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Chapter 7 Evaluating Educational Technology and Integration Strategies CHAPTER 7 OBJECTIVES Identify the sources of information for evaluating technology Describe the considerations and tools used to evaluate software applications

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Chapter 7 l.jpg

Chapter 7

Evaluating Educational Technology and Integration Strategies


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CHAPTER 7 OBJECTIVES

  • Identify the sources of information for evaluating technology

  • Describe the considerations and tools used to evaluate software applications

  • List and explain the key criteria used to evaluate Web resources

  • Describe the tools for evaluating the effectiveness of technology

  • Describe the methods used to evaluate student projects


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CHAPTER 7 OBJECTIVES

  • Identify different technology integration strategies by classroom layout

  • Define and describe the value of a curriculum page

  • Describe ways to integrate technology into specific curriculum subject areas

  • Identify possible sources of funding for classroom technology


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Determining if the technology is appropriate and enhances the teaching and learning process

  • Evaluate before, during, and after instruction


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Sources of Information

    • Numerous software packages and Web sites to choose from


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Sources of Information

    • School districts and state Departments of Education

      • Lists of recommended software


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Sources of Information

    • Professional educational organizations

      • Regional, national, and international organizations

      • Web sites for organizations


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Sources of Information

    • Catalogs

      • Provide information about products and how to use products

      • Free by calling toll-free numbers or completing an online form


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Sources of Information

    • Recommendations of colleagues

      • Discuss issues with other educators

      • Unbiased, first-hand experience


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Sources of Information

    • Published evaluations

      • See company’s Web site

      • Educational journals


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Sources of Information

    • Technology conferences

      • National and state organizations

      • Presentations

      • Meet representatives from hardware and software companies


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Sources of Information

    • The Web

      • Mailing lists

        • EDTECH

      • Forums

      • Newsgroups

      • Web sites

      • Discussion groups

      • Bulletin boards


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Software Applications

    • Free trial versions

    • Software evaluation rubrics

      • Detailed assessment tool


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Software Applications

    • Content

      • Is the software valid?

      • Relate content to school’s specific standards and goals


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Software Applications

    • Documentation and technical support

      • Documentation

        • Printed and online information

      • Technical support

        • Phone or Web support


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Software Applications

    • Ability levels and assessment

      • Can software be used with various ability and academic levels?

      • Can software adjust the academic level and students move through the skills?


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Software Applications

    • Technical quality and ease of use

      • Technical quality

        • How well the software presents itself and how well it works

      • Ease of use

        • User friendliness

      • Student opinion is important in these criteria


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Web Resources

    • Authority

      • Is the author identified?

      • Examine the credentials of the author of the Web site

      • Has the author listed his or her occupation, years of experience, or other credentials?


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Web Resources

    • Affiliation

      • With whom is the Web site associated?

      • Examine the domain name


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Web Resources

    • Purpose and Objectivity

      • Is the content provided as a service?

      • Is the content unbiased?


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Web Resources

    • Content and learning process

      • Is the content valid and appropriate?

      • Does the information relate to your needs?

      • What topics are covered?

      • For what level is the information written?

      • Do the links within the site add value?


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Web Resources

    • Audience and currency

      • Is the content suitable for your students?

      • Is the content up to date and timely?


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EVALUATING EDUCATIONAL TECHNOLOGY

  • Evaluating Web Resources

    • Design

      • Web effectiveness

      • Web Evaluation Rubric

      • Student Web Site Evaluation Form


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Assessment Tools for Evaluating the Effectiveness of Technology Integration

    • Measure student performance

    • Reliable assessment

    • Traditional assessment

      • Testing


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Assessment Tools for Evaluating the Effectiveness of Technology Integration

    • Alternative assessment

      • Authentic assessment (performance based assessment)

      • Project-based assessment

      • Portfolio assessment

      • Checklist

      • Rating scale

      • Rubric


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Tools for Evaluating the Effectiveness of Technology Integration

    • Teacher observation

      • Observe motivation

      • Observe how long students work on an objective


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Evaluating Technology-Based Student Projects

    • Integrated learning systems (ILS)

      • Automatically track student progress

    • Assessment rubric


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Evaluating Technology-Based Student Projects

    • Evaluating content

      • Based on your goals and objectives

      • Review punctuation, grammar, spelling, and coverage of material


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Evaluating Technology-Based Student Projects

    • Evaluating planning

      • How do you want your students to plan?

