2. What will I achieve at the end of this
unit?
At the end of this unit learners should be able to:
Classify computer skills for elementary/primary
classes into four broad categories
Identify relevant computer tools for planning their
blended science curriculum
Map computer abilities, skills and tools
3. Where do I begin?
What spectrum of basic computer skills should I consider for
primary/elementary level kids?
For the sake of simplicity, we classify the various computer skills
relevant for elementary/primary classes into four broad stages.
Each stage includes a set of communication skills and a few
management skills
Management Skills
Save, enter, copy, past
e, insert, delete images
and text
Cut copy and pasting
Management Skills
•Saving, insert, accessi
ng Pull down menus
Management Skills
•Retrieving previously
stored work
•Using the
cutting, copying and
pasting facilities across
different applications
Management Skills
•Recognition of basic
parts
•Start/shut-down and
use of peripherals
Stage 1
Communication
Skills
Basic Inputting
Stage 2
Communication
Skills
Working with text
and inserting
graphics
Stage 3
Communication
Skills
Assembling text
and graphics/
Working across
applications
Stage 4
Communication
Skills
Working across
applications to
research and
consolidate info
4. Mapping skills, abilities to tools for
stage 1
Stage 1 - Basic Inputting
Management Skills
Recognition of basic parts of computer
Start/shut-down and use of peripherals
Kids communicate their abilities through
Drawings and images
Construction of words, phrases and sentences
Tools
MS Paint
MS Word/Notepad
Sample Applications: Using painting to illustrate real-life events involving the
science concept
Science Word search/ Word association game
6. Mapping skills, abilities to tools for
stage 2
Stage 2 - Working with text and inserting
graphics
Management Skills
Saving, insert, accessing Pull down menus
Kids communicate their abilities through
Combination of text and images
Font styles, emphasis, etc.
Tools
MS PowerPoint
MS Word
Sample application: Shuffle slides to answer science riddle, Science
WordArt
8. Mapping skills, abilities to
tools/applications for stage 3
Stage 3 - Assembling text and graphics/
Working across applications
Save, enter, copy, paste, insert, delete images and
text
Cut copy across applications
Kids communicate their abilities through
Insert images
Construction of sentences, paragraphs with images
Tools
Google Images
Google TranslateSample application: Using painting to illustrate real-life events involving the
science concept
10. Mapping skills, abilities to tools for
stage 4
Stage 4 - Working across applications to
interpret, research and consolidate
information
Management Skills
Retrieving previously stored work
Using the cutting, copying and pasting facilities to
manipulate text within the same application and across
different applications
Kids communicate their abilities through
Combining text, images, sound from various s/w packages
Email, compose, send, receive
Tools
MS Word, Google Images
Email , Skype, Photography and using voice recordersSample application: Product advertisements, email and answers to science
questions
12. What you have learned?
Instead of a typical “Textbook” like listing of
computer skills from history of computers to the
world-wide-web, we have broadly classified the
skills based on the abilities/skill that kids gain
Each classification is mapped to the skill
attained, the abilities communicated and the tools
that can be applied
Each skill is illustrated with samples in a science
blended curriculum
Editor's Notes
HiWelcome to Activity 2.1 of the Catalyst Academy Course Blending Computer Skills in Science CurriculumsIn the previous activity, you were introduced to the possibility that basic digital skills can be built within the science classroomIn this second activity, we’re going to spend some time talking about these basic skills and possible science activities associated with these skillsSo let’s get started
As Science and STEMx teachers, most of us are familiar with science topics.But with this course, you’ll be stepping into a new role – that of a Computer Science Teacher.So when it comes to digital skills, where does one begin?In Activity 2.1, we’re going to make it a little easier for you.By the end of this unit, you will be able to: Classify computer skills for elementary/primary classes into four broad categoriesIdentify relevant computer tools for planning their blended science curriculumMap computer abilities, skills and tools
There are many ways to level computer skillsFor the sake of simplicity, we’ve divided computer skills into 4 broad stages – going from easy to complex.Each of these stages includes communication skills and management skillsWe refer to the skills that students need to actually develop documents, apply their thoughts, perform analysis as communication skills.Skill related to using a computer in general are called management skills. In the chart on display, we depict each of the 4 stages.Stage 1 is appropriate for learners who’ve never seen or worked on a computer before.Stage 2 is for learners who know the parts and understand use of a mouse and keyboard but don’t know how to use an application.Stage 3 is where learners begin to get comfortable using 2 applications in parallel and start using different tools and skills depending on the applicationIn our scheme of things, at least of the the applications is web-based.Stage 4 is the final stage of the basic digital skillset. Learners continue to become competent at a larger number of applicationsBy now they also understand differences between each application and start to choose the one they need depending on the task and job at hand.As you can see from the chart, each stage also includes recommended device management skills that are generally application independent.We’re going to take a closer look at each of these stages in the next few minutes.But before that, you should feel free to pause the video for as long as you like and study the chart.
