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Kultur Dokumente
Melisa Johnson
Introduction to
Computers/Keyboarding
Instructor’s Manual
INSTRUCTOR’S MANUAL 3
Table of Contents
References .....................................................................................................................................30
Appendices ....................................................................................................................................32
INSTRUCTOR’S MANUAL 4
This unit is an eleven-day, 10-hour unit on learning to format and type documents using a
computer keyboard and word processing software. This technology-based unit of instruction is
geared for eighth grade students who have never had any type of keyboarding, word processing,
or printer operation instruction. The setting is a K-12 school of approximately 150 students. The
high school consists of grades seven through twelve with one teacher for each subject as well as
an elective teacher. The high school students comprise about one half of the student body of the
school. A needs analysis was conducted, and the research demonstrated there is a problem with
students entering ninth grade not being able to type or format their assignments using a personal
computer and word processing software. This unit was developed because it is essential to the
academic success of the students during the high school years to know and be able to use these
Intended Audience
The target population is a group of eighth grade students consisting of seven boys and six
girls. They are all thirteen to fourteen years old and have not had any previous courses in
computers or keyboarding; however, they do all have cell phones which they use for texting, so
they are aware of the letter placement on keyboards. They are just beginning to use a computer
for educational purposes. All students in the target population can read and write. None have
disabilities or difficulties that would prevent them from using a computer keyboard. This is a
private school so there are no IEPs for any of the students; however, this group is average to
above average in intelligence so they should not have any difficulty with the instruction. All
INSTRUCTOR’S MANUAL 5
students are Caucasian students from working class families, so there are no major cultural or
ethnic differences. Although the school is a private institution with a religious affiliation, there
is one student whose beliefs require her to dress differently from the other students which at
times leaves her feeling that she is not accepted in the group atmosphere. This group of students
is eager to learn and do whatever is asked of them. Learning new skills using a computer will be
a welcome change from their normal classroom routine. This group is very easily motivated by
This unit of instruction is a eleven-day unit encompassing nine learning objectives. The
lessons vary in length from ten minutes to a full fifty-minute class period. Some days several
lessons are taught in one day. The lessons are designed to use pre-instructional activities first
followed by the content presentation. After the content is presented, students participate in
guided practice. At the end of the lesson, as a formative assessment, the instructor observes
learners demonstrate their understanding by performing the specific tasks learned. At the
repetition of content taught each day in class. A review game is played using Kahoot.com
administered at the end of the unit. A Padlet (Computer/Keyboarding Unit 2019) link is provided
at the beginning of the unit with all the websites, worksheets, videos, and other resources that are
Materials
The materials used in this unit of instruction are mainly technology based. Websites such as
YouTube and GFC Learn Free provide the content of instruction. A personal computer, a
projector, and a printer are needed for the instructor and the learners. Handouts with written
instructions are printed from websites or created by the instructor. Worksheets created by the
instructor are used as assessment tools. The students will use the computer lab provided by the
school, so they do not need to supply their own computers. The only other resources they will
need for the unit are a pencil, a binder, and paper for notetaking.
Lesson 1 and 2
Students are taught to accurately identify and use six parts of a personal computer,
recognize and operate the word processing software, and boot a computer when they need to
Students are taught to locate and click the start menu each time they need to use the word
processing software.
Lesson 3
Eighth graders are taught to click the start menu and choose the word processing software
from a list of fifty or more programs by clicking the correct button each time they need to
format a document
INSTRUCTOR’S MANUAL 7
Lesson 4
Students are taught to manipulate the keys on the keyboard to type text into the document
Lesson 5
Eighth grade learners are taught to edit the text of all documents that they type using the
spellcheck, grammar check, and word count tools located in the toolbar.