      • What tools will the students use?

      • Software tools (Inspiration)


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Evaluating Technology-Based Student Projects

    • Evaluating planning

      • Flowcharts

      • Concept map or story web

      • Storyboard


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Evaluating Technology-Based Student Projects

    • Evaluating creativity

      • Evaluate originality, imaginative and innovative approach, and artistic abilities

      • Color, clip art, and artwork should strengthen content


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Putting it All Together - Evaluating Technology Integration

    • Ms. Vicki Osborne’s classroom

      • One computer and 26 students

      • Block schedule


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Putting it All Together - Evaluating Technology Integration

    • Ms. Vicki Osborne’s goals for the lesson

      • Students work in groups

      • Use reference materials and Web resources

      • Identify three major campaign issues

      • Provide personal facts about the candidate

      • Create a multimedia project

      • Use correct grammar, spelling, and punctuation


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Putting it All Together - Evaluating Technology Integration

    • Ms. Vicki Osborne’s lesson

      • Brainstorm to develop a concept map


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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

  • Putting it All Together - Evaluating Technology Integration

    • Ms. Vicki Osborne’s lesson

      • Evaluation rubric

      • Flowchart or storyboard

      • Work in groups in 40-minute blocks

      • Each group presents their project in the media center


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INTEGRATION STRATEGIES

  • Teachers must become facilitators of learning

  • Use technology to enhance learning environment

  • Put technology at point of instruction

  • Many mixtures of technology


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INTEGRATION STRATEGIES

  • One-Computer Classroom

    • Use the computer for classroom presentations and demonstrations

    • Introduce new concepts

    • Students use to present assignments, projects, and research activities to the entire class

    • Maintain class records, create presentations and do research


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INTEGRATION STRATEGIES

  • One-Computer Classroom

    • Internet access

    • Multimedia software

    • Enhance lectures and presentations

    • Use computer as teaching assistant

    • Foster group and cooperative learning

    • Write an ongoing story

    • Class newsletter


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INTEGRATION STRATEGIES

  • One-Computer Classroom

    • Teacher productivity tool

    • Optimize computer lab time


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INTEGRATION STRATEGIES

  • Multi-Computer Classroom

    • Multiple learning centers

    • Integrate other technologies

    • Ms. Julie Davis’ classroom

      • Digital camera

      • Web research centers

      • PowerPoint presentations

      • Microsoft Publisher


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INTEGRATION STRATEGIES

  • Computer Labs

    • All students have hands-on experience

    • Often used to teach technology skills or subject-specific skills

    • Integrate specific software into subject area content

    • Example: Web scavenger hunt


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CURRICULUM INTEGRATION ACTIVITIES

  • Curriculum Pages

    • Strategy for implementing the Internet into the classroom

    • Teacher created document that contains hyperlinks to teacher-selected-and-evaluated sites that are content and age appropriate


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Must integrate technology into lesson plans

    • AskERIC Web site

    • Lesson plans and activities can be found on the Web


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Language arts integration

      • Reading, writing, listening, viewing, speaking, and literature

      • Oh Where, Oh Where Can Information Be Found?


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Social studies integration

      • History, geography, civics, and economics

      • What Wonderful Webs We Weave


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Mathematics integration

      • Basic number concepts, measurements, geometry, algebra, calculus, and data analysis

      • The Business of Professional Sports


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Science integration

      • Physical sciences, earth and space sciences, and life sciences

      • Let’s Think As a Scientist


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Physical education and health integration

      • Basic health and physical education literacy

      • Eating Healthy!


