This document contains the Westlake City Schools’ Computer Education Course of Study completed at the end of the 2002-2003 school year.  The Computer Education Course of Study has been reviewed and was approved by the Westlake City Schools’ Board of Education on May 15, 2003.

 

 

Committee Members...................................................................

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2

 

District Beliefs, Vision and Mission..............................................

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3

 

Computer Education Philosophy...................................................

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5

 

Integrated Computer Applications................................................

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6

 

Introduction to Programming with Visual Basic.............................

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8

 

Advanced Programming with Visual Basic...................................

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10

 

Student and Program Evaluation...................................................

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11

 

 

 

 

 

 

 

 

 

 

Committee Members

 

 

 

Gayle Adamescu

 

Michele Dallas

 

Rebecca Sofka

 

Sue Tarr

 

Ray Conti – Director of Curriculum and Instruction

 

Susan Munch – Secretary, Curriculum and Instruction

 

 
DISTRICT BELIEFS, VISION AND MISSION

 

BELIEFS

 

Beliefs are the principles and concepts that govern the district’s decisions and actions.  They influence the district’s picture of the future (vision) and the reason the district exists (mission).  The beliefs, vision and mission of the Westlake City Schools District follow.

 

 

The Westlake City Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process.  We further believe that:

 

            Successful students are ready to learn, display appropriate behavioral and social             skills, assume responsibility, and work to reach their full potential.  They are             enthusiastic about learning, possess basic academic skills and strive for excellence.

 

            Supportive families are proactive and involved in all aspects of their children’s             education, assist their children with schoolwork, encourage their children to make    positive choices and to be responsible for their actions, offer guidance and motivation        so their children reach their full potential, and work in partnership with school.

 

            Exemplary teachers care for their students, are knowledgeable regarding subject             matter and effective instructional strategies, and engage students in meaningful             learning experiences

 

            Exemplary administrators are knowledgeable and provide meaningful instructional    and managerial leadership.  They create a safe, orderly, professional and supportive        environment, empower all staff by providing opportunities for professional     development and communicate effectively with all constituents.

 

            Exemplary support personnel assist in the education of our children by providing a          healthy, safe, nurturing and responsive learning climate.

 

            Ideal learning environments are child-centered, stimulating and positive, free from     distractions, appropriate in class size, and include ample and varied resources.              Students and staff feel safe physically and emotionally, and devote themselves to             academic and personal achievement.

 

            Helpful community members, organizations and businesses celebrate their schools’           and students’ accomplishments, share resources and engage in dialogue.

 

 

 

 

 

VISION STATEMENT

 

The Westlake City School District will provide a dynamic, student-centered, positive learning environment.  Our district will be characterized by actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to data-drive continuous improvement and tangible results.

 

 

 

 

 

MISSION STATEMENT

 

WE EDUCATE FOR EXCELLENCE…

Empowering all students to achieve their educational goals,

To direct their lives, and to contribute to society

 

 

 

 

 

Computer Education Program Philosophy

 

As educators, we have an obligation to graduate competent individuals.  Those graduated must have the skills to deal with the basic requirements of all aspects of contemporary life.  We are now living in a computer society.  This computer revolution is not at temporary phase of life, but has become an integral part of our daily life.  Students must have working knowledge of how one interacts with a computer, uses of computers in our society, and how to use the capacities of the computer.  Therefore, we would be remiss if we did not address ourselves to computer education.  Thus, it is imperative that our school district prepares our students to live in a world in which more and more functions are being performed by computers.