Let’s begin with Stage 1Stage 1 is the first stage – for learners who may very well be touching a computer for the first time.The first thing they would need to know to do anything at all would be to recognize parts of the computerAnd to be able to turn the thing on…. And turn the thing of.We’re referring to these skills as device management skills, or simply, management skills.And then, to actually interact and use the computer they would need to be able to use the mouse and to input text using a keyboard.Through use of mouse and keyboard, kids can communicate their abilities via drawings and images and typing words, phrases and sentences.We’d highly recommend simple tools like MS Paint or MS Word or even simple notepad At this stage, don’t get too worried about using menus etc. Just let keyboarding or use of mouse become second skin to the students.Science Activities can be designed with even these extremely rudimentary skills.
Here’s a sample application from our learners.On the left is a drawing of a simple landscape along with shadows – an activity that followed a science lesson on light and shadows.On the right is a word-search activity.Finding and highlighting hidden words from a grid is a great way to get learners to use fonts, highlights and other emphasis.Its also a fun way to master new science vocabulary!Once your students are comfortable with the mouse and keyboard, they’re now ready for Stage 2.
In Stage 2,Learners will learn a little more about saving their work and using the various features of an application such as pull-down menus.In Stage 1, most learners would have worked with images and words separately. In this stage, they’ll begin seeing and working with them together.They will learn how to use words and sentences in association with images, and manipulate text features such as applying font styles and sizes and use of creating textboxesWe recommend use of powerpoint for tasks that needs combining text and images. Images can be presented to learners for which they’ll need to input captions. MS Word can also be used for text manipulating tasks.A simple powepoint activity would be to give them a few slides each showing a stage in a scientific process or phenomenon. Students can be asked to caption and explain each of these images. To add more difficulty, present the images jumbled. Students can be asked to reorder these images and then caption them.
Here’s a sample project created by students by playing with text boxes.We asked them to simply display all the new terms they had learnt after a chemistry class on mixtures and separation.We also told them to change the colour and size of the words depending on what technique they enjoyed and liked studying
In stage 1 and stage 2 learners worked with only 1 application at a timeIn stage 3, learners will begin to work with 2 applications in parallel.Further they will learn to move text and images between the applicationFinally they will also learn to store their work.These will involve device management and file handling operations such as saving, opening, inserting, copying and pasting.We have found that Stage is the right time to introduce students to the Internet.Accordingly, we always choose a web-based application such as image or text based search as one application.A productivity tool such as word and powerpoint can be the other application. For those of you working with english-language learners, try using google images first before starting with text-based search.For understanding information on websites, you might also want to teach learners how to use google translate so that they can understand english websites in their local language.Activities can include finding answer to questions raised during the science lesson or finding more about things that were of interest to them.Often students want to know how something looks. Google Images is a great place to start.
Here’s a simple exercise where students wondered how electricity got to their homes.The activity required them to use google search to type the question, google translate to understand the search results and answers and MS Word to document their finding.You’ll be amazed at how quickly students proceed from barely knowing what a computer contains to using the web like pros!
We finally come to stage 4.This is a great place for learners to begin collaborating – for e.g. using email and voice conferencing to work on group projects.Use this stage to round off their skills – to ensure that they can work from start to finish on a complete task, selecting applications according to their need and creating a full document.By now students must be able to use their discretion to select the apt software based on what they want to do.With this, their interactivity with computers can also extend to other people using computers.
Here’s a list of email exchanges between students of a certain school.They were asking and testing each other’s knowledge about a variety of science topics including the solar system.In return students found out information using the web and sent back attachments containing what they had learnt – as proof of their new-found knowledge.
The 4 stage approach is really simpleIt starts with learners working with text and drawings independentlyIn stage 2 - they use both text and drawings within a single applicationIn Stage 3 – they use multiple applications in parallelIn stage 4 – they’re working with multiple ppl, and by extension multiple computers in parallelAnd because they can do each of these within the science classroom, the learning experience is novel, engaging and deeply rewarding for the student and you, the science cum computer-science teacher!Before you go to the next activity, where we’ll focus specifically on computer-based science activities, let’s look at what we’ve learned.Instead of a typical “Textbook” like listing of computer skills from history of computers to the world-wide-web, we have broadly classified the skills based on the abilities/skill that kids gainEach classification is mapped to the skill attained, the abilities communicated and the tools that can be appliedEach skill is illustrated with samples in a science blended curriculumAnd that’s it!Thank you for staying with us through the videoWe hope to see you in the next activity