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Arts integration

      • Visual and performing arts of drawing, painting, dance, music, and theater

      • The Theory of Color


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Exceptional education integration

      • All curriculum areas with adaptations made for students with unique characteristics or special needs

      • Rainforests Are In Trouble


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CURRICULUM INTEGRATION ACTIVITIES

  • Creating Lesson Plans

    • Interdisciplinary Integration

      • Includes two or more academic disciplines or curriculum areas to form a cross-discipline or subject-integrated lesson

      • Natural Disasters Occur Everywhere


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FINDING FUNDS TO SUPPORT CLASSROOM TECHNOLOGY INTEGRATION

  • Many school districts do not have sufficient funding for technology

  • If school cannot provide funds, turn to the public, industry, and the government


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FINDING FUNDS TO SUPPORT CLASSROOM TECHNOLOGY INTEGRATION

  • Fund-Raising Drives and Academic Contests

    • Partner with local businesses

    • Small amounts of money can go a long way

    • Enter contests to win equipment

    • Involve parents and community

      • Showcase students’ use of technology

    • Volunteers


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FINDING FUNDS TO SUPPORT CLASSROOM TECHNOLOGY INTEGRATION

  • Grants

    • Funds provided by a funding source that transfers money, equipment, or services to the grantee

    • Grantee is the teacher or school

    • Sources: Department of Education, federal sources, foundations, and corporations


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FINDING FUNDS TO SUPPORT CLASSROOM TECHNOLOGY INTEGRATION

  • Grants

    • Request for proposal (RFP)

    • Grant proposal

    • Look for opportunities on the Web


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CHAPTER SUMMARY

  • Identify the sources of information for evaluating technology

  • Describe the considerations and tools used to evaluate software applications

  • List and explain the key criteria used to evaluate Web resources

  • Describe the tools for evaluating the effectiveness of technology

  • Describe the methods used to evaluate student projects


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CHAPTER SUMMARY

  • Identify the different technology integration strategies by classroom layout

  • Define and describe the value of a curriculum page

  • Describe ways to integrate technology into specific curriculum subject areas

  • Identify possible sources of funding for classroom technology



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Creatinga CurriculumPage UsingMicrosoft Word


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CREATING A CURRICULUM PAGE USING MICROSOFT WORD

  • In this project, you will use many features of Microsoft Word to create a curriculum page

  • This curriculum page will be linked to Mr. Handley’s home page you created earlier


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DOWNLOADING IMAGE FILES

  • Start your browser, type the URL www.scsite.com/tdc3/sf7 in the Address text box, and then press the ENTER key

  • When the textbook Web page displays, right-click the flags background image, and then point to Save Picture As on the shortcut menu

  • Insert the floppy disk that you saved the Web page, Mr. Handley’s Home Page, in drive A and then click Save Picture As

  • When the Save As dialog box displays, click the Save in box arrow, click 3½ Floppy (A:) in the Look in list, and then click the Save button


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DOWNLOADING IMAGE FILES

  • Repeat previous three steps to download two additional images, the yellow star and horizontal line images

  • Close your browser window


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STARTING MICROSOFT WORD AND OPENING A NEW WEB PAGE

  • Click the Start button on the Windows taskbar, point to All Programs on the Start menu, and then click New Office Document on the All Programs submenu

  • When the New Office Document dialog box appears, if necessary, click the General tab, click Web page, and then click the OK button

  • If necessary, change the Font Size box arrow on the Formatting toolbar and then click 12 in the Font Size list to change the font size to 12


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INSERTING A BACKGROUND IMAGE

  • Click Format on the menu bar, point to Background, and then click Fill Effects on the Background submenu. When Word displays the Fill Effects dialog box, click the Picture tab, and then point to the Select Picture button

  • Click the Select Picture button. When Word displays the Select Picture dialog box, if necessary, click the Look In box arrow and then click 3½ Floppy (A:). Double-click the background image, flags, and then click the OK button in the Fill Effects dialog box


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ENTERING AND FORMATTING A TITLE

  • Type Mr. Handley’s American History Class and then press the ENTER key

  • Select the text just entered, click the Font Size box arrow on the Formatting toolbar, and then click 26 in the Font Size list. With the text still selected, click the Bold button and then click the Center button on the Formatting toolbar

