Application Web Address Age/Grade Describe how the

application is used in
lesson plan.

Word Processing http:// Students will learn the

www.educationworld.c K-1 basics to creating a
Word document like
om/a_tech/techlp/
saving, typing, and not
techlp041.shtml hitting enter or return
and the end of each
line.

After learning the basics

1-2 of word processing the
students will receive a
http:// poem that they have to
www.educationworld.co make changes changes
m/a_lesson/02/ to. They will have step
lp285-03.shtml by step directions on
what changes to make.

Spreadsheets http:// 2-5 This is two small

lessonplanspage.com/ lessons that will teach
cimathfirstexcelgraphin the students how to
glessons25-htm/ enter and format data
into Excel.

After learning the

http:// 9-12 basics, students will use
www.educationworld.co online resources and
m/a_tech/techlp/ Excel to compare the
techlp029.shtml fat and calorie content
of various food items.

Presentation Software http:// 2-3 The students will be

www.educationworld.co
m/a_tsl/archives/00-2/
lesson0023.shtml
given a written sentence
to practice reading and
draw a picture. They will
then type up the
sentence on a
powerpoint slide and
read the sentence out
loud.

http://
www.lessonplans.com/ 6-8 Students will come up
an-attitude-of- with 6-8 things they’re
gratitude-a-powerpoint- thankful for and present
about-being-thankful/ them in a powerpoint
with pictures/ clip art.
Lesson Plan
Are you focused on writing -- particularly descriptive writing -- in your first grade
classroom? Students love seeing their work in print, so why not have them write some
of their work on the computer? In this lesson, you'll walk students through the basics of
typing and saving on a computer.
Prior to the lesson:
Create a folder on each student's computer desktop. Name the folder "Student Work."
Make sure your word processing program is easy to find:
On Macs, make sure the Word (or AppleWorks) icon is located in the dock (OS X) or
launcher (OS 9 and earlier). To do that,
• double-click the hard drive icon on your desktop;
• open the Applications window;
• while holding down the Control (CTRL) key, click the Word or AppleWorks icon,
and then click Make Alias;
• drag the Alias (a copy of the original icon) to your dock (OS X). If in OS 9 or
earlier, move the icon to the Desktop, then open your Hard Drive folder and drag
the Alias into the Launcher folder.

On PCs, open the Applications Folder, locate and right-click the Word icon. Select Send
to: (Shortcut to Desktop) or simply Shortcut and drag the new icon to the Desktop.
Make sure students are comfortable with basic mouse skills (double-clicking, clicking,
drag and hold) and navigation skills (opening and closing programs). No experience
with word processing is required.
The lesson
Display your computer screen on a projector or TV monitor so all students can see it.
Explain to students that they are going to write their work on the computer. Read aloud
each of the steps below, demonstrating each step as you go along:
• Double-click the big, blue W at the bottom of your screen.
• Type your first and last name.
• Hit the RETURN key on your keyboard.
• Type the words "Summer was fun because I " and add your own ending.
• Click FILE at the top of the screen.
• Click SAVE.
• Click the word DESKTOP on the left.
• Type your first name, and then type the words "FirstWord" where it says "Save
As:".
• Click SAVE.
• Click WORD, and then click QUIT.
Word Processing Can Be Lots of Font!

Subjects
• Educational Technology
• Vocational Education
• -- Computers
Grade
• 3-5
• 6-8
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Brief Description
A fun poem activity helps reinforce basic word processing skills.
Objectives
Students will
• explore some of the basic functions of word processing programs.
• practice using those functions.
• complete a work sheet about what they learn.
Keywords
technology, computer, word processing, format, text, formatting text
Materials Needed
 
• Basic Computer and Word Processing Functions Web site
• What Font! work sheet
Lesson Plan
Brainstorm with students a list of functions their word processing program can perform. They should
include on the list typing, saving, and printing text; deleting, inserting, and changing text; copying and
pasting text; and so on. Invite students to explore Basic Computer and Word Processing Functions to
learn the functions of various tools in their word processing program and to learn the keys and menus
they should use to access those functions.
 
