Course Syllabus

The Academy
Computer Lab - Grade 6

Academic Year 2014-2015
Mrs. Cindy Hanks - Media Specialist
Office Phone: 352-615-7199 / E-mail: gchanks@hotmail.com
Home Office Hours: Monday - Friday, 8:00 a.m. - 8:00 p.m.
https://chanks.coursesites.com/
Course Description:
Technology Skills is an inquiry-based course that prepares 6th grade students for their future by
emphasizing relevant technology skill usage, problem-solving, collaboration and platforms to
aid in the expression of growth in student creativity. Practical and proper use of technology will
be emphasized throughout the course.
Contact Information:
I may be contacted at the phone number or e-mail address above. Please keep in mind that if I
do not answer my phone, I may be with another student. You will need to leave your name, a
detailed message, and best time to call. I will do my best to return your call or e-mail within 24
hours. For technical issues and support, please contact gchanks@gmail.com or 1-800-
MBAHELP.
Prerequisites:
The following prerequisites are required before taking this course:
Successful completion of the 5th grade technology course
Access to a computer with Internet access and Microsoft Office Suites or equivalent.
Mozilla Firefox is the recommended browser for this class.
Course Introduction and Goals:
This course will cover a variety of relevant technology skills that will prepare the learner for the
21st century and will engage them in opportunities to collaborate and problem-solve.
Throughout the course, the learner will be required to inquire, investigate, discover, create, and
reflect on what they learn. Journaling and reflection will be an overriding theme throughout
the course.
Required Textbook and Materials:
6th Grade Technology : 32 lessons to integrate technology into the sixth grade
curriculum, 5th edition. (2014). United States: Structured Learning
A computer with Internet access, MS Word, and MS PowerPoint
Websites and lesson resources will be utilized throughout the course and will be listed
within each module and included in the Materials and Resources link. Here are some
general websites that you will want to access on a regular basis:
o Structured Learning - Textbook website
o Ask a Teacher - Textbook Resources, blog, and helpful websites
o Sample Journal Writing - Examples of journal writing
o Kidblog - Blog creation site used in this course
o Writing Prompts - For use in journal writing assignments
Online Class Expectations, Protocols, and Policies:
During this course, your instructor will have certain expectations and procedures for you to
follow, as well as expectations of herself, as your instructor. You are responsible for reading all
information located within the course site, at the online links, and in your required text. This
syllabus is your contract between you and your instructor. Please read the information below:
General Expectations of the Student:
1. Logon to your class every day. This will ensure that you receive all updates, e-mails, and
discussion communication and will help you stay informed and on top of your class
work.
2. Because your participation grade will reflect the extent to which you take part in class
discussions and blogs, it is very important that you always take part in every class
discussion or blog by posting and replying according to the discussion rubric provided.
3. Work effectively with your classmates as you show proper netiquette online. Always
use good manners when working in your groups and in replying to your classmates'
discussions.
4. Keep up with each module and complete all discussions, assignments, and activities on
time. The assignments are due by 11:55 p.m. on the assigned due date.
5. Read and follow your syllabus and assignment schedule.
6. Review and follow the rules on plagiarism and copyright that you learned in your
elementary technology course. Academic integrity is something that you must maintain
in order to succeed in this course. Please click on the links above and this link for more
information. Any abuse of these rules will result in a failing grade in the course.
General Expectations of the Instructor:
1. Available according to the office hours listed above.
2. Replies to e-mails and phone calls within 24 hours.
3. Gives feedback and grade assignments within one week of the assignment being due.
4. Provides a rubric for the student for each assignment.
5. Analyzes the learner and familiarizes herself with the various learning styles of her
students.
6. Verifies the commitment level of the student by providing a questionnaire to assess a
students online interests and learning capabilities.
7. Encourages continuous dialog among the students by providing feedback in the
discussions.
8. Encourages the online students in this course to always do their best work.
9. Makes learning online a wonderful experience for the student.
E-Mail Protocols:
1. Always use proper e-mail netiquette. Always be clear anytime it involves non-verbal
communication. (Click on the netiquette link above for a video on e-mail netiquette.)
2. Use the course e-mail address provided for course questions and communications.
3. Remember, this is also an asynchronous environment, so you may not get an immediate
response back but you will eventually.
4. When sending an e-mail, always include a detailed subject line so that I may know the
nature of the e-mail request. For example, Question about Module 2 would be a
sufficient title in your subject line.
5. Feel free to e-mail the instructor concerning specific assignment details and remember
to note the module/topic in the body of the e-mail, as well as the subject line.
6. Remember, your e-mails are never private, so always remain kind and considerate
anytime you communicate online.