Lesson 6
Eighth graders are taught to save all their documents to the computer’s memory in the
Lesson 7
Students are taught to follow the four steps needed to select and print a document
Lesson 8
Students are required to play the unit review game using their cellphones and Kahoot
Lesson 9
Students will be formatively assessed at the end of each lesson by being asked to
demonstrate the skill that was taught in the lesson while the instructor observes/checks for
accuracy. During the second day, students complete a worksheet. At the end of the unit, students
This unit of instruction, although written for an eighth-grade class, could be used to teach
any students aged 11-14 years old. An instructor would need to check equipment availability in
his/her instructional setting to ensure that each student has access to a computer with internet
capability. Otherwise, the unit should work for any classroom without modification
The learning theory that most aligns with this lesson plan is behaviorism. Learning to
operate a computer requires students learn to execute specific commands (stimulus) to get a
desired outcome (response). The stimulus is given, and the student must provide the proper
response such as defining hardware and software, using the power button to turn on the
computer, manipulating the keyboard and mouse to input information, and labeling the parts of a
computer. Learners must also practice and repeat the tasks in this unit until they become rote.
The instructional methods in behaviorism such as stimulus equals correct response, chaining,
repetition, reinforcement, and corrective feedback are the best choice for this task.
In thinking about which design theory might best align with this unit, the most sensible
choice is Gagne’s Nine Events of Instruction. Gagne’s Nine Events theory allows the instructor
INSTRUCTOR’S MANUAL 9
to build instruction in logical steps followed by practice and reinforcement. Gagne’s theory
keeps students engaged in the learning process which is a necessary component of this unit.
INSTRUCTOR’S MANUAL 10
o https://www.youtube.com/watch?v=94lT9Ywuhd4&feature=youtu.be
o https://www.youtube.com/watch?v=MYgy4rjV4J0&feature=youtu.be
o https://www.youtube.com/watch?v=pTdSs8kQqSA
o https://www.youtube.com/watch?v=7cXEOWAStq4
o https://www.youtube.com/watch?v=j-ZAVHk5SaU
o https://www.youtube.com/watch?v=GDKIxBr6yhI&feature=youtu.be
Kahoot.com https://create.kahoot.it/share/enter-kahoot-title/2413193d-abcd-44eb-98f1-
cb100b3b39b6
Typingclub.com Https://www.typingclub.com
Padlet https://padlet.com/rsjlbj/m6y72dxfbjww
Printer
Overhead projector
D) https://www.educationworld.com/a_lesson/edit/edit-autumn-fun.shtml
sample-paragraph-for-typing-test-for-newbie-typists/1530
Instructional Sequence
Days 1 and 2
Lesson Plan #1 Using a Personal Computer
and use six parts of a personal computer, recognize and operate the word processing software,
and boot a computer when they need to format and type documents in one out of one attempt.
1. Have students make a list of all the parts of a computer that they know
4. Use a presentation software such as https://wordart.com/ (Word Cloud Art Creator 2019)
Unit 2019)
7. Using the word cloud for computer hardware, ask students to write a definition of
computer hardware.
INSTRUCTOR’S MANUAL 12
10. Ask students to compare their definitions to what they learned from the video and make
corrections as needed.
12. Ask students to demonstrate where the power button is located on a desktop computer
13. Using the word cloud for computer software, ask students to write a definition of
computer software.
15. Ask students to compare their definition to the video and make corrections as
19. While sitting at the desktop computer, have students label a diagram of the parts of a
computer.
20. Allow students to practice powering on the computer by pressing the start button and
21. Ask students to look over the keyboard and make a list of questions they have about the
22. Let students practice moving the cursor around the screen(monitor) to become familiar
23. Point out the software applications on the screen. Challenge students to see if they
24. Given a worksheet to label, students will label the parts of the personal computer
(hardware).