  • Click below and to the left of the text to position the insertion point at the beginning of the next line


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INSERTING A HORIZONTAL LINE

  • Press the ENTER key, and then click the Center button on the Formatting toolbar

  • Click Insert on the menu bar, point to Picture, and then click From File on the Picture submenu

  • When the Insert Picture dialog box appears, if necessary, click the Look in box arrow and then click 3½ Floppy (A:). Double click the horizontal line image


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ENTERING A HEADING

  • Press the ENTER key twice and make sure the insertion point still is centered

  • Type The Civil War and then press the ENTER key

  • Select the text just entered, click the Font Size box arrow on the Formatting toolbar, and then click 22 in the Font Size list. Click the Bold button on the Formatting toolbar


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ENTERING A HEADING

  • With the text still selected, click the Font Color box arrow on the Formatting toolbar, and then click the color Red (row 3, column 1) on the Font color palette

  • Click below the text you just entered to position the insertion point centered on the next line


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ENTERING TEXT

  • Press the ENTER key and then click the Align Left button on the Formatting toolbar.

  • Type This page lists your assignments for March 14 through March 18. The Web sites will provide you with valuable information for each assignment. Group projects and presentations are due on March 23. and then press the ENTER key.


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INSERTING A TABLE

  • Press the ENTER key. Click Table on the menu bar, point to Insert, and then click Table on the Insert submenu. When Word displays the Insert Table dialog box, type 2 in the Number of columns text box. Press the TAB key and then type 4 in the Number of rows text box. Point to the OK button

  • Click the OK button


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FORMATTING A TABLE

  • Position the mouse pointer in the left margin at the top of the table and drag to select the entire table. Once the entire table is selected, click the Center button on the Formatting toolbar

  • Click in the first cell of the first row to remove the selection

  • Position the mouse pointer on the border between the two columns and then drag the border until it is positioned as shown on the next slide


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ENTERING AND FORMATTING THE COLUMN HEADINGS

  • Make sure the insertion point is in the first cell (row 1, column 1), type Day and then press the TAB key. Type Assignment in the second cell in the heading row (row 1, column 2)

  • Click in the margin to the left of the first row to select only row 1. Click the Bold button and then click the Center button on the Formatting toolbar


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ENTERING AND FORMATTING THE COLUMN HEADINGS

  • With the row still selected, click Format on the menu bar, and then click Borders and Shading

  • When Word displays the Borders and Shading dialog box, click the Shading Tab, click Gray- 15% on the Fill color palette (row 1, column 5), and then click the OK button

  • Click in the first cell in the second row to remove the selection


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INSERTING A GRAPHIC AND TEXT

  • With the insertion point in the first cell of the second row, click Insert on the menu bar, point to Picture, and then click From File on the Picture submenu

  • When Word displays the Insert Picture dialog box, if necessary, click the Look in box arrow and then click 3½ Floppy (A:). Double-click the yellow star image

  • Press the SPACEBAR, and then type Monday: Events Leading Up to the Civil War as the assignment text


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ENTERING ASSIGNMENT INFORMATION

  • Press the TAB key to position the Insertion point in the second cell in row 2. Type Read pp. 234-255 in your textbook. Be prepared to discuss the chapter readings and the following Web sites in class on Monday and Tuesday: and then press the ENTER key

  • Type A Nation Divided and then press the ENTER key. Type President Lincoln’s First Inaugural Address and then press the ENTER key


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ENTERING ASSIGNMENT INFORMATION

  • Type Based upon classroom discussions and chapter readings, write a one-page reflection on slavery and the abolitionists during the time leading up to the Civil War. The reflection is due on Wednesday. as the final text entry. Do not press the ENTER key; doing so would insert a blank line


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CREATING A BULLETED LIST IN A TABLE

  • Select all of the text just entered in the right column of the second row and then click the Bullets button on the Formatting toolbar. Click within the cell to remove the selection