Discussion Protocols:
1. Participate and comment in discussions and blogs with your classmates throughout the
course via the Discussion tab or blog URL.
2. Pay attention to the discussion topic so that you are sure to post within the appropriate
discussion area and post by the due date.
3. Work with your classmates effectively and learn from each other through blogging and
discussion assignments. Remember to use good online netiquette and be courteous
and considerate when it comes to communicating with your classmates in a discussion
forum. Click on this discussion link to view a video on proper discussion posting.
4. You always want to be honest when expressing your thoughts, but always do so in a
mature and kind manner. And remember, the more you participate and collaborate, the
better your grade will be.
5. Remember, this is mostly an asynchronous environment, as well as a synchronous one,
so you may not get an immediate response back but you will eventually.
6. When you reply to a discussion post or blog, make sure your reply is meaningful and has
something to offer your classmates. If you agree with them, tell them WHY you agree
with them. Be honest, but remain courteous at all times.
7. Discussion participation is 10% of your grade, so please post often.
Timeline and Assignment Protocols:
1. Assignments must be submitted no later than the due date by 11:55 p.m. So, make sure
your computer is set to the appropriate time zone.
2. Assignments are due according to the dates posted next to the individual assignment
located within the Assignments tab. Once your assignment is graded, the grade will be
posted in your Gradebook no later than one week after the assignment submission date.
3. Assignments need to be labeled according to the topic/module listed in the assignment
directions. Remember to put your topic/module and name on every assignment that is
submitted throughout the course.
4. You will be completing different types of assignments, so it will be your responsibility to
make sure that you submit your assignments according to the directions within the
module. Discussions will be submitted within the Discussion area. Documents and
Presentations will be submitted within the Assignments tool, etc.
5. Points may be taken off of an assignment for the following reasons:
Late or incomplete assignments
Not following directions
Not including the topic/module from the assignment
Not including your name on an assignment
6. Assignments must be turned in before the due date in order to receive full credit.
7. When turning in your assignment, it is important that you turn it in with a certain file
name in order to avoid any confusion. File names should be in the following format:
LastnameFirstnameModule2.
8. Most assignments will be turned in using the Assignments tool. This may be in the form
of an uploaded document (Word, Excel, Publisher, PowerPoint), or a URL (such as
http://chanks777.wordpress.com/) for blog postings. You may also be required to post
in a discussion post within the Discussion tab located in the course site. Always follow
the specific instructions for each of the individual assignments under the Assignments
tab.
9. Late assignments will be accepted up to one week from the date it is due. However, for
each day that it is late, there will be a minimum of 10 points deducted from the
assignment. The E-book and digital portfolio must be completed on time and will not be
accepted late.
Policy on Academic Misconduct:
1. Familiarize yourself with the contents of the Academy handbook.
2. Make sure you understand the seriousness of plagiarism and academic integrity, as
noted in the General Expectations of the Student above.
3. Cheating and the use of plagiarism violates the high standards that have been set forth
to maintain your academic integrity.
4. If it is discovered that you have cheated or used plagiarism in any way, it will result in
disciplinary action up to and including dismissal from the course.
Policy on Attendance:
Because of the online nature of the course, there will be no face-to-face meetings, and
traditional attendance will not be taken. However, your instructor will be able to keep track
remotely of when, how long, and how often you access your course. In order to receive full
participation points, you will be required to logon at least once per day, Monday through
Friday.
Course Objectives and Learning Outcomes:
The course objectives are based on and taken directly from the International Society for
Technology in Education (ISTE) - International Society for Technology in Education for Students.