Note: The part of this lesson described above might be completed with students gathered around a single
classroom computer, with a projected image of the Web site as the whole class explores it together, with
students working at individual computers in a lab setting, or with students working individually at a
learning center computer.
 
Next, introduce a poem to students. If you are a frequent Internet surfer an e-mailer, you have probably
seen this poem before. You might have seen it under the title "Ode to a Spellchecker. The poem begins
like this:
 
I have a spelling checker.
It came with my PC.
It plane lee marks four my revue
Miss steaks aye can knot see.
 
You can share the entire poem with students by clicking here. (With luck, you should see in their faces the
recognition that this poem was written with tongue in cheek!) Talk with students about a handful of the
obvious errors.
Next, hand out the What Font! work sheet and have students follow the directions on it. The activity
involves students in practicing many of the word processing skills they have learned.
These “First Excel Lessons” teach students how to enter and format data to create simple bar charts

Introduction: These lessons teach students how to enter and format data to create simple Excel
charts and bar graphs.
The first lesson teaches how to enter data and create a simple chart.
The second lesson builds on the first lesson by requiring formatted labeling.
The lessons serve as a quick guide, not as a detailed comprehensive Excel tutorial.
The instructions are for Microsoft Excel 2007 version, but the data and chart can be
recreated using any of the various Excel versions or even non-Microsoft variants.
I have used this successfully with 2nd and 3rd graders, but your mileage may vary.
Lesson 1:

Make your first Excel chart.

Type your title “Caleb’s Party Food Chart” in Cell B1, then -Enter-.
Add the party food data in Column A.
Add the quantities in Column B.
Select (highlight) the food labels and number values in columns A and B.
On the Insert menu tab select bar chart, choose 2 D bar.
Double click the chart and then choose “chart layouts” on the ribbon. Choose a chart
layout.
Click the office button and choose Print > Print preview.
Adjust the chart position if necessary and then -Print-.

Lesson 2 Introduction: This lesson builds on lessons learned in the first Excel chart lesson by
adding the following requirements:

Merge and Center the title. “Nicole’s Fruit Chart”

Apply formatting to the title such as font size, color, and style.
Enhance the chart by using “Chart Layouts” menu and labeling the title and horizontal
and vertical axis.
Lesson 2:

Label an Excel chart.

Enter your chart title in C1, then -Enter-.