  • Select the second and third bullets. Click the Increase Indent button on the Formatting toolbar. Click within the cell to remove the selection


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CREATING LINKS TO WEB SITES

  • Select the first text entry to be linked, A Nation Divided, and then click the Insert Hyperlink button on the Standard toolbar


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CREATING LINKS TO WEB SITES

  • When Word displays the Insert Hyperlink dialog box, if necessary, click the Existing File or Web Page button on the Link to bar, type http://www.historyplace.com/civilwar in the Address text box, and then click the OK button. In Word 2000, type the URL in the Type the file or Web page name text box that is located below the Text to display text box


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CREATING LINKS TO WEB SITES

  • Repeat the procedures in the previous two steps to link the text entry, President Lincoln’s First Inaugural Address, using the following URL:

    http://showcase.netins.net/web/creative/lincoln/speeches/1inaug.htm


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SAVING A WEB PAGE

  • Click the Save button on the Standard toolbar

  • When Word displays the Save As dialog box, type Assignment in the File Name text box. If necessary, click the Save in box arrow, click 3½ Floppy (A:) in the Look in list, and then click the Save button in the Save As dialog box


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COMPLETING THE TABLE

  • Insert the yellow star graphic and text for Wednesday’s short description. Then, enter and format the text for Wednesday’s assignment information


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COMPLETING WEDNESDAY’S ASSIGNMENT INFORMATION

  • If necessary, click the scroll bar to see row 3 of the table and then add Wednesday’s assignment information in both cells of the third row as shown in Figure 17 in your book. Use the following URLs:


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COMPLETING WEDNESDAY’S ASSIGNMENT INFORMATION

Battle of Gettysburg:

http://www.americancivilwar.com/getty.html

Battle of Fort Sumter:

http://www.civilwarhome.com/ftsumter.htm


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COMPLETING FRIDAY’S ASSIGNMENT INFORMATION

  • Insert the yellow star graphic and text for Wednesday’s short description. Then, enter and format the text for Wednesday’s assignment information


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COMPLETING FRIDAY’S ASSIGNMENT INFORMATION

  • If necessary, click the scroll bar to see the final row of the table. Complete the table as shown in Figure 18 in your book.

  • Create links using the following URLs:


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COMPLETING FRIDAY’S ASSIGNMENT INFORMATION

Gettysburg Address:

http://www.lcweb.loc.gov/exhibits/gadd

Gettysburg National Military Park:

http://www.nps.gov/gett/index.htm


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COMPLETING FRIDAY’S ASSIGNMENT INFORMATION

The American Civil War Home Page:

http://www.sunsite.utk.edu/civil-war

The Valley of the Shadow:

http://jefferson.village.virginia.edu/vshadow2


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COMPLETING FRIDAY’S ASSIGNMENT INFORMATION

Civil War Medicine:

http://www.civilwarhome.com/civilwarmedicineintro.htm

Rose O’Neal Greenhow Papers:

http://scriptorium.lib.duke.edu/greenhow


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CHECK SPELLING AND SAVING THE WEB PAGE

  • Press CTRL-HOME to display the top of the curriculum page and then click the Spelling and Grammar button on the Standard toolbar. Correct any errors

  • Click the Save button on the Standard toolbar


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OPENING A PREVIOUSLY CREATED WEB PAGE

  • With your floppy disk in drive A, click File on the menu bar and then click Open

  • When Word displays the Open dialog box, if necessary, click the Look in box arrow, click 3½ Floppy (A:), and then double-click the file, MrHandley.


