The basic software suite consists of word processing, spreadsheet, and presentation tools. Word processing programs and desktop publishing software are used by students and educators to create documents. (Roblyer p.112) Spreadsheet tools are used to organize and manipulate numerical data (Roblyer p. 121), and presentation software is used to display information such as text, images, audio and video in a slideshow format. For a more in-depth discussion of the basic software suite visit my blog here.
Spreadsheets
Spreadsheets facilitate organization, sorting, calculating, and displaying information. The information can be embedded into a document or presentation. Cloud computing allows collaboration and utilization of real-time data by multiple users.Respiratory students present case studies using Google Docs and receive guidance and feedback in real-time during the construction of their document. Traditionally students utilize the table feature in Google Docs to organize their laboratory and other diagnostic information. Spreadsheets can replace the tables allowing the data to be sorted, values to be calculated and trended graphically. These features organize the data, save the students from having to perform repetitive calculations and provides a visual display of important trends in clinical data. The lesson Plan and an example spreadsheet are shown below.
The 2012 AECT Standards related to this artifact are:
Standard 1- Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Assessing/Evaluating- Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Standard 2 - Content Pedagogy
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Indicators:
Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
Standard 5 - Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Indicators:
Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (AECT, 2012)
Standard 1- Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Assessing/Evaluating- Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Standard 2 - Content Pedagogy
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Indicators:
Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
Standard 5 - Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Indicators:
Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (AECT, 2012)