Click in cell C1 and drag mouse to H1. In the Home tab, alignment group, find and apply
“Merge and Center” to the title.
With the title still selected, on the Home tab, Font group, apply a new font color, font size
and font style.
Enter the fruit labels in column A starting with cell A3. Enter the fruit quantities in column
B starting in cell B3.
Click in cell A3 and drag mouse down to select all the foods down to cell A6. Continue to
drag to select all the numerical values on column B.
Create a bar chart. Go to Insert tab > Charts group > Bar > 2D bar.
Format the chart. Click to select the chart. Go to Design tab > Chart layouts group >
choose a chart layout that will produce a chart title and horizontal and vertical axis labels.
Fill in the appropriate text for the Chart Title and the axis. “Nicole’s Fruit Chart, Fruits and
Quantity”.
In the Design tab > Chart Styles group, choose a style for the bars.
Go to Print > Print preview, make adjustments to chart position as necessary. -Print-.
Drive-Thru Nutrition
Subjects
• Health
• --Nutrition
Grade
• 9-12
Objectives
Students will
• learn the importance of limiting fats (especially saturated) and "empty" calories in their diets.
• compare various food items in terms of fat and caloric content.
• synthesize what they've learned by creating one day's menu of healthful meals available at fast-food
restaurants.
Materials Needed
• Student access to the Internet and to a spreadsheet program (such as Excel or AppleWorks). Students also
can use the National Center for Educational Statistic's Create a Graph spreadsheet tool (free and online).
• Pen and paper or a word processing program.
Lesson Plan
Students should begin this lesson with a basic understanding of the dangers of a diet high in calories and fat. In
addition to classroom materials, you might consider using How to Understand and Use the Nutritional Facts Label,
although it might require classroom discussion before moving to the activity itself.
Begin the lesson by asking students to raise their hands if they have eaten fast food in the last month. Then ask them
to raise their hands if they've eaten fast food in the last week. Then ask them to raise their hands if they've eaten fast
food in the last 24 hours. Explain that Americans, just like the students in your classroom, eat regularly at fast-food
restaurants. Point out that, although there are many unhealthy choices at those restaurants, healthful choices are
available as well.
Explain that in this activity, each student will look up five foods he or she might eat as an entree or main dish at each
of five different fast-food restaurants. Students then will use a spreadsheet to compare the fat and caloric content of
these choices. They will then do a similar analysis on a complete meal (dessert, side items, and a main item) they
may eat at one fast-food restaurant. Finally, they will then try to create a healthful and hopefully tasty menu for a full
day of eating at fast-food restaurants.
Have students -- working individually or in small groups -- complete the following steps:
1 Go to Wake Forest University Baptist Medical Center's Drive-Thru Diet.
2 At the top of the page, click the logo of one fast food restaurant. (Pick a restaurant you like to eat at.)
3 Find one main item (hamburger, taco, etc.) at that restaurant and click the item's name. Notice that a small
window opens showing nutritional information for that item.
4 Open Excel (or another spreadsheet program). In cell A2, type the name of the restaurant and the menu
item (such as, Wendy's: Jr. Cheeseburger). In cell B1, type the words "Fat grams." In cell B2, type the actual
fat grams in that item. In cell C1, type the words "Total Calories." In cell C2, type the actual calories in that
item. In cell D1, type the words "RDA" (Recommended Daily Allowance). Look at the 2,000-calorie
allowance percentages. In cell D2, type the percentage of recommended daily fat contained in that item.
5 Repeat steps 3 and 4 for four different main items sold by four different restaurants. Enter that information in
rows 3, 4, 5, and 6 of your spreadsheet.
6 Choose your favorite restaurant from among those listed and select a complete meal from the menu. Include
all main items side items, and desserts that you might eat at one sitting.
7 Click cell A9 of the spreadsheet (skipping several rows!) and type the words "My Typical Meal." In cells A10,
A11, A12, type the menu items. In cells B10, C10, and so on, enter fat content, calories, and recommended
daily allowance of fat.
8 Compare the fat and calorie information for your favorite meal items in steps 1-5 with your favorite meal from
steps 6-7. Are you eating a healthful diet?
9 Save and print this worksheet.
10 Open a new spreadsheet. Using the information at Wake Forest University Baptist Medical Center's Drive-
Thru Diet, create a healthful menu for breakfast, lunch, and dinner at the restaurants listed. The food should
be items you'll eat, but the total should not exceed 2,000 calories or the daily recommended allowance for
fat. Be sure to list any nutritional information that you think proves you've made healthful choices. Save and
print your spreadsheet. (Note: This step might be a good enrichment, homework, or extension activity.)
Collect both worksheets. You might choose to share some of the better menus as good examples of healthful
choices.
Brief Description
Students integrate technology, language arts, and art to create a PowerPoint presentation.

