Module 4

Discovering Word Processing

Module 4

Discovering Word Processing

Description: The objective of this module is for you to learn word
processing as you explore word processing software, discuss word
processing skills, and identify word processing resources. You will
complete an activity that will require you to develop your word
processing skills to create a product that will be useful in your role
as a classroom teacher. The product you create may improve your
productivity, and completing the activity will give you direct
experience with 21st century teaching and learning skills and
approaches.

Pair and Share: Reflecting on Module 3

Share your answers to the Take-Home Exercise: Reflecting on Module 3 with a
colleague and the whole group as directed. Record any new and good ideas on the
lines that follow.

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Discovering Word Processing

Exercise 1: Exploring Word Processing Software

For the technology explorations,
volunteers can share responses.

What are some common writing projects or assignments that you must do? What tools
and materials do you use to write them? Pencils, pens, and typewriters are tools that
help us write. Another tool that can help us is a computer with word processing
software. Word processing software allows us to make fast and easy changes to the
way our words look as well as helps us to add pictures and even create Web pages.
Several word processing software applications are available, including Microsoft Word*
and OpenOffice.org Writer*. Sharing one computer, work with a partner to start word
processing software. Spend 10 minutes completing the tasks that follow.

Attempt the tasks through trial and

error.

1.

Type your names.

2. Change the way your names look.

3. Make copies of your names without retyping them.
4. Move your names to the middle of the page without retyping them.
5. Use the remaining time to discover what else you can do with word processing
software.

Exercise 2: Discussing Word Processing Skills

Share and discuss answers with
the whole group.

1.

What skills did you learn to do with the word processing software?

2. How does writing on a computer differ from writing on paper?

3. What activities or projects could you use word processing software to do?

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Module 4
Discovering Word Processing

Exercise 3: Using the Help Guide

The Getting Started approach to technology literacy involves learning by doing. This
means that, although your trainer sometimes shares information or knowledge with
you, you are strongly encouraged to find answers to your questions. You will come to
learn that problems can be solved by asking your colleagues for help. You can try and
explore different features and resources on the computer. You can search for help
online or in books. One such resource that can help you is the Intel Education Help
Guide. In this CD-ROM or web-based guide you can find step-by-step directions for
how to complete certain skills.

Electronic online and offline

versions of the Help Guide are
available. The online version can be
accessed at
http://www.intel.com/education/hel
pguide. The offline version can be
downloaded at
http://www.intel.com/education/hel

The Help Guide is used to learn how to do certain tasks on the computer, much in the
same way that dictionaries and encyclopedias are used as a reference at the time of
need, rather than for reading cover-to-cover like a book.

pguide/download.htm.

Take a few minutes to review the Help Guide by browsing the technology areas in the
left navigation pane. Write your answers to the following questions and be prepared
to share as directed.

If you are using the printed version,

1.

browse through the Table of

Contents for the technology areas
covered in the Help Guide.

How is the Help Guide different from other skill books, manuals, or tutorials that
you have seen or used?

2. What is one new skill that you are eager to try?

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Module 4
Discovering Word Processing

Exercise 4: Identifying Word Processing Resources

Step 1
To learn more about word processing skills, check the Help Guide as you complete the
exercises, activities, and action plan. The Word Processing section consists of 12 skill
groups:

Word Processing Group 1: Getting to Know Word Processing Software (Note:

This group name may change depending on the Help Guide version being used.)

Word Processing Group 2: Typing and Changing Words

Word Processing Group 3: Changing the Look of Your Words

Word Processing Group 4: Making Paragraphs and Lines of Words Look Good

Word Processing Group 5: Adding Pictures to Your Pages

Word Processing Group 6: Designing Your Pages

Word Processing Group 7: Working with Tables

Word Processing Group 8: Working with Charts and Graphs

Word Processing Group 9: Working with Diagrams

Word Processing Group 10: Using Preset and Advanced Features

Word Processing Group 11: Reviewing Documents

Word Processing Group 12: Creating Web Pages

Step 2
What is one word processing skill that you would like to learn how to do? In which skill
group might you begin looking to learn how to do that skill?