After completion of this course, the student will be able to:
Apply existing knowledge to generate new ideas, products, or processes in photo
editing. (1a)
Create original works as a means of personal or group expression when using graphics in
desktop publishing. (1b)
Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media when using digital tools. (2a)
Communicate information and ideas effectively to multiple audiences using a variety of
media and formats, including word processing and desktop publishing. (2b)
Contribute to project teams to produce original works or solve problems in word
processing. (2d)
Plan strategies to guide inquiry during Internet research. (3a)
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media on the Internet and using Google Earth. (3b)
Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks when note-taking. (3c)
Process data and report results in a digital portfolio. (3d)
Identify and define authentic problems and significant questions for investigation in
digital rights and responsibilities. (4a)
Plan and manage activities to develop a solution or complete a project while problem
solving. (4b)
Collect and analyze data to identify solutions and/or make informed decisions when
choosing Google apps. (4c)
Use multiple processes and diverse perspectives to explore alternative solutions when
creating a spreadsheet or presentation. (4d)
Advocate and practice safe, legal, and responsible use of information and technology
when note-taking. (5a)
Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity when discussing digital rights and responsibilities. (5b)
Demonstrate personal responsibility for lifelong learning. (5c)
Exhibit leadership for digital citizenship. (5d)
Understand and use technology systems when using digital tools and in creating a digital
portfolio. (6a)
Select and use applications effectively and productively in keyboarding. (6b)
Troubleshoot systems and applications in problem solving. (6c)
Transfer current knowledge to learning of new technologies when keyboarding. (6d)
Instructional Strategies and Methodology:
Course collaboration is highly encouraged and is an important part of this course. The course is
based on a constructivist approach to learning, and will encourage collaboration, inquiry,
project creation, and engaging. You will have opportunities to work by yourself and as part of a
group. Text, audio, video, presentations, and text readings will be included in the course
methodology.
Because there exists a variety of learning styles among the learners, course material will be
taught using a variety of strategies.
Each lesson will be introduced to you through the use of online text, which will provide
the learning objective(s) for the modules and for the individual lessons.
An audio message will be provided to give an overview of each lesson.
The text will instruct you about the lesson topic and will direct you to the appropriate
links for additional information. It is extremely important that you read all text, as it is
the main form of media throughout the course WebPages. Keep in mind that because
this is an online course, there is no live face-to-face interaction, and the words on the
page serve as an important substitute for traditional instructor lecture.
There will also be opportunities for small group and whole group discussion where you
are required to collaborate, post, and respond to discussion areas and blogs.
Videos will be provided to serve as an enhancement to the concepts being taught.
PowerPoint presentations will be offered to teach course content throughout many
modules.
You will be expected to offer insightful and thought-provoking information within each
assignment in order to provoke dialogue among the members of your class. You will be
expected to meet criteria provided on each assignment rubric and will have opportunities to
use higher lever and critical thinking skills, especially when you create documents,
presentations, and take part in the class discussions/blogs.
Because of the online nature of the course, technology will be the main medium for learning as
well as the topic of each assignment. Being able to use technology while increasing your
knowledge about technology will serve to make this course relevant and fun for you.
Grading Information:
You will have the opportunity to demonstrate what you have learned throughout the course.
Because of the inquiry and collaborative nature of the course, the following categories will be
used to assess your progress. The final average will be based on a typical 100-point grading
scale. All assignments will be graded according to a provided rubric (located under individual
assignments within the Assignments tab) and categories will be weighted as follows:
Participation: 10% of the final grade
Discussions/blog postings: 20% of the final grade
Lesson Assignments: 20% of the final grade
Group E-book Project: 20% of the final grade
Digital Portfolio: 30% of the final grade
To calculate your final grade, you will do the following. Take your average for each of the
above categories and multiply them by the percentage. (Remember to move the decimal place
two places to the left first ). Then add the four point totals together and use the grading
scale below to determine the final letter grade. For example:
Participation grade: 100 X .10 = 10 points
Discussions/blog postings: 90 X .20 = 18 points
Lesson Assignments: 95 X .20 = 19 points
Group E-book Project: 85 X .20 = 17 points
Digital Portfolio: 90 X .30 = 27 points
91/A
Grading Scale:
A = 90 100
B = 80 89
C = 70 79
D = 60 69
F = 59 and below

Assignment Descriptions:
1. Participation: Participation is an integral part of class, and it is important that students
participate in both individual and group work. Your active participation in journaling,
blogging, and discussion after each individual and group assignment will determine your
participation grade. There will be certain requirements within each assignment that you
will have to reach in order to get full credit for participation, so please refer to your
assignment rubrics under your Assignment tab for complete instructions. Participation will
count toward 10% of your final grade.

2. Discussion/Blog postings: Posting and replying in a discussion area or blog is an ongoing
part of class, and it is important that you participate. Your active participation in journaling,
blogging, and discussion after each individual and group assignment will determine your
discussion/blogging grade. There will be certain requirements within each assignment that
you will have to reach in order to get full credit for this area, so please refer to your
assignment rubrics under your Assignment tab for complete instructions. Discussion/blog
postings will count toward 20% of your final grade.

3. Lesson Assignments: There will be at least one assignment due for each module. The
lesson assignments will account for 20% of your final grade. If you do your best on every
assignment, you will do fine in this class.

4. Group E-book Project: The E-book project is a collaborative project where you will be
working with some of your classmates to create an e-book. This will be a fun and creative
assignment, and it will account for 20% of your grade. Remember, your active participation
is required and your grade will reflect your input based on peer and teacher feedback, as
well as your product.

5. Final Digital Portfolio: The digital portfolio will be a project that you will do throughout the
entire course. This will be a place for you to gather all of your projects that you have
created throughout the course to see your amazing accomplishments. You will submit this
project at the end of the course. The digital portfolio will account for 30% of your final
grade.
Course Geography:
This online course site is very user-friendly, but here are a few suggestions on how to find your
way around the site. Here are the descriptions of the links within the course.

