Why I Should Use a Computer
Design Guide
Designers for Learning - Adult Learning Zone
Part 1: Lesson Description
Lesson Title
Why I Should Use a Computer
Abstract
This motivational lesson about computers will help learners appreciate how using a computer can be of help to them personally and for school or work, and will provide a basic understanding of the parts of a computer and computer terminology.
Learner Audience / Primary Users
This lesson is intended for adults who have no background in or experience using computers, are at a 6th grade reading level, and need to understand why they should learn how how to use a computer and what a computer is and does. The lesson will be in a small group format. Having an available computer would provide an additional opportunity for demonstration, but it is not necessary.
Educational Use
- Curriculum / Instruction
Language
English
Material Type
- Instructional material
- Videos
- Handouts with images and illustrations
- Webpages
- Optional simulations
Keywords
- Designers for Learning
- Adult Education
- Computer
- Basic Computer Parts
Time Required for Lesson
1 ½ - 2 Hours
Targeted Skills
Key skills covered in this lesson include:
Valuing
- Can appreciate the value of computers as a means for enhancing one's personal and business life
Basic Computer Skills
- Conceptually understand what a computer can do
- Identify and comprehend parts of a computer and basic computer use terms
Learning Objectives
By the end of this lesson, the learner should be able to:
- Enumerate, during the group activity, one personal reason to use a computer
- Enumerate, during the group activity, one activity they could use a computer for that would help them
- Identify the basic parts of a computer by matching the correct image to the name of a part
- Comprehend the function of each basic part of the computer by matching the correct image to a brief description of the the function of that part
Level: Adult Education
Grade Level: Grade Level D for Reading
Subject: English Language Arts / Literacy
Domain or Strand:
- Strand: Reading
- Reading of Informational Text (RI)
- Reading Scientific and Technical Text (RST)
- Standard Description:
- CCR Anchor 4:C: Determine the meaning of general academic and domain specific words and phrases in a text relevant to a topic or subject area. (RI.5.4)
- CCR Anchor 7: B: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (RI.3.7)
- Strand: Speaking and Listening
- Standard Description:
- CCR Anchor 2:A: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (SL.K.2)
Prior Knowledge
The learners must be able to read at a 6th grade level and work in a group. Although knowledge of cars could be helpful for the discussion, it is not essential.
Required Resources
- Access to a computer station(s) would be helpful, but it is not necessary
- The ability to download documents and print them for the lesson is necessary
- Documents that will need to be downloaded and printed are contained within this lesson guide
- Access web pages if a computer is available
- The following materials:
- Sticky Notes
- Highlighters
- Current Information for topics of discussion
- Blank paper and pens
- Manila folders
Lesson Author & License
- Lesson Author: Denise Wunderlich, Ph.D.
- License: Creative Commons License; Creative Commons CC BY 4.0 license
Part 2: Lesson
Instructional Strategies and Activities
Warm-Up: Why Should I Use a Computer?
Time: 20 minutes
A group discussion activity addressing the question: Why should I use a computer? This will be instructor led with a handout. The instructor will go through the handout with the learners.This is an activity to normalize fears and present how computers can be used for many tasks today, such as paying bills. The goal of this activity is to create an attitude change by motivating learners to want to learn how to use a computer.
- Handout can be opened or downloaded here:
- Instructor Guide:
- If there is more than one learner in the class, have volunteers take turns reading aloud the text. If there are no volunteers, the instructor can start reading aloud.
- If there is one learner, have that person read the text aloud and provide assistance when needed.
- For the pages that ask learners to reflect on something and then take a few minutes to write down their thoughts (pp. 6 and 7), there are several options: a) can have learners just think aloud with the group; b) can have the learners just think aloud in pairs, and then share with the group if they want to; c) can have learners write their responses on the handout and then share in pairs, or with the larger group. The option chosen will depend on the number of learners in the class and the time that is available. For larger groups, try to pick an option that will move people through the activity more quickly.
- Pages 5 - 9 are the most important in helping learners build a change in the affective domain, with the goal being to develop a positive attitude about learning to use computers. Take time to go through these without rushing.
- Page 9 contains several questions for group discussion and sharing.
Introduction: Computers are like...
Time: 10 minutes
Learners’ existing knowledge will be activated by this section where they will be helped to understand how computers work by seeing a comparison of computers with cars or a comparison of computers with the human body. This material can be accessed either through online Prezi presentations or by documents embedded in this part of the lesson. The comparison that is chosen is up to the discretion of the instructor.
Instructor Guide:
- "Prezi is a visual storytelling software alternative to traditional slide-based presentation formats. Prezi presentations feature a map-like, schematic overview that lets users pan between topics at will, zoom in on desired details, and pull back to reveal context (https://en.wikipedia.org/wiki/Prezi)." The following are links to Prezi presentations on how computers are like cars or how computers are like the human body. You will need a computer with internet connection to view these. Ideally, you will be able to project the presentation on to a screen or wall. Have learners take turns "directing" the slide show. This will necessitate that you show the learners how to use a mouse to navigate the screen. Such a demonstration would be a plus.
- If computer access is not available, a handout for each comparison has been created showing the same information. The handouts can be viewed or downloaded.
Presentation / Modeling / Demonstration
Time: 35 minutes
- This section of the lesson will focus on a demonstration of the parts of a computer and definitions of what those parts do, as well as a demonstration of common terms associated with using computers.
Parts of a Computer and Definitions
Time: 15 minutes
This section goes over the parts of a computer as well as the definitions of the parts of a computer. There is some repetition with parts identified in the previous exercise on either comparing a computer to a car or comparing a computer to the human body. There are additional parts named such as mouse, keyboard, monitor.