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Module 4
Discovering Word Processing

Exercise 5: Using Word Processing Skills

You will have an opportunity to learn and use word processing skills as you complete
one required activity and at least one elective activity from the following list:

Required Activity: Assessment Handout

Elective Activity: Weekly Lesson Schedule

Elective Activity: Newsletter

Elective Activity: Diagram

Elective Activity: Certificate

Now you will learn about the required word processing activity, Assessment Handout.
You will develop word processing skills to create a product that may improve your
productivity, and you will gain direct experience with 21st century teaching and
learning skills and approaches. Turn to the next page to see the Assessment Handout
activity, and wait for further direction.

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As you complete each activity,

save your files to the appropriate
folderWord Processing,
Multimedia, Spreadsheets, or Action
Plan.

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Assessment Handout
Teachers have many responsibilities. One important responsibility is
to assess student learning. What are some ways to assess student
learning? What types of written assessments might you give your
students? How might you use a computer to create written assessment
handouts?

Plan It
Create an assessment handout that is based on the content you teach your
students. Look at the following example:

Assessment Handout Example

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Think about the following questions, and if working with a partner, discuss
your ideas. Writing your ideas on a sheet of paper might be helpful.

On what content might you assess your students?

What multiple-choice, true/false, fill-in-the-blank, and short answer

assessment questions might you ask? Think of at least one of each of
these four types of questions to ask students. For the multiple-choice
question, be sure to think of three or four answers for students to
choose from.

How might you use the computer to create an assessment handout?

For help on how to do certain tasks, look at the following groups in the
Help Guide:

Word Processing Group 2: Typing and Changing Words

Word Processing Group 3: Changing the Look of Your Words

Word Processing Group 4: Making Paragraphs and Lines of Words Look

Good

Do It
1.

Start the word processing software, and open a new, blank document.

2. At the top of the page, type an appropriate title for the assessment
handout.
3. Change the font, size, style, and color of the new title. You might also
want to change the left/right position, or alignment, of the title on the
line.
4. Press the Enter key twice to move the cursor down two lines. If needed,
change the alignment so the cursor is positioned on the left side of the
page. Then, type a multiple-choice question that you decided on during
the planning stage.
5. Move the cursor down two lines. Then, type a true/false question.
6. Two lines down, type a fill-in-the-blank question. To create a blank line,
hold down the Shift key and press the Dash key as many times as
needed.

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Module 4
Discovering Word Processing

7.
Steps 810: Use the first challenge
to try to fix the first line indent and
left tab settings. or you may skip
this step.

Move the cursor down two more lines and then type a short answer
question.

8. Highlight the four questions, and change the font and size of the text.
Then, turn the four questions into a numbered list. (Note: If the blank
lines are also numbered, simply position the cursor on the blank lines and
press the Backspace key to delete the number. Be sure to keep the
blank lines. The numbering should automatically adjust accordingly.)
9. Position the cursor on the empty line below the first numbered question.
Since this is the multiple-choice question, type the first possible answer
choice that you decided on during the planning stage. (Note: If you are
using OpenOffice.org Writer, press the Tab key before typing your
answers.) Press the Enter key and type the next answer choice.
Continue in this manner until all answer choices are added. Make sure
each answer choice is on its own line. When you are finished with the list
of answers, press the Enter key again.
10. Highlight all of the answers for the multiple-choice question. Then, turn
the answers into a numbered list. This time, use letters instead of
numbers at the beginning of each list item.
Challenge: If you want to change the left/right position of the items in
the numbered or lettered lists, select the lines and drag the first line
indent and left tab markers on the ruler. (See the Challenge Example at
the end of this section.) (For help, refer to Word Processing Skill 4.6: To
make a numbered list of information.)
11. The second numbered item in the list will be a true/false question.
Position the cursor on the line below the second numbered item in the
list. (Note: If a number appears on this line, simply delete it.) Make sure
you have access to the feature in the word processing document that
allows you to create a form.
12. Add a check box form field. Then, press the Spacebar key and type
True. On the line below, add a second check box form field. Press the
Spacebar key and type False. (Note: If a number appears on this line,
simply delete it.) (For help, refer to Word Processing Skill 10.10: To create
a form.)

