This session is designed to familiarize the students with the basic technology and general terminology of computers and computer use. While many fifth-graders may already have background experience with computers, this program is designed for encompassing all fifth-graders, in order to teach together and to reinforce that to which they may or may not have been exposed before.
Computer: Keyboard, Mouse, Monitor
This subject covers the student's orientation to the basics of the outer components of a
computer. Students should be taken through the power-up and power-down processes, and a brief
explanation of input/output differences (and examples) should be given. [For example, a mouse
and a keyboard are used for input; a monitor and a printer are used for output; etc.]
Hardware
This deals with the basic ideas of hardware, explained as what makes up the inside of the
computer. Some terminology
may be used when discussing the workings of a computer (such as "CPU", "processor", etc.),
but this terminology should only be brought up as an example simply of what the components ARE
CALLED. Their function should be explained, even if only slightly. For example, the CPU can be
dubbed the "brain" of the computer; it manages functions and relays instructions from one part
of the computer to another.
Software
This introduces the idea and tools of software, explained as that which tells the computer what
to do. Examples can be given: games, programs, etc. Floppies and CD-ROMs can be covered, and
here is where it is important to distinguish between software and hardware, since "storage
devices" often find a place under both labels ... for example, the
often-used incorrect label of "hard disk" for a 3-1/2" floppy. Here we can also mention (for
further elaboration later in the week) the ethical issues involved with illegal copies of
software.
Technology
A brief definition/discussion/explanation of the parallels and differences
between the terms "computer" and
"technology". The development of technology normally involves computer use, but the technology
being developed is not always a computer itself. Technology is what allows computers to run faster,
better; computers help us to improve technology. It's a circular process. Idea for graphic:
modification of "recycle" symbol.
Internet
The beginning of the students' introduction to the massive Internet. This section deals with
the Internet's existence (or lack thereof), as it is not something that can be seen or touched,
per se. It should be explained that the Internet is the name of a system of computers around
the world that communicate with one another to pass different types of information. The scope
and vastness of the Internet are what should be conveyed here.
WWW, E-Mail
More specificity is introduced here, as it is explained that terms heard a great deal in conjunction
with "Internet" are actually only a small portion of it. For example, E-mail and the World Wide
Web. Here it is explained how we access and use these utilities, and how these utilities use
the Internet's connections to pass their information around the globe. Formats are discussed;
for example, the e-mail or web address name's use of [www.xxxxx.xxx]. Here we can also touch on
some ethics of politeness/content in e-mails and web pages.
Brief History of Computers, Part I
A very brief/quick journey through some of the major turning points in computer history. This
should not be bulky or jargon-filled at all, since it has a great potential for being very boring
and losing the students' interest. It is only included so as to give them an idea of how long
it has taken to develop much of the technology many of them see around them every day. Do not
attempt to cover the entire history in this single session. Especially if the students seem to
be losing interest, cut short the discussion so that it can be picked up at the beginning of Day
Two.
Basic Computer Use: Walking them through any and all of the following process if necessary, have the students boot up the computer and enter into the operating system. Opening up a word processing program, have each student type his/her name and some information about them (hobbies, age, best friends, etc.). They will then save the file to a floppy disk using their first name as the filename. Before closing the word processing program, have them copy the entire text. In the e-mail program, have them paste the text into the body of an e-mail message to the class address (or to another student or group, if multiple addresses have been set up for this series of sessions). Before sending the message, have them add a line at the bottom which states which input and output devices were used for their activity, and any types of software they know of that they may have used as well. They will then send the message and turn in the floppy disk.
Reading: Pass out copies of My First Book About the Internet, by Troll Press. Students should read the book that night and bring questions the following day. They are encouraged to turn to their parents to go over the book with them if they desire to do so.
Last updated 98/11/20
rainman@vt.edu