HOME Click here for the course at a glance. It also links you to the Syllabus, Modules,
and Instructor E-mail.
ANNOUNCEMENTS Click here for updated and current announcements from your
instructor.
SYLLABUS Click here to link to this Course Syllabus
MODULES Click here to see the links to individual Modules in the course. This is
where you go to access the course content for each module where the learning
begins.
ASSIGNMENTS Click here to link to a list of Assignments and due dates in the course.
This is where you go to submit most of your assignments (excluding Discussion topics).
DISCUSSION Click here to link to various Discussion topics.
GRADEBOOK Click here to see your current grades and average.
E-MAIL Click here to send and receive e-mails about course content.
MATERIALS AND RESOURCES Click here to see additional resources and links that may
be used during the course.
Modules and Topics:
Orientation: Introduction to Course
Module 1: Journaling Skills
Module 2: Digital Tools and Digital Rights and Responsibilities
Module 3: Digital Portfolios
Module 4: Keyboarding
Module 5: Note-taking Skills
Module 6: Problem Solving
Module 7: Word Processing
Module 8: Desktop Publishing
Module 9: Microsoft Excel and Spreadsheets
Module 10: Internet Search
Module 11: Microsoft PowerPoint and Presentations
Module 12: Google Earth Lit Trip
Module 13: Graphics
Module 14: Photo Editing
Module 15: Web-based Tools
Module 16: Google Apps
Module 17: Genius Hour
Module 18: Khan Academy
Module 19: Write an Ebook
Module 20: The Debate
Course Dates and Hours:
This online course will coincide with the face-to-face school year, beginning on August 11, 2014
and ending on May 22, 2015. Specific assignment dates and notifications will be detailed under
each course topic below and within the course itself, under the tab labeled Assignments. The
average amount of time needed to complete each module will be detailed in the next section. If
you feel that you cannot complete the assignments during the allotted time, you will be required
to finish them on your own time. Please stay mindful of the due dates and turn your assignments
in on time.
Course Schedule and Requirements:
In the table below you will find a detailed description of each topic/module in the course. This list
will include a description of each topic/module, the dates the topics will be covered, text page
numbers, if available, assignment due dates, time required to complete the assignment, and
grading rubrics. All times noted are Eastern Time Zone.
Module Topic Description/Purpose Assignments
Due
Dates
Orientation
Week 1
8/11-8/17
Introduction to
Course

Introduction to the
course and to the
course expectations to
identify what it will
take to be successful in
the course. An
overview of what to
expect throughout the
course and a tour of
the course website will
be provided. At the
end of this module, the
learner will gain a
global view of the
course expectations.
Module Assignments
1. Read the orientation online
text.
2. Listen to Welcome audio.
3. Take a tour of the course
WebPages.
Assignments to Submit
1. No formal assignments are
due.
Time Required: 1 hour

Module 1
Week 1
8/11-8/17
Journaling
Skills

Introduction to journal
writing as a technique
to be used in discussion
and blog postings.
Proper grammar and
spelling will be
required. Proper
Module Assignments
1. Read the lesson online text
about journaling skills.
2. Listen to the lesson
introduction audio
messages.
8/17/14
by 11:55
p.m.

online netiquette and
communication skills
will be emphasized. At
the end of this module,
the learner will share
ideas, beliefs, and
perspectives with
others.
3. View Prezi about journaling
techniques.
4. View Sample Journal
Writing samples.
5. View Discussion Board
Etiquette video.
6. View blogging samples at
Instructor blog and KidOz
1. Make grammar and spelling
corrections in a Google Doc
and submit the
Grammar/Spelling Check
URL in the Assignments tab
for teacher feedback.
2. Take Online Learning Styles
Survey and Reflect about
the results in Discussion
area.
3. Reply to two other
discussion posts.
4. Choose a writing topic from
Writing Prompts and post
your thoughts in the
appropriate discussion
area.
5. Reply to two other posts.
6. View Blogging video, set up
a blogging account at
Kidblog, and create a short
blog from a topic chosen
from the provided Writing
Prompts.
7. Send your new blog URL to
the instructor via e-mail.
Time Required: 3 hours
Assessment:
1. Grammar/Spelling Rubric
2. Discussion Rubric
3. Blogging Rubric
Module 2
Week 2
8/18 - 8/24
Digital Tools
and Digital
Rights and
Responsibilities

Summary of a variety
of digital tools and a
review of keyboarding,
Internet use, flash
drives, blogs, digital
portfolios using
Evernote, class
calendar, e-mail and e-
mail etiquette, Google
apps, and note-taking.
Review of rights and
responsibilities when
using the Internet. At
the learner will
discover techniques in
how to stay safe online.
Module Assignments
1. Read lesson online text
about digital tools and
digital rights and
responsibilities.
2. Listen to the lesson
introductory audio
message.
3. Refer to text pages 25-62.
4. View Glogster about the
digital tool Animoto.
5. View videos about digital
tools and digital rights and
responsibilities.
1. Submit Digital Tools and
Responsibilities Self-
Assessment in the
Assignments tab.
2. Create an Animoto video
on a digital topic of your
choice (choices are within
the module). Upload your
video into the designated
discussion and include at
least a 50-word
description.
3. Review at least two other
student-created videos and
comment on their
discussions. (Remember
your netiquette).
4. Take a Typing Test at
Typing Test.
Assessment:
1. Student Self-Assessment
2. Animoto video Rubric

8/24/14
by 11:55
p.m.
Module 3
Week 3
8/25-8/31
Digital
Portfolios

Exploration of digital
portfolios as a tool to
replace a binder for
storing course
accomplishments.
Recognition that e-
portfolios can be
accessed from
anywhere. Use of
Wikispaces as the
course e-portfolio. At
the learner will
organize their
accomplishments in
one online location.
Module Assignments
about creating a digital
portfolio.
2. Listen to lesson
introductory audio
message.
4. View PowerPoint about
WikiSpaces as a place to
keep a digital portfolio, as
well as collaborate with
others.
1. Open a WikiSpace account
and add your name and
avatar.
2. E-mail your wikispace URL
to the instructor via e-mail.
3. Complete wiki checklist and
send to instructor via e-
mail.
Time Required: 1.5 hours
Assessment:
1. Receipt of e-mailed URL
2. Wiki checklist
8/31/14
by 11:55
p.m.
Module 4
Week 4
9/1-9/7
Keyboarding