Lesson Plan
Help your students create a PowerPoint presentation incorporating technology into the subjects of
reading, art, and computer literacy. The theme in this presentation is colors, but other themes, such as
multiculturalism and holidays, can also be used. (For a tutorial on using PowerPoint, go to the Education
World article PowerPoint -- Creating Classroom Presentations.)
Introduction
• Prepare an opening slide that includes the title of the project and name of the class. If possible,
include a class photo.
• Tell students they are going to watch a slide show on the computer that is called a PowerPoint
show. As each slide appears, call attention to such elements of the presentation as pictures,
sounds, colors, and transitions.
• Compare the slides to pages of a book. This helps activate prior schema.
• Tell students that they are going to make a presentation to show their parents on parent-teacher
conference day.
Preparation
• Arrange students into groups, and distribute the written sentences. (You will need one sentence
for each group of children. A sample sentence might be The gray elephant threw a peanut in the
air.)
• Help students in each group practice reading their sentence.
• Have students draw a picture to go with their group's sentence.
Procedure
• When the illustrations are complete, work with students in groups to complete the computer
portion of the project. Plan to spend about 10 to 15 minutes per group.
• Explain to students that they are going to make slides for a presentation. Have them practice
reading their sentences aloud four or five times. Encourage them to touch each word as they
read.
• Point out that the first word begins with a capital letter. Explain that a capital letter at the
beginning of the sentence signals a new thought. Show them how to make a capital letter on the
keyboard.
• Point out that spaces separate words and make them easier to read. Show them how to make a
space on the keyboard.
• Point out the period at the end of the sentence. Tell students the period shows that a thought is
complete. Show them how to make a period on the keyboard.
• Divide the number of words in each sentence as evenly as possible among the students in the
group, and assign each student about the same number of words.
• Have the first student type his or her words and read them aloud. Then have the second student
type and read the next group of words. Continue until students in the group have typed their
entire sentence. As students type their words, have them add their names or initials at the bottom
of the slide.
• After the sentence has been typed, have students practice reading it together several times. Then
have them record the sentence to add to the presentation. Explain that they should read their
words clearly, so everyone can hear and understand it.
• Show students the slide they have made. Explain that the slide needs background color. Using
the background setting, have each student choose his or her favorite color. Blend the colors using
the gradient setting.
• Show students what the slide looks like. Explain that you will scan the drawings and put them into
the presentation. If you have a scanner at school, students can help scan the pictures.
• Repeat the procedure with each group.
• Assemble the slide show, and insert all the pictures. Have students vote on a transitional sound
for the slides.
An Attitude of Gratitude: A PowerPoint About
Being Thankful
Students will:
* identify 6-8 atypical things they’re grateful for.
* insert into a PowerPoint presentation digital content symbolizing those things.

More about this lesson plan:

Materials Needed: * Student access to the Internet * Student access to
PowerPoint
Author: Lorrie Jackson
Source: © www.educationworld.com
Tags / Keywords: Powerpoint, slide show, Thanksgiving
Found in: 6th Grade • 7th Grade • 8th Grade • Holidays • Language Arts •
November • Social Studies • Visual Arts
Arian Mestas

EDE 214

October 24, 2016

Administrator Interview Report

Mrs. Susan Romero is currently the dean at Cashman Junior High School. She is originally from

New Mexico, but has lived here in Las Vegas for several years. She has been an educator with

the Clark County School District for 26 years. I was very appreciative that she took the time out

of her busy day to sit down with me.

I began asking her about technology and how it plays a role in her school. I was glad to

hear that even though they are a title 1 school, technology is still a big part of their every day

activities and lessons. Every teacher has a classroom computer for his or her use, and the

teachers can schedule computer lab time for the students to use a computer as well. The teachers

can also schedule to use the lap top carts,which can be used in their classroom for a day, or if

needed, they can request to use them for a longer period of time.

When I asked about purchasing technologies and software, she told me the principle was

in charge of making those decisions. If a teacher wants a technology for their classroom, they too

would have to go directly to the principle. This is because the principle is in charge of keeping

track of the funds and deciding whether or not certain purchases will keep them within the

budget.
 Mrs. Romero informed me that there are classes provided for the teachers to learn about

the technology there are using. She explained that the lap top carts they use are Apple computers

and many of the teachers are still not familiar with them. She went on to tell me that just the

week before there were classes held for three days specifically for them to learn more about

Apple computers. She also mentioned that if the teachers are having trouble throughout the day

with their computers, there is an Educational Computing Strategist (ECS) who helps them with

technical problems or even just questions they may have. He stays on campus all day so that if

anybody needs help he can resolve the issue immediately.

When I asked if there was a technology committee or plan for the campus, she told me

there wasn’t anything like that for the campus itself, but she was aware that there was a specific

technology plan for Clark Country School District as a whole. She said the plan includes how

much money will be spent and what technology will be used. She didn’t go in too much detail,

but she did tell me I could find the whole plan in detail online.

I was happy to hear that they try to get community more involved with family night.