26. Students will be asked to demonstrate their understanding of how to turn on a personal
27. Each day for the remainder of the course, students will boot their computers when they
come into the classroom. They will interact with the hardware of the computer as well as the
software and manipulate the mouse and keyboard to input information into the computer
Lesson Plan Summary: The learning theory that most aligns with this lesson plan is
behaviorism. The strategies of instruction associated with behaviorism are most appropriate for
teaching objective one. Learning to operate a computer requires students learn to execute
INSTRUCTOR’S MANUAL 14
specific commands (stimulus) to get a desired outcome (response). The stimulus is given, and
the student must provide the proper response such as defining hardware and software, using the
power button to turn on the computer, manipulating the keyboard and mouse to input
Day 3
Lesson Plan #2 Using Computer Software
Performance Objective: Working independently, eighth graders will locate and click
the start menu button in one out of one attempt each time they need to use the word processing
software.
Time: 30 minutes
1. Ask students to recall the definition of software and define word processing software
application.
3. Review the power on procedure and ask students to boot their computers
6. Ask students to practice this skill by using the mouse to click the start menu button and
then also using the mouse to scroll through the pop-up menu to find the word processing
Step 4: Assessment:
and keyboard to interact with the computer by clicking the start menu and finding the word
8. Each day for the remainder of the course, students will open the word processing
Lesson Plan Summary: The learning theory that most aligns with this lesson plan is
behaviorism. The strategies of instruction associated with behaviorism are most appropriate for
teaching objective two. When students are given the instructional cue to boot their computers
and locate the start menu, they will provide the appropriate response.
INSTRUCTOR’S MANUAL 17
Day 3
Lesson Plan #3 Creating a Document
Performance Objective: Working independently, eighth graders will click the start
menu and choose the word processing software from a list of fifty or more programs by clicking
the correct button in one out of one attempt each time they need to format a document.
Time: 20 minutes
1. Lead the students in a review of the definition of software, particularly word processing
software.
2. Discuss creating documents and the importance of being able to format and type a
document.
5. Ask students to locate the start menu button and click it using the mouse.
6. Guide students to click the word processing software button to open the word processing
program.
at edu.gcfglobal.org.”) and then project the word processing software on the screen and
8. Have students click the start menu button and choose the word processing
software. Once the software is open, ask the students to create a new document.
Step 4: Assessment:
9. Students will be asked to demonstrate how to open a new document in the word
processing software
10. Each day for the remainder of the course, students will open the word processing
Lesson Plan Summary: The learning theory that most aligns with this lesson plan is
behaviorism. The strategies of instruction associated with behaviorism are most appropriate for
teaching objective three. Students are building fluency as they follow the appropriate steps each
time to start the computer, use the start menu and open the word processing software.
INSTRUCTOR’S MANUAL 19
Days 4-8
Lesson Plan #4 Learning to Type
Objective 4: From memory, students will manipulate the keys on the keyboard to type
text into the document using proper indentation, capitalization, punctuation, spelling, grammar,
Resources or Materials Needed: Desktop computer for each student, overhead projector
and screen
2. Discuss creating documents and the importance of being able to format and type a
document.
5. Guide students to type in the web address typing.com and then sign into their accounts
using the google username and password we created for them in an earlier class.
6. Using the overhead projector, show students how to navigate the typing.com website.
Show them how to begin the lessons and progress through each lesson.
8. Teach students how to access a template for specific styles of writing such as APA or
9. Using the overhead projector, teach students how to format a document without a
10. Teach the home row keys and proper finger placement on the keyboard.
12. Ask students to begin lesson one which is the home row keys lesson and continue
through lesson 4, finishing for homework that which they do not complete in class.
