Q: Consider the tips for teaching students to use each of the three basic software tools.
Which skills have you already taught? Did you skip any of the basics?
Word Processing - By the time students get to my classes in high school, they have already mastered a lot of the basic skills of the program, so I do skip a lot of the basics. I do take some time to illustrate how I prefer to have things formatted, and how to document sources (this is always a must.) I also encourage the students to take the last five minutes of the period to title, spell-check, and save their work in order to avoid disasters.
Spreadsheets - In my classwork, I have little use for Excel. In my extra-curricular work (setting budgets and recording spending for shows) a few students and I use it constantly. I find that the students usually know more than I do. I know how to set up a basic spreadsheet, and know some of the formula commands (and know how to instruct the students to do so), but I certainly could use a lesson or two. Because I only have one or two students a year using this with me, it is easy to sit along side them an instruct them.
Databases - I do not think I have ever used a database with students. I personally only use it to sort, file, and locate information.
Q: Are there more advanced features that you need to learn better?
Word Processing - I think I am pretty familiar with Word. If anything, I would like to memorize more of the shortcuts so I don 't have to pull a drop down menu for commands, and I would like to become more familiar with inserting/creating graphs and charts.
Spreadsheet - I definitely need to know how use more of the formula commands, as well as integrate Excel info. into Word documents and all the Graphic/Interactive/Web features.
Databases - I know almost nothing about Databases, and would need to take a class in order to learn how to use it in my teaching.
Q: The companion site for the textbook provides links to many online tutorials for common software packages. Summarize in your own words the research on instructional use of software tools.
Word Processing - The use of MS Word and other word processing programs have helped both teachers and students save time in preparation and assignments. Aesthetically, Word has also improved the quality of papers that were once hand written - and most of the time illegible. Word also provides the opportunity for documents to be shared by students and teachers, thus promoting cooperative learning. In addition, assignments can be "handed-in" across large distances by attaching them to emails. Research has proven both a better quality and greater quantity of writing by students who use word processing programs (Roblyer, 124.)
Spreadsheets - The use of spreadsheets have helped teachers and students save time when documenting numbers or data (mostly in the Science and Math classrooms.) With the right formula, data can be processed as quickly as one can type the numbers. Because of this, it helps not only the aesthetic display of information, but allows the user to play with the numbers to visualize hypothetical situations. Research has shown that spreadsheets can aid in teaching across the curriculum in "topics ranging from mathematics to social studies" (Roblyer, 131.)
Databases - Although I don't know a lot about teaching with databases, the text does show its benefits. They strengthen research, study, and organization skills; as well as show "how to make decisions based on information summaries" (Roblyer, 142.) They also aid in demonstrating how to ask the right questions to encourage problem solving.
This blog is intended to help inform students about the "goings on" in the HGHS Theatre Dept., as well as provide a forum for students and community members to comment or open dialogue concerning Theatre Co. rehearsals or productions.