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EDITING A WEB PAGE AND CREATING A RELATIVE LINK

  • Click to the right of the On-This-Day link and then press the ENTER key twice to position the insertion point

  • Type Weekly Assignments and then press the ENTER key. Select the text just entered and then click the Font Size box arrow on the Formatting toolbar. Click 14 in the Font Size list. Click below the text entry to position the insertion point

  • Press the ENTER key twice and then press the UP ARROW key once. Type March 14-18 and then select the text just entered. Click the Insert Hyperlink button on the Standard toolbar


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EDITING A WEB PAGE AND CREATING A RELATIVE LINK

  • If necessary, click the Existing File or Web page button in the Link to bar. If necessary, click the Look in box arrow, click 3½ Floppy (A:), click Assignment, and then point to the OK button. In Word 2000, click the File button in the Browse for area. When Word displays the Link to File dialog box, if necessary, click the Look in box arrow, click 3½ Floppy (A:), and then double-click Assignment

  • Click the OK button


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SAVING AND QUITTING WORD

  • Click the Save button on the Standard toolbar

  • Click the Close Window button at the upper-right corner of the Word window to close Mr. Handley’s Home Page

  • Click the Close button in the upper-right corner of the title bar of the Word window to close the Assignment Web page and Microsoft Word


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CHECKING YOUR RELATIVE LINK AND PREVIEWING YOUR CURRICULUM PAGE

  • Start Internet Explorer

  • When Internet Explorer is displayed, click the Address box, type a: and then press the ENTER key. When A:\ – Microsoft Internet Explorer Window appears, double-click MrHandley in the list

  • Click the relative hyperlink March 14-18


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QUITTING INTERNET EXPLORER PAGE

  • Click the Close button in the upper-right corner of the title bar of Internet Explorer

  • If necessary, click the Close button in the upper-right corner of the 3½ Floppy (A:) – Microsoft Internet Explorer title bar


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SAVING A WORD DOCUMENT AS A WEB PAGE PAGE

  • Start Word and open any Word document

  • Click File on the menu bar and then click Save as Web Page

  • When Word displays the Save As dialog box, type the Web page name in the File name text box and then select the location to save the Web page

  • Click the Save button in the Save As dialog box

  • Close Word


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USING WORD TEMPLATES OR THE WORD WEB PAGE WIZARD PAGE

  • Start Word, click File on the menu bar and then click New

  • When Word displays the New Document task pane, click the General Templates link in the New from template area. When Word displays the Templates dialog box, if necessary, click the Web Pages tab


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COPY AND PASTE USING KEYBOARD SHORTCUT KEYS PAGE

  • Start your browser and then display the desired Web site

  • Select the URL in the Address box and then press CTRL-C to copy the address to the Windows Clipboard

  • Switch to a curriculum page, the Insert Hyperlink dialog box, or any Office document, and then press CTRL-V to paste or insert the address at the insertion point

  • Close Word and close your browser


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HAVING WORD ENTER WEB SITE NAMES AND URLs AUTOMATICALLY PAGE

  • Start Internet Explorer

  • Start Microsoft Word and open a new blank Web page or any other previously created curriculum page

  • Position the insertion point where you would like to create a hyperlink. Click the Insert Hyperlink button on the Standard toolbar to display the Insert Hyperlink dialog box


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HAVING WORD ENTER WEB SITE NAMES AND URLs AUTOMATICALLY PAGE

  • Click the Internet Explorer button on the Windows taskbar to switch to Internet Explorer and then access the desired Web site

  • Click the Word button on the Windows taskbar to switch back to the Word Web page


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HAVING WORD ENTER WEB SITE NAMES AND URLs AUTOMATICALLY PAGE

  • If desired, edit the Web site name in the Text to display text box and then click the OK button in the Insert Hyperlink dialog box

  • Close Word and close your browser


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EDITING A WEB PAGE FROM INTERNET EXPLORER PAGE

  • If necessary, insert the floppy disk that contains the Assignment Web page file in your computer’s floppy disk drive

  • Start Internet Explorer. When Internet Explorer appears, click the Address box. Type a: and then press the ENTER key. Double-click the Assignment Web page. When the Web page appears, click File on the menu bar and then point to Edit with Microsoft Word

  • Click Edit with Microsoft Word


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USING THE WEB TOOLS TOOLBAR PAGE

  • Start Microsoft Word and then open a new Web page

  • Click View on the menu bar, point to Toolbars, and then click Web Tools on the Toolbars submenu to display the Web Tools toolbar

  • After exploring the Web tools, close Word


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