Review of essential
elements in
keyboarding skills.
Recognition of proper
technique, finger
placement, speed and
accuracy. Use of online
typing program to
practice keyboarding
skills. At the end of
this module, the
learner will perceive
that proper
keyboarding skills will
Module Assignments
about keyboarding.
2. Listen to lesson
introductory audio
message.
4. View Infographic on
Keyboarding statistics.
9/7/14 by
11:55
p.m.
increase accuracy and
speed when typing.

5. Practice keyboarding skills.
Start with Lesson 1.
1. Post benefits in your new
blog on how to type using
home row in Keyboarding.
Include images, videos,
media.
2. Choose two other blogs
from the URL list provided
and comment on the blogs.

Assessment: Blogging Rubric
Module 5
Week 5
9/8-9/14
Note-taking
Skills

Discovery that digital
note-taking is more
convenient than using
paper and pencil when
taking notes. Digital
note-taking can be
accomplished in a
variety of ways:
Google Apps, MS
Office, Flipboard,
Evernote/OneNote,
and Twitter. Student
collection of
information and
recording of this
information using the
note-taking tool
Evernote. At the end
of this module, the
learner will take a
familiar task of note-
taking and apply it to a
Module Assignments
about note-taking.
2. Listen to lesson
introductory audio
message.
3. Practice keyboarding for 15
minutes at this link.
Evernote as a means for
note-taking and review
copyright and plagiarism
laws.
1. Download Evernote to your
computer or device.
2. Practice note-taking in
Evernote about the
9/14/14
by 11:55
p.m.
digital version of the
task.
advantages to digital note-
taking.
3. Post your Evernote entry
on the Note-taking
Discussion post. Reply to
two posts.

Assessment: Discussion Rubric
Module 6
Week 6
9/15-9/21
Problem
Solving

Knowledge of
strategies for problem
solving and logical
thinking skills.
Recognition of problem
solving as a life skill.
Discussion of various
problems and how
these problems were
solved. At the end of
this module, the
learner will be able to
reason while applying
problem-solving skills.
Module Assignments
about problem solving.
2. Listen to lesson
introductory audio
message.
5. View PowerPoint
introducing problem
solving skills.
1. Create a Problem-Solving
Board using Google Docs.
2. Share the document URL in
your blog and add to your
Digital Portfolio.
3. Choose and respond to two
other blogs.
4. Submit the Blogging URL
via Assignments tool.

Assessment:
1. Blogging Rubric
2. Receipt of Problem-Solving
URL
9/21/14
by 11:55
p.m.
Module 7
Week 7-8
9/22-10/5
Word
Processing
Use and access to word
processing skills that
are used to create
precise and clear
writing in proper style,
Module Assignments
about word processing.
2. Listen to lesson
10/5/14
by 11:55
p.m.

recognizing the word
processing task,
purpose and the
intended audience.
Recognition that
technology provides an
option for sharing ideas
online. At the end of
this module, the
learner will perceive
the ease and
convenience of using
word processing skills.
introductory audio
message.
4. Refer to text pages 102-
110.
using word processing and
the tools included in MS
Word and Google Docs.
1. Create an outline in MS
Word using information in
the module about
"Climates and How They
Change" (week 7).
2. Submit using the
Assignments tool.
3. Create a second Word
document following the
instructions in the module
labeled "Word Processing
Assessment" (week 8).
4. Submit using the
Assignments tool.
5. Add the documents to your
Digital Portfolio.

Assessment: Outline Rubric

Module 8
Week 9-10
10/6-10/19
Desktop
Publishing

Addition of color,
images, and layout
details communicate
an effective product to
an audience. Desktop
publishing, which can
be used as an
alternative tool to
word processing in MS
Word, spreadsheets in
MS Excel, and
presentations in MS
PowerPoint, is a great
alternative and can be
Module Assignments
about desktop publishing.
2. Listen to lesson
introductory audio
message.
126.
desktop publishing.
10/19/14
by 11:55
p.m.
used for a variety of
tasks. At the end of
this module, the
learner will
demonstrate creative
abilities in a digital
format.
6. Using MS Publisher, work in
your group to create three
projects:
a. A flier
b. A calendar
c. A newsletter


1. Submit each file using the
Assignments tab (flier,
calendar, newsletter, and
magazine) as an upload to
the Assignments tool. File
names should include each
of your group members'
last names and Module 8.
2. Add your four projects to
your Digital Portfolio.