 

Program Goals

Students will:

      1.                        Understand and communicate using accurate computer terminology

      2.                        Comfortably navigate a windows based user interface environment while using application software

      3.                        Use a variety of computer software applications to prepare documents and manipulate data

      4.                        Critically think through the logical process needed to successfully complete a technology project

 

INTEGRATED COMPUTER APPLICATIONS

 

Standard 1:  Use the Excel software to create a spreadsheet

 

Course Indicators

      1.                        Define the parts of an Excel file and a spreadsheet user interface

      2.                        Create and edit labels, values, and numeric labels as data entries in a cell

      3.                        Format a data sheet design

      4.                        Format cell entries as data types

      5.                        Write standard, function, and natural language formulas with math operators for analyzing data

      6.                        Create charts and graphs from data entered in a sheet

      7.                        Work with multiple sheets in a workbook

      8.                        Work with multiple workbooks

      9.                        Link data in an Excel file with a word document chart

 

Standard 2:  Use the Access software to create a database

 

Course Indicators

      1.                        Define parts of the database user interface

      2.                        Define the objects contained in a database file

      3.                        Save a database file to different disk drives.

      4.                        Create a database table object

      5.                        Edit and format table design

      6.                        Create records and field names for table design

      7.                        Assign data types and properties to fields

      8.                        Enter data in a database table

      9.                        Work with multiple tables

  10.                        Merge a word document with a database table

 

Standard 3:  Create multiple Access database objects for manipulating data in a database

 

Course Indicators

      1.                        Define a form

      2.                        Create a form object

      3.                        Edit the form design

      4.                        Use a form to add or to edit records in a database table

      5.                        Use a form to search a database table

      6.                        Define a query

      7.                        Create a query object

      8.                        Edit the design of a query

      9.                        Use sorting and criteria characters to filter a query

  10.                        Update a table by using the update query feature

  11.                        Create a query using data from multiple tables

  12.                        Define a report

  13.                        Create a report

  14.                        Edit the design of a report

  15.                        Add headers and footers to a report

  16.                        Use summary sections and formulas to analyze data in a report

  17.                        Use a report to create mailing labels

  18.                        Use print options to print a report efficiently

 

Standard 4:  Use PowerPoint to create a multimedia presentation

 

Course Indicators

      1.                        Define the parts of the PowerPoint user interface

      2.                        Create, format, and edit slides

      3.                        Use Outline view and a summary slide

      4.                        Use title and slide masters to edit multiple slides

      5.                        Insert graphics or create original graphics on slides

      6.                        Insert other OLE objects such as Excel sheets or graphs onto slides

      7.                        Edit OLE objects in slides

       8.                        Set up a slide show with transitions, sounds, and timings

 

Standard 5:  Design a Web Page

 

Course Indicators

      1.                        Investigate suitable web page design styles

      2.                        Define and create logical file names for saving parts of a web page

      3.                        Create a web page using a pre-formatted design style

      4.                        Edit and format a web page design style

      5.                        Insert hyperlinks into a web page

      6.                        Create a frame and frame page as a web page

      7.                        Insert still and animated graphics into a web page

      8.                        Insert scrolling text into a web page

      9.                        Insert Excel objects into a web page

  10.                        Create a form as an object in a web page

INTRODUCTION TO PROGRAMMING WITH VISUAL BASIC

 

Standard 1:  Understand the basic functions built into computer memory for processing information

 

Course Indicators

      1.                        Define the Central Processing Unit (CPU) hardware component

      2.                        Understand input as data needing to be processed

      3.                        Understand output as processed data

      4.                        Define Primary Storage as the Random Access Memory (RAM)

      5.                        Define Secondary Storage as disk space to save data

 

Standard 2:  Understand the purpose of programming and the logical process a programmer uses to instruct a computer to perform a task

 

Course Indicators

      1.                        Define programmer and user

      2.                        Define a program as software

      3.                        Define the logical steps to create a program including:  define the problem, design the solution, translate the solution into a Visual Basic program, and analyze the program 

      4.                        Define the three programming structures used to translate a solution into a program including sequential, selection, and repetition

 

Standard 3:  Manipulate the VB integrated development environment (IDE)

 

Course Indicators

      1.                        Define the windows seen on the visual basic IDE

      2.                        Use the IDE to complete the three-step process of creating a Visual Basic (VB) program including designing the form module, setting the properties, and writing the code

