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Example research essay topic: Final Report Information Technology - 1,091 words

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Melbourne Girls College is a new school formed from a merger of two smaller schools in 1994. Enrolments are growing rapidly, particularly in the junior years. Two classes operate each term using two teachers, so naturally we developed this unit as a team. One of us has a pure computer background, while the other has taught social education and commerce classes in the past. Increasingly, we see our role as teachers becoming more that of a coach or facilitator.

This requires a change in the way classes work and the relationship between teacher and student. The school emphasizes the use of computers throughout the curriculum, teaching of science and technology and leadership for girls. Competency in the use of information technology is pivotal to the achievement of these goals. In a teaching team of two, we decided to integrate aspects of the Technology course with Health, by having the class (year 7 / 8) conduct a survey on leisure. The aim was for the students to gain a clearer understanding of the purpose of information technology as a tool. Skills in the use of information technology would be developed while simultaneously addressing the theme through analysis and discussion of the implications of the data.

All students were involved fully with the work and were just as interested in the reports of others as well as those in their own small group. This resulted in both personal and educational growth for the students as their information technology skills were developed, as well as their ability to interpret, analyze and discuss results. As a class we discussed what sorts of things the girls did in their leisure time and found that there is a great deal of variation in activities due to family background, personal interests and age. A number of common sets of activities were agreed to by the group, following lengthy discussion about the categories into which the activities of individuals would fit. For example, if two of the agreed categories are Shopping and Socializing, then where would going shopping with a group of friends fit? This process of making judgments and defining categories can take a long time to complete, but it is important for all students to understand the process and for all to be comfortable with the categories chosen.

In our experience somewhere between five to eight categories is manageable, in terms of getting the task completed. Because of the nature of our course we include one non-negotiable category - you guessed it - computer usage either for school work or entertainment. Activities carried on in normal class time are not included in any category. Students then draw up a grid (spreadsheet) to record their activities for one week. The way the information is to be recorded is important when completing the spreadsheet. Data should be recorded either in minutes or hours (in decimal form, for example 30 minutes or 0. 5 hours not 1 / 2 hour).

Some students chose to draw up the grid manually while others printed a form produced from a spreadsheet program. When all students have collected their data this is placed into a spreadsheet. Activities are recorded in rows and days in columns. The use of the SUM formula is introduced and students are shown how to use the FILL commands. Then the AVERAGE formula is explained and calculated for each activity. Students are now ready to graph their work.

We asked our students to create two types of graph - a column / bar chart and a pie chart. To do this, demonstrations on the whiteboard and on a computer were used. This process usually means highlighting the data, including titles and using the MAKE CHART OR GRAPH command or icon. The next stage was to compare the personal averages.

Students collected averages from 3 other students, placed them into a new spreadsheet and calculated a group average. At this stage, formatting of spreadsheets can be more fully discussed including the use of different fonts and sizes, changing column widths and the use of borders. The students now have data in tabular and graph format ready to evaluate and use. It is important that all drafts and data be kept on a well organised disk with backups.

The incidental benefit of this drafting process is that students inevitably encounter problems relating to naming of files and saving. They learn valuable lessons about data storage and management - the hard way - but without fatal consequences. By the time this phase of the unit is finished we found that it was a good idea to introduce something new. Some ideas we tried included using clip art, scanning photos of activities, taking pictures using digital cameras, capturing pictures from video - either live or from tapes or recording sound. This graphical information created by students can be used as part of their final report. Students also wrote a short piece on their favorite leisure activity.

Some students wrote about sporting or musical involvement, others wrote about something really special they were looking forward to doing for the first time, or one they wish to do again. The Final Report We needed to establish the audience for the report. This was an important stage as it introduced the concept of audience in a very practical way. We discussed the needs of various groups, what you can and can't assume, and what types of additional non-textual material might be relevant.

We chose to aim our report at adults, including parents. As the unit progressed, pieces of student work were pinned up on a board in the room showing how to complete each phase of the task. Every week the achievements and problems of the group were discussed in a short, whole group session. Student experience was used as much as possible with students explaining how they solved problems. Continual individual feedback was given on drafts. Quick whiteboard tips were given when several students encountered a similar problem, however, hands on demonstrations were the most effective method of overcoming many problems.

The introduction of the Victorian Curriculum and Standards Framework (CSF) influenced the design of this unit. Information is one of the strands of the Technology Learning Area. Level 5 of the CSF covers Years 7 and 8. The curriculum focus of the CSF includes the impact of information technology on leisure. The Technology CSF has 4 processes: Investigation, Design, Production and Evaluation, each of which has suggested learning outcomes. Our unit was designed to address some of the challenges the CSF has brought to curriculum...


Free research essays on topics related to: categories, final report, information technology, unit, spreadsheet

Research essay sample on Final Report Information Technology

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