Family night is a great way to get the family involved and learning too. She says they allow the

students to use the computers to show their families what they are learning, projects they are

working on, and even teaching their parents what they have learned on computers. Mrs. Romero

says family night is also an opportunity to talk to a lot of parents and families that don't speak

English very well. She said one of the biggest problems in the school is that there are so many

students who come from different countries and don’t know any English. Since this is a big

problem at this school they do have ELL classes to help the students learn English.
 One of the questions I asked her was if she thought there was a divide among schools in

the district. “Absolutely”, she responded. She said even though they received extra funding

because they are a title 1 school, it doesn’t compare to wealthier schools who are completely

digital where everything is done on computer. She went on to say that even though there is a

divide the school does everything they can to make sure their students learn how to use

computers. With scheduled lab time and teachers using that lap top carts in class, all the students

will have an equal opportunity to learn.

This interview was an opportunity for me to learn from an experienced educator and I

was very grateful for her insight. What I took to heart was that even with the obstacles this

school faces, the staff continues to do their best work and provide those students with the best

they have to offer. Even though they can’t provide each student with an iPad or tablet, they are

doing everything possible to provide their students with a good education.

Arian Mestas

EDU 214

October 24, 2016

Teacher Interview Report

Mrs. Amy Murray is a teacher at Pinecrest Cadence in Henderson, Nevada. She has been

teaching for 7 years and is originally form New Jersey. I chose to interview her because she is

my sisters fourth grade teacher and my little sister loves her to death. With that being said, I was

happy she agreed to answer some interview questions I had.

I wanted to know how often she uses technology and if it is a part of her every day lesson

plans. I wasn’t too surprised to find out that the whole school uses technology for just about

everything. She told me that they are a Nevada Ready 21 school. Which basically means they

received a grant to provide each middle school student with Chromebooks. They received 1.4

millions dollars in total. The students use the Chromebooks every day in class and they are

allowed to take them home with them in order to complete their homework assignments and

projects. The school uses Microsoft Office and Google docs the most often so they made sure the

Chromebooks have all the software installed as well. Mrs. Murray says she especially likes

Google docs because when she assigns group projects the students can do their work through

google docs without actually having to be together to do the work. They can each do their part

separately and email her the final product. She says this relives a lot of stress for students

because they don’t have to worry about making extra time to meet up. This year they will also

begin using Canvas. Both teachers and students will each have an account on Canvas where they
can access all class work at all times. It is still new to the entire staff, so they are taking classes to

continue learning how to use it.

I asked her if she spends a lot of time teaching the students how to use the software and

she said, “No, the students are the ones teaching us.” She went on to say that the students often

times know more about the software than the teachers do and that can sometimes be a problem.

She went on to explain that if they are being taught something they already know they just get

bored and start playing games on their tablets instead of staying on task with the lesson. She also

mentioned that constantly making sure the students are staying on task or when the students

forget to bring their tablets, it takes a lot of time from her class time. She said things like that

interfere with the teaching and learning in her classroom.

I went on to ask her if she thought there was a digital divide in the school system. She

said, “I think so, yea.” She explained that she believe there is always going to be a gap between

the poor and wealthy schools, however, she thinks that gap will get smaller in the next few years.

She says with technology being such a big part of every day life, she thinks poor schools will

receive more funding to make sure technology in a part of students’ education.

My last question for her was if she had any suggestions to improve technology in the

classroom and she said training should be more of a priority. She says they never got training for

any software they use other than the training they are doing now for Canvas. She says often

times the students have questions that she can’t answer so she has to ask their digital coach on

campus. She thinks that if the teachers would have received more training the class would flow a

lot better.
 Interviewing Mrs. Amy Murray taught me a lot about both the good and bad of having

technology in the schools. I think that schools need to find a balance to ensure that the students

have technology in schools, but are still staying on task and not just passing time on their

devices. Also, in order to keep class going smoothly the teachers need to receive better training

so they can better teach their students and answer questions they may have. I think if these issues

are addressed then the classrooms will have a better teaching and learning experience.