      3.                        Define the different file extensions for the parts of a VB Program file

      4.                        Save, recall and execute a VB program

      5.                        Use controls from the Visual Basic toolbox in form design

      6.                        Use properties in form design

 

Standard 4:  Use the sequential programming structure and variables to write VB code

 

Course Indicators

      1.                        Write document code statements

      2.                        Write assignment code statements using properties and methods

      3.                        Write mathematical calculation code statements

      4.                        Use functions in code statements

      5.                        Choose correct data types and scope of variables

      6.                        Write variable assignment code statements

 

 

Standard 5:  Understand the decision programming structure to write VB code

 

Course Indicators

      1.                        Write If/Then code statements

      2.                        Write Select/Case code statements

      3.                        Use random selections in the selection structure

 

Standard 6:  Use the repetition programming structure to write VB code

 

Course Indicators

      1.                        Write For/Next loops

      2.                        Write Do loops

 

Standard 7:  Analyze written programs

 

Course Indicators

      1.                        Test a program for user-friendly interface

      2.                        Test a program for syntax errors

      3.                        Test a program for logic errors

      4.                        Test a program for code efficiency

ADVANCED PROGRAMMING WITH VISUAL BASIC

 

Standard 1:  Use the sequential and repetition programming structures to complete Visual Basic (VB) programs

 

Course Indicators

      1.                        Use nested and compound If/Then and Select/Case code statements

      2.                        Use nested For/Next and Do loop statements

      3.                        Use a Timer control as a repetition structure

 

Standard 2:  Understand the use of sub and function procedures.

 

Course Indicators

      1.                        Create and call sub procedures

      2.                        Create and use function procedures

      3.                        Use string functions to manipulate text

 

Standard 3:  Manipulate lists of data

 

Course Indicators

      1.                        Declare and use arrays to store lists of data

      2.                        Define and create files

      3.                        Define and use records and fields in a file

      4.                        Declare and use structure variables and classes

      5.                        Search for an element in a list

      6.                        Sort elements in a list

 

Standard 4:  Use graphics in a Visual Basic project

 

Course Indicators

      1.                        Define the computer screen in the coordinate plane

      2.                        Use code statements to draw original graphics in a VB project

      3.                        Load and use graphical images from other sources, such as clip art, into a VB program

      4.                        Use code statements and properties to simulate animation of graphics

 

Standard 5:  Use Visual Basic for database processing

 

Course Indicators

      1.                        Create a database connection

      2.                        Manipulate data in a database

 

 

Standard 6:  Use Visual Basic for web applications

 

Course Indicators

      1.                        Create a web form for a Visual Basic project

      2.                        Introduce a deployment of a web form

STUDENT EVALUATION

 

The assessment of educational outcomes is essential in the learning process.  The responsibility to evaluate whether students are achieving the standards is one shared by all individuals involved.  Both students and teachers are concerned about student progress.  Teachers are also concerned and interested in the effectiveness of teaching methods.

 

There are many facets to evaluating growth in learning.  This evaluation must be sufficiently diverse so that it can be integrated into all areas of the computer education curriculum.  Within the classroom, student evaluations should include:

      1.                        Individual and group work

      2.                        Classroom observation

      3.                        Oral and written assignments

      4.                        Quizzes and tests

      5.                        Simulations

      6.                        Production tests

      7.                        Short-range and long-range projects

 

An underlying aim in all evaluation procedures is to help students demonstrate their achievement of skills, processes and understanding, and to develop a process of self-assessment in order to understand their abilities, strengths and limitations.  Evaluation also provides a means for helping students set expectations and devise strategies for achieving those expectations

 

 

 

PROGRAM EVALUATION

 

In addition to pupil evaluation, the other important component of evaluation is program evaluation.  No program or course of study is ideal for all time.  Current research in the field and the changing needs of students necessitate that programs be evaluated on a regular basis.  The course of study cycle required by state standards provides a framework for the ongoing evaluation of the program.  It is recommended that the Computer Education Department monitor current research, state and national standards, and changes in computer practices on a continual basis.