Assessment:
1. Publisher Flier Checklist
2. Publisher Calendar Checklist
3. Newsletter Checklist
Module 9
Week 11-12
10/20-11/2
Microsoft Excel
and
Spreadsheets

Display data and
communicate
information visually
and in an effective way,
where the viewer is
able to draw
conclusions based on
the information
displayed. Take real
data and use formulas
to communicate
information to the
audience. At the end
of this module, the
learner will realize the
ease and convenience
Module Assignments
about spreadsheets.
2. Listen to lesson
introductory audio
message.
139.
Excel spreadsheets.
6. Using MS Excel, reproduce
the Auto Math spreadsheet
found in Module 9. You
11/2/14
by 11:55
p.m.
of solving math
problems in a
spreadsheet
application.
will use the four operations
(+ - * and /) to come up
with the answers to the
problems. Refer to the
instructions in the module
to help you. You may add
lines and color once you
have placed all your data in
the spreadsheet.
1. Submit your AutoMath file
within the Assignments tab
by the due date.
2. Add the AutoMath file to
your digital Portfolio.
3. Add a Discussion post
about your experience with
Excel and AutoMath.
4. Reply to two other
Discussion posts by the due
date.
Time Required: 3-4 hours
Assessment: Excel Project
Checklist
Module 10
Week 13
11/3-11/9
Internet Search

Gather relevant
information from the
web, decide on its
credibility and
accuracy, and use the
information while
adhering to all
copyright laws. This
lesson will prepare the
student for two
upcoming projects:
The Presentation and
The Debate. At the
learner will realize the
possibilities of the
Internet, while making
wise decisions about
searching strategies.
Module Assignments
about Internet Searching.
2. Listen to lesson
introductory audio
message.
153.
5. Review "extensions" in the
Module and the difference
between .gov, .edu, .net,
.org, .com and which ones
are most reliable.
6. Review the "10 C's for
Evaluating Internet
Resources."
11/9/14
by 11:55
p.m.
7. Review the link Welcome
to the Web for information
about the web, internet
safety, and searching.
8. Review rules on plagiarism
and copyright.
9. For many other resources,
you may visit this site on
Digital Citizenship.
10. Research a topic of your
choice.
1. Post in your blog about
your online experience.
Share about what you
discovered about the
following:
1. Extensions
2. Reliability
3. Online safety
4. Online searching
5. Plagiarism and
copyright
6. Your topic of
choice
2. Respond to two other
blogs from the list.
Assessment: Discussion
Rubric
Module 11
Week 14-15
11/10-11/23
Microsoft
PowerPoint
Presentations

Use presentation tools
to communicate
thoughts and ideas.
Recognize that adding
sound, text, color,
movement and other
media only enhances a
presentation. At the
learner will use a
different medium
(PowerPoint) to report
Module Assignments
about PowerPoint
presentations.
2. Listen to lesson
introductory audio
message.
173.
11/23/14
by 11:55
p.m.
on a book recently read
and will organize the
ideas and thoughts into
a slideshow format.
5. Review content of a recent
book you have read
1. Create a PowerPoint
presentation about a book
you recently read.
2. Submit your PowerPoint
file in the Assignments tab
by the due date.
3. Add your PowerPoint
presentation to your Digital
Portfolio.


Assessment: PowerPoint
Grading Checklist

Module 12
Week 16-17
12/1-12/14
Google Earth
Lit Trip

Create a tour using
Google Earth about a
book that has been
recently read.
Emphasize locations,
character details, and
points of interest. At
the learner will imagine
the content of a piece
of literature and build a
virtual tour to share
the book.
Module Assignments
about Google Earth.
2. Listen to lesson
introductory audio
message.
183.
5. Review Google Earth and
its toolbars.
6. Look at examples of Google
Earth Lit Trips.
1. Create a Google Earth tour
that reveals details about a
book you are reading. Use
the various toolbars to
make the tour visually
appealing. Use bookmarks
and add images as needed.
Save all bookmarks. (You
12/14/14
by 11:55
p.m.
may also use Tourbuilder to
create your Google Earth
Lit Tour, if you choose to do
so).
2. Submit your Google
Earth Lit Trip URL to the
Assignment tab by the
due date.
3. Add the Google Earth Lit
Trip URL to your Digital
Portfolio.

Assessment: Google Earth
Lit Tour Checklist

Module 13
Week 18
12/15-12/21
Graphics

Use basic photo-editing
skills using MS Word
tools such as borders,
backgrounds, fills,
rotations, and
cropping. Create own
unique images. Realize
that creating unique
photos eliminates
issues with plagiarism
for the user. At the
learner will make
decisions about how to
make changes to
graphic images.
Module Assignments
about graphics.
2. Listen to lesson
introductory audio
message.
187.
5. Watch "Wanna Work
Together" video.
6. Open a Word doc and
insert an image from
Pics4Learning.
7. Do the following to the
image:
a. Crop
b. Add borders
c. Change
background
d. Rotate
8. Copy the image and make
additional changes to it.
9. Do this until you have 4-5
12/21/14
by 11:55
p.m.
varying images.
10. Make a collage using these
images. Make sure they all
fit on one page of the Word
doc and save it.
1. Add the collage link to
the Discussion area.
posts.
3. Add the collage to your
digital portfolio.
Rubric
Module 14
Week 19-21
1/5-1/18
Photo Editing

