic computer functions. | | | | Desktop Publishing
| | | The students apply desktop publishing and operating environment skills to create an eight-page magazine focusing on computers. | | | | Databases
| | | Students employ database technology and analytical research skills to investigate the claims of a new fitness program. | | | | Wordprocessing
| | | The students use a variety of wordprocessing skills to create assignment sheets, video graphics and press releases for a new televised weather program. | | | | Spreadsheets
| | | Students employ spreadsheet technology to help increase a radio station’s revenue and profit. The instructor introduces basic tools of a spreadsheet as the students enter data and perform mathematical operations. | | | | Multimedia
| | | The students create an interactive multimedia kiosk presentation highlighting different divisions of a large media company. | | | | Applied Technology
| | | Synthesizing many technology areas, the students construct a game of computer trivia designed for play over the Internet. They survey the structure and strategy of games and use their observations to create a game in the new medium of cyberspace. | | |
| Technology Essential II | | Graphics
| | | Students use bitmap, object-oriented and 3-D rendering applications to create electronic art representative of several artistic periods: | | | | Graphics II
| | | The students create a range of sophisticated projects by applying the tools, techniques and principles employed by professional graphic designers. Prerequisite: Graphics. | | | | Telecommunications
| | | Professional Web-page design is the focus of a new business venture. The first step involves market research as the students locate and evaluate existing Web sites for structure and content. Ultimately, they identify a client and create and post on the Internet a site incorporating animation, sound applets, transitions and links. | | | | Programming
| | | The students begin learning programming fundamentals through Microsoft Visual Basic. | | | | Programming II
| | | Programming II expands the student’s knowledge of the Microsoft Visual Basic interface and increases object-oriented programming skills. The students create an interactive Pattern Generator, then program a slide show and a spreadsheet using Visual Basic controls. Prerequisite: Programming. | | | |