Have students’ complete lessons one through four on typing.com (Learn to Type: Free
Step 4: Assessment:
Instructor will move around the room informally assessing that each student is on topic
Each day the students will move on to the next four lessons until all 15 lessons are
completed which should take about five 50-minute class periods. There is practice of previous
material taught built into each new lesson. After assessing the students, assign homework or
Lesson Plan Summary: The learning theory that most aligns with this lesson plan is
behaviorism. The strategies of instruction associated with behaviorism are most appropriate for
teaching objective four. Students are becoming more proficient each day as they boot their
INSTRUCTOR’S MANUAL 21
computers and pull up the correct website. They are memorizing the keyboard as they complete
Day 9
Lesson Plan #5 Editing a Document
Objective 5: Working independently, eighth grade learners will edit the text of all
documents that they type in one out of one attempt using the spellcheck, grammar check, and
Time: 60 minutes
2. Have students locate the start menu and click on the word processing software
3. Once the software loads, have students open a new document and type a paragraph with
errors in spelling, grammar, spacing, etc. (see appendix D) (Autumn fun 2019)
4. Teach students how to use the spell check feature in the toolbar
5. Teach students rules for proper spacing, indentation, punctuation, margins, headers and
footers.
6. Teach students how to find the word count for their document.
7. Teach students how to right click on a word that is underlined and then how to choose a
Students will use the tools taught today to correct the paragraph that they typed.
INSTRUCTOR’S MANUAL 23
Step 4: Assessment: Instructor will move around the room informally assessing that
Step 5: Follow-Through Activities: Students will use the correction and formatting
tools each time they create documents in the word processing software.
Lesson Plan Summary: The learning theory that most aligns with this lesson plan is
behaviorism. The strategies of instruction associated with behaviorism are most appropriate for
teaching objective five. Students learn the process and repeat it each time they type a
document.
INSTRUCTOR’S MANUAL 24
Day 10
Lesson Plan #6 Saving a Document
Objective 6: Eighth graders, without guidance, will save all their documents to the
computer’s memory in the form of a document file in one out of one attempt.
Time: 10 minutes
2. Have students locate the start menu and click on the word processing software
3. Once the software loads, have students open a new document and type a paragraph.
4. Teach students how to use the save button icon to save a document.
5. Teach students how to click the file button, click save as, and then name their document.
6. After naming their document, teach students to choose the correct format and file to save
7. Teach students how to locate the folders button using the start menu and how to find
documents to open. Have students open the document that they saved.
Step 3: Learner Participation: Students will use the tools taught today to save and
Step 4: Assessment: Instructor will move around the room informally assessing that
each student is saving their documents correctly and then retrieving them.
INSTRUCTOR’S MANUAL 25
future classes.
Lesson Plan Summary: The learning theory that most aligns with this lesson plan is
behaviorism. The strategies of instruction associated with behaviorism are most appropriate for
teaching objective six. Students learn the process and repeat it each time they save or retrieve a
document.
INSTRUCTOR’S MANUAL 26
Day 10
Lesson Plan #7 Printing a Document
Objective 7: From memory, students will follow the four steps needed to select and
print a document in one out of one attempt whenever they are required to print a document and
turn it in.
Time: 10 minutes
2. Have students locate the start menu and click on the document folders option
available for free at edu.gcfglobal.org.”) teach students how to use the printer icon to print
the document.
5. Teach students how to click the file button and then click print.
6. When the printer window opens, teach students how to select the correct printing options
Step 3: Learner Participation: Students will use the tools taught today to retrieve a
Step 4: Assessment: Instructor will move around the room informally assessing that
future classes.
Lesson Plan Summary: The learning theory that most aligns with this lesson plan is
behaviorism. The strategies of instruction associated with behaviorism are most appropriate for
teaching objective seven. Students learn the process and repeat it each time they print a
document.
INSTRUCTOR’S MANUAL 28
Day10
Lesson Plan #8 Review
Objective 8: All students will play the unit review game using their cellphones and
(Kahoot 2019)
Time: 30 minutes
1. Allow students to get their cell phones and open the Kahoot website
2. Have students enter the game pin and choose their username
Day 11
Lesson Plan #9 Unit Assessment
Objective 9: Given a fifty-minute class period and a unit exam, students will take and
Resources or Materials Needed: Copy of unit test for each student (see appendix B),
and pencil.
Step 1: Give each student a copy of the exam and instruct them to complete it.