Instructor Guide:
- The following handouts should be given to each learner and the instructor should go through the handouts together with the learners as a group. Learners can be invited to volunteer to read aloud the names of the parts and the definitions of the parts. Assistance should be provided on pronunciation if needed.
- If a computer station is available, the instructor should demonstrate the parts of the computer that are on the handouts, by showing the corresponding parts on the handout to the parts on the actual computer. The instructor should show how a mouse is attached and how to use a mouse. The instructor should encourage members to try to use the mouse for a brief period of time. The instructor should also point out the on/off button and explain that a computer is most often turned on and off through the operating system (can visually show the command for turning off the system), but that sometimes it is necessary to do so manually.
Common Terms
Time: 20 minutes
- Instructor Guide: This section is a hands on demonstration that learners can engage in to familiarize themselves with several common terms. Download the plan for the instructor to follow. This activity requires the following materials that are also detailed on the handout.
- Materials needed:
- Sticky Notes
- Highlighters
- Current Information for topics of discussion
- Blank paper and pens
- Manila folders
- This is a group activity and should be fun with time for questions.
Guided Practice
Time: 15 minutes
Instructor Guide: The group, together with the instructor, will go over each evaluation activity that assesses for recognition and understanding of the function of parts of a computer. The instructor should invite members to participate and encourage the more reluctant members to try. The following handouts need to be downloaded and printed and given to each participant so they can follow along. These will be the same handouts used for evaluation, so the instructor should consider printing duplicates. The answer sheets for the instructor for each handout are available for downloading under the next section: Evaluation.
Evaluation
Time: 25 minutes
Instructor Guide: The following handouts are to be downloaded and printed (in case this has not already been done during the Guided Practice section). Each learner is to complete them individually. After each person is done on an assessment, have the group reconvene where the instructor will go over the correct answers. Individual members should check their own work for accuracy and make corrections if needed. The instructor can then, on an individual basis, review the learner's responses and corrections and go over any questions the learner may have.
There are also instructor answer sheets that can be downloaded. The instructor can give the answer sheet to individual members to score their work themselves, or the instructor can go over the answers in a group format, still allowing each person to score their own work.
Application
Time: 15 minutes
Instructor Guide:
Optional if a computer station is available: The following website provides videos and hands on, interactive tutorials that covers similar material. This website is free and open source. The instructor will need to locate the start of the online tutorial and then allow the learner to sit at a computer station to go through the tutorial. Depending on time, the instructor can supervise or allow the learner to work on their own, providing the learner is comfortable doing so. The ideas and skills shown in these tutorials will not be assessed. These are available to reinforce the ideas already demonstrated and are available for learners who are eager to push further.
There are handouts that can be used in place of the online tutorial or as a supplement to the online tutorial. The handouts on this site can be downloaded and modified if the instructor chooses to do so. If a computer station is not available, download, print, and distribute the handouts to each learner. As a group, go through the handouts together. Have members read one of the handouts (there are four) individually first, then convene the group. Invite members to volunteer to take turns reading the material out loud. Repeat this for the remaining three handouts.
- DIGITAL LEARN: GETTING STARTED ON A COMPUTER
- This tutorial covers "What is a computer", "the mouse", "the keyboard", and "ports".
Key Terms and Concepts
- Compact disk drive (CDD)
- Computer Processing Unit (CPU)
- Cut and Paste
- Documents/Folders/Desktop
- Expansion cards
- Google It
- Hard disk drive (HDD)
- Highlight and Comment
- Keyboard
- Monitor
- Motherboard
- Mouse
- Power supply unit
- Random Access Memory (RAM)
- Tweet and Text
Part 3: Supplementary Resources & References
Supplementary Resources
Optional if computer stations are available: The following websites provide videos and hands on, interactive tutorials that cover the same material. These websites are free, but cannot be altered or re-purposed. The instructor will need to locate the start of the online tutorial and then allow the learner to sit at a computer station to go through the tutorial. Depending on time, the instructor can supervise or allow the learner to work on their own, providing the learner is comfortable doing so. The ideas and skills shown in these tutorials will not be assessed. These are available to reinforce the ideas already demonstrated and are available for learners who are eager to push further.
- GCLEARN FREE: BASIC PARTS OF A COMPUTER
- GCLEARNFREE: GETTING TO KNOW THE OPERATING SYSTEM
- GCLEARNFREE: MOUSETUTORIAL
- TLN TECHNOLOGY COMMITTEE: NEW USER TUTORIAL
References
Introduction to Computer Terms handout was adapted from https://lincs.ed.gov/sites/default/files/TEAL_JustWriteGuide.pdf p. 90
Basic Parts of a Computer handout was adapted from:
Description: Components of a personal computer: Date: 24 June 2007 Author: Gustavb License: GNU (FDL)
Source:http://commons.wikimedia.org/wiki/Image:Personal_computer%2C_exploded_5.svg
Computer and Human Body Comparison handout was based on http://www.tekmoz.com/computer-fundamentals/
Why Use a Computer handout was adapted from DigitalLearn.org
Computer Parts and Definitions handout was adapted from http://wikieducator.org/Computer_Basics/Hardware/
Attribution Statements
The photos used as illustrations for handout materials not otherwise attributed were taken from Bing.com under either the Public Domain license or under the "free to modify, share, and use" filter.
This course content is offered by Designers for Learning under a CC Attribution license.
Content in this course can be considered under this license unless otherwise noted. Page
(Design Guide effective September 12, 2016)