Use gimp.com to edit
photos to be used in
individual work that
shares a message
without plagiarizing
other's work. At the
learner will make
creative decisions
about how to edit
photos to organize into
a presentation to
share.
Module Assignments
about photo editing.
2. Listen to lesson
introductory audio
message.
199.
5. Download a free version of
Gimp, a free alternative to
Photoshop.
6. Review the importance of
avoiding plagiarism.
7. Create 8 individual mini-
projects using the following
tools:
Auto-correct
Crop
Clone
Backgrounds
Filter
Hue and Saturation
Actions
Paint
1/18/15
by 11:55
p.m.
8. You will create a
PowerPoint displaying the
8 products that you
created. Make sure to
include before and after
images on each slide.
1. Submit your PowerPoint
to the Discussion Board
for your classmates to
review. Add information
about your experience.
2. Reply to two other posts.
3. Add the PowerPoint to
Rubric
Module 15
Week 22-23
1/19-2/1
Web-based
Tools

Use problem-solving
skills and higher level
thinking to learn new
programs that they
will, in turn, teach to
their classmates.
These programs are
designed to
communicate ideas by
publishing and sharing
them on the web. At
the learner will have
made choices about
which new tool to learn
in order to share this
new knowledge with
others.
Module Assignments
about Web-based tools.
2. Listen to lesson
introductory audio
message.
207.
5. You will choose a new web-
based tool from the
provided list and learn it so
that you can teach it to
your classmates. Here are
your choices:

Animoto
QR Code
Getting Tricky with
Wikis
Glogster
iMindMap
2/1/15 by
11:55
p.m.
Scratch
Voki
Wordle
1. Create a blog posting
about your chosen web-
based tool. Explain how
it can be used and any
advantages and
disadvantages you
noticed.
2. Choose two blogs to
comment on.
Module 16
Week 24
2/2-2/8
Google Apps

Discover strategic tools
that can be used for
collaboration purposes,
as well as tools used to
create. Google apps
are tools that can
encourage learning in a
course. At the end of
this module, the
learner will have
perceived the
possibilities and
advantages to using
Google Apps.
Module Assignments
about Google apps.
2. Listen to lesson
introductory audio
message.
215.
5. Review Digital Rights and
Responsibilities to refresh
about how to deal with the
online environment
properly.
6. Create a Google account.
7. Explore the following apps
and follow the Module
instructions for what to do
in each:
Google Docs
Google Slides
Google Drive
Google Sites
Google Groups
Google Forms
2/8/15 by
11:55
p.m.
Google Sheets
Google Play
Maps and Map
Maker
Google Hangouts
1. Follow the directions in
your Module to
complete the short
assignment in each
Google app.
2. Paste the URL in the
Discussion area and give
a brief overview of each
app.
posts.
Rubric
Module 17
Week 25-26
2/9-2/22
Genius Hour

Discover what
motivates you. Pursue
something you are
passionate about.
Research the topic,
create a presentation
and present the
product about this
passion. Requires time
management skills. At
realized their passions
and will share their
beliefs with others.
Module Assignments
about Genius Hour.
2. Listen to lesson
introductory audio
message.
227.
5. What interests you? (topic,
activity, skill).
6. Review these examples to
give you some ideas.
7. Refer to your module for
detailed instructions. (Steps
1-12)
8. Prepare a quick
presentation where you
attempt to "sell" your
passion to someone else.
2/22/15
by 11:55
p.m.
1. Post your presentation
within your blog.
blogs.
3. Add your presentation to

Module 18
Week 27-28
2/23-3/8
Khan Academy

Discover an online
source that helps a
student to teach
themselves math.
Khan Academy
provides opportunities
for enrichment,
inquiry, review and
learning. As long as the
learner remains curious
and passionate about
thinking, he can learn
whatever he wants. At
perceived the internal
possibilities and
potential that they
have to learn on their
own.
Module Assignments
about Khan Academy.
2. Listen to lesson
introductory audio
message.
236.
5. Get parent permission to
use Khan Academy and e-
mail this permission slip to
your instructor. You will
receive the site code from
the instructor.
6. Sign in to the teacher-
created site using the code
and take the pre-test.
7. Begin watching videos and
learning, practicing, and
collaborating with your
classmates within your
class site.
1. Turn in permission form.
3/8/15 by
11:55
p.m.
2. Reflect in your blog
about your Khan
Academy experience.
blogs.
Time Required: 30 minutes
per video (ongoing
assignment)
Module 19
Week 29-30
3/9-3/15
and
3/30-4/5
Ebook

Engage in writing an
ebook with your group
and publish this e-book
online. At the end of
this module, the
learner will have
applied their prior
knowledge and ideas to
the creation of an
online book.
Module Assignments
about Ebooks.
2. Listen to lesson
introductory audio
message.
245.
5. Meet with your group
members and brainstorm
the content and details of
your ebook. (tense, topic,
theme, plot, setting).
6. The book will need at least
10 chapters. Use a word
processing program to
complete.
7. Publish book through
Google Play.
1. Publish your ebook
through Google Play.
2. Submit your published
ebook in your blog.
blogs.
4. Add it to your Digital
Portfolio.
Time Required: 10 or more
4/5/15 by
11:55
p.m.
hours
Assessment:
1. Peer Assessment (do one
per team member including
yourself)
2. Blogging Rubric
Module 20
Week 31-32
4/6-4/19