INSTRUCTOR’S MANUAL 30
References
5 sample paragraphs for typing test for newbie typists. (2015, December 12). Retrieved October
typing-test-for-newbie-typists/1530
from https://www.educationworld.com/a_lesson/edit/edit-autumn-fun.shtml
GCFLearnFree.org. (2012, March 09). Computer basics: Buttons and ports on a desktop
from https://www.youtube.com/watch?v=94lT9Ywuhd4&feature=youtu.be
from https://www.youtube.com/watch?v=MYgy4rjV4J0&feature=youtu.be
GCFLearnFree.org. (2012, March 09). Computer basics: What is a computer? Retrieved October
GCFLearnFree.org. (2016, February 08). Word: Getting Started. Retrieved October 06, 2019,
from https://www.youtube.com/watch?v=j-ZAVHk5SaU
GCFLearnFree.org. (2019, May 14). Windows Basics: Getting Started with the Desktop.
from https://www.youtube.com/watch?v=GDKIxBr6yhI&feature=youtu.be
from https://www.typingclub.com/sportal/program-3.game#
INSTRUCTOR’S MANUAL 31
References
Johnson, L. (2019, October 09). Computer/Keyboarding Unit. Retrieved October 09, 2019,
from https://padlet.com/rsjlbj/m6y72dxfbjww
kahoot-title/2413193d-abcd-44eb-98f1-cb100b3b39b6
Learn to Type: Free Typing Tutor. (2019). Retrieved October 06, 2019,
from https://www.typing.com/
Word Cloud Art Creator. (2019). Retrieved September 24, 2019, from https://wordart.com/
INSTRUCTOR’S MANUAL 32
Appendix A
Worksheet
Please label the parts of the computer using the word bank provided.
Appendix A
Worksheet Page 2
4.Raise your hand when you are ready to have your teacher watch you use the power
Appendix B
Unit Test
Appendix B
Unit Test Page 2
5. Raise your hand when you are ready to have your teacher watch you use the power
button to boot your computer. Demonstrate your understanding to your teacher by booting your
6. Raise your hand when you are ready to have your teacher watch you locate and click
the start menu button, find the world processing software and click the correct button to open the
software.
7.Once the word processing software program is open, create a new document and type
Studying is the main source of knowledge. Books are indeed never-failing friends of man. For a
mature mind, reading is the greatest source of pleasure and solace to distressed minds. The study of good
books ennobles us and broadens our outlook. Therefore, the habit of reading should be cultivated. A student
should never confine himself to his schoolbooks only. He should not miss the pleasure locked in the classics,
poetry, drama, history, philosophy, etc. We can derive benefit from other’s experiences with the help of books.
The various sufferings, endurance and joy described in books enable us to have a closer look at human life.
They also inspire us to face the hardships of life courageously. Nowadays there are innumerable books and
time is scarce. So, we should read only the best and the greatest among them. With the help of books, we shall
be able to make our thinking mature and our life more meaningful and worthwhile. (5 sample paragraphs for
Appendix B
Unit Test Page 3
8.After you have typed the paragraph above, open your email and you should have an
email from me containing a paragraph. Copy this paragraph from the email using the copy and
paste tool. Paste this paragraph into a new document. Use the toolbar and the underlined
9.Save both paragraphs to your documents using the steps learned during class.
Appendix C
Test Answer Key
1.
CPU Monitor
mouse keyboard
speakers
printer
INSTRUCTOR’S MANUAL 38
Appendix C
Answer Key
2. Computer hardware: Any part of a computer that has a physical structure or the parts
3. Computer software: A set of instructions that tells the hardware what to do and how to
Appendix D
Paragraph to Edit
Take time to enjoy some of the sights and activitie that come with the autumn seson.
Have you ever picked apples at a orchard or jumped in a pile of leafs that have fallen from
the trees. May be you have use a pumpkin, guord, or scarecrow to decorate your home. If the
whether is starting to got colder where you live, try bundling up and going on a hike.