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Module 4
Discovering Word Processing

13. Since the third question (fill-in-the-blank) is complete, go to question

four. This question requires students to write their own short answer.
Position the cursor on the empty line below the fourth numbered list
item. Press the Enter key to add another blank line. (Note: If a number
appears on this line, simply delete it.) Then add a custom border to the
bottom of the paragraph. (For help, refer to Word Processing Skill 4.8: To
add a border around words or paragraphs.)
14. Position the cursor down two more empty lines, and add another custom
border to the bottom of the paragraph. Repeat this step one more time
to add a third line.
15. Now, add lines where students can write their name and the date. Go to
the document header and type Name:. Change the look of the text. (For
help, see Word Processing Skill 6.16: To add repeated information at the
top and bottom of your pages, or to add headers and footers.)
16. Make sure the ruler is displayed at the top of the page. Find the center
point on the ruler and set a tab if one is not created by default. Set the
tabs leader option to create an underline when you press the Tab key.
After the tab is set, make sure the cursor is positioned after the word
Name:, and then press the Tab key on the keyboard. (For help, see Word
Processing Skill 4.4: To set and use a tab to space your words from left
to right.)

Step 14: Adding a border around a

paragraph that does not contain
any text may seem confusing.
Notice the paragraph markers in
the document showing that
paragraphs exist even though no
text has been entered.
If the paragraph markers are not
showing, choose to display all
formatting marks by customizing
the view options.
Steps 16 and 18: Depending on a
software applications default
settings and the last tab settings
used, the center tab setting and
the far right tab setting may
automatically appear when setting
a new tab. If this is the case, simply
confirm that the measurement

17. Press the Spacebar and then type Date:.

numbers are correct.

18. Find the far right point on the ruler and set a tab if one is not created by
default. Set the leader option to create an underline when you press the
Tab key. After the tab is set, press the Tab key on the keyboard.
19. Use the skills that you just learned to add more questions to the
assessment handout. For example, you might copy and paste the
question and answer choices for item number one to add another
multiple-choice question. You might also copy and paste item number
two to add another true/false question. Replace the text with other
questions that you decided on during the planning stage.

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Step 19: When you copy and paste

your numbered questions, the new
questions may start at number one
again instead of number five. If this
is the case, format the bullets and
numbering options so that the
numbering does not restart.

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Challenge: If your assessment handout flows onto two pages, you

might want to add a page number in the documents footer. (See the
Challenge Example at the end of this section.) (For help, see Word
Processing Skill 10.2: To put page numbers into a document.)
20. If needed, use the forms feature to remove the gray shading from the
check boxes. Then, protect the form.
21. Save your work as directed.

Assessment Handout Challenge Example (Page 1)

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Module 4
Discovering Word Processing

Assessment Handout Challenge Example (Page 2)

Review It
Look over your assessment handout. Make sure it has the following elements:

Lines at the top of the page where students can write their name and
the date

An appropriate title

A numbered list of various types of assessment questions including

multiple choice, true or false, fill in the blank, and short answer

If any elements are missing, add them to the assessment handout now. You
should also make other desired changes. Remember to save your work when
you are finished.

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Module 4
Discovering Word Processing

Share It
Be prepared to discuss your answers to the following questions during
sharing time:

What types of assessment handouts might you create for students in

your own classrooms? Which types of questions are you most likely to
include? Why?

Which new word processing skill that you learned today is the most
difficult? Why?

Which of the computer skills that you learned today might you use for
other types of tasks?

Take-Home Exercise: Reflecting on Module 4

Reflect on the exercises, activities, skills, and approaches addressed in this module.
Record your answers to the following questions and be prepared to share your
answers at the beginning of the next module.
1.

How did the cycle of planning, doing, reviewing, and sharing help you think
critically and collaborate meaningfully? How might you incorporate this approach
to an activity designed for your students?

2. Read and review the four elective word processing activities beginning on page
61. Which one or two activities interest you the most and might best enhance
your productivity as a teacher? Why?

3. What resources would you want available for use as you complete the one or two
activities that interest you most? How could the resources help? Remember to
bring the resources with you to the next course session.

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Module 4
Discovering Word Processing

Module 4 Summary
Step 1
What did you accomplish in this module? List your ideas and those of others as
directed on the lines that follow.

Step 2
What key points are addressed in this module? List your ideas and those of others as
directed on the lines that follow.

Step 3
Ask any questions and share any comments. Learn about and prepare for Module 5:
Applying Word Processing.

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Module 4
Discovering Word Processing

Notes:

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Intel, the Intel logo, Intel Education Initiative, and Intel
Teach Program are trademarks of Intel Corporation in
the U.S. and other countries. *Other names and
brands may be claimed as the property of others.