The Debate

Evaluate in a logical
manner ways to
support a point of view
for the purpose of
debate. Research a
particular side of an
issue to gain valuable
information to support
your side. At the end
of this module, the
learner will have
related ideas and
perceive that varying
viewpoints exist.
Module Assignments
about The Debate.
2. Listen to lesson
introductory audio
message.
257.
5. Watch this video about
what debate is.
6. Watch this example of a
debate about energy.
7. Choose a topic and a side
from the list provided in
your module and begin
researching and taking
notes of the facts and
ideas.
8. Pair up with someone you
know, each of you choosing
a side of a topic of your
choice. Create a video
debate. You may use a
video tool of your choice.
1. Submit the video debate
in the Assignments tab
by the due date and
place it in your digital
portfolio.
2. The instructor will place
all of the debates in a
4/19 by
11:55
p.m.

Discussion area for you
to view and respond to.
3. Post your discussion
comments in the
appropriate discussion
areas about the debates
- choose two to give
feedback on.
4. Reply to at least two
other posts.
5. Add video debate to
Digital Portfolio
6. Turn in final digital
portfolio as your final
project.
Assessment:
1. Discussion Rubric
2. Digital Portfolio Rubric (Final
Summative Assessment)
Other Resources and References:
There will be resources and materials provided for you within the individual modules that will
assist you with the subject matter in each module. You may also visit the link here for a variety of
great websites by your textbooks publisher. Here are a few more resources that you may find
helpful during this course:
APA Citations - for information about the proper way to cite your sources
Images - a kid-friendly website that provides free images
Online Search Tool - a kid-friendly search engine that you may use
Keyboarding Site - Typing lesson site
Once this course is completed, you will have the opportunity to take part in an Extended Campus
Program. One of the programs that may interest you is called Camp Invention and it will extend
your knowledge of technology by introducing you to inventions and machines. Please visit this
website for more information about this and other fun summer opportunities in your area.
Sources:
CHISDT3chn0l0gy. (2013). Netiquette basics. [Web video]. Retrieved from http://youtu.be/J3iCuT0ONTo
Chobharkar, P. (2012). Middle school writing prompts. [Web resource]. Retrieved from
http://www.buzzle.com/articles/middle-school-writing-prompts.html
ClipArt (2007). MS Word Clipart.
Copyright Society (2007). Copyright kids. [Web resource]. Retrieved from http://www.copyrightkids.org/
Dold, J. (2013). Discussion board etiquette. [Web video]. Retrieved from http://youtu.be/tVqWcrMPxfY
Fun 4 Ocala Kids.com (2014). Science/tech camps. [Web resource]. Retrieved from
http://www.fun4ocalakids.com/Summer-Camps/Science/Tech-Camps/

Geralt. (2013). Blog blogging leave share communication. [Web image]. Retrieved from
http://pixabay.com/en/blog-blogging-leave-share-with-96106/
Geralt. (2013). Puzzle learn arrangement components collage item. [Web image]. Retrieved from
http://pixabay.com/en/puzzle-learn-arrangement-components-210784/
Hanks, C. (2012). My technological journey. [Web Log]. Retrieved from http://chanks777.wordpress.com/
ISTE Standards (2014). ISTE standards for students. [Web resource]. Retrieved from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Kidblogs. (2014). Kidblogs. [Web resource]. Retrieved from http://kidblog.org/home/
Ko, S. & Rossen, S. (2010). Teaching online: A practical guide (3
rd
ed.). New York: Routledge.
KrispMilk (2011). Copyright & creative commons for kids. [Web video]. Retrieved from
http://youtu.be/YtJdfHXk_u8
Murray, J. (2013). Great websites Middle school. [Web Log]. Retrieved from http://askatechteacher.com/great-
kids-websites/middle-school/
Nemo. (2012). Quill pen write author ink feather paper old. [Web image]. Retrieved from
http://pixabay.com/en/quill-pen-write-author-ink-175980/
Open clips. (2013). Computer workstation server monitor keyboard. [Web resource]. Retrieved from
http://pixabay.com/en/computer-workstation-server-monitor-158743/
Rowe, Z. (2013). Structured Learning: Premier provider of technology training to the education community. [Web
resource]. Retrieved from http://www.structuredlearning.net/book/6th-grade-tech-textbook/
Software for Students (2012). How to avoid plagiarism Tips for students [Web video]. Retrieved from
http://youtu.be/OsAQOnjk_To
Tooter4kids. (n.d.). Journal writing. [Web resource]. Retrieved from
http://www.tooter4kids.com/classroom/I_Remember.htm
University of Illinois. (2010). What makes a successful online student? [Web resource].
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/studentProfile.asp

This page was last updated on 4/11/14
By Cindy Hanks

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Computer Lab - Grade 6

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