1. Computer applications in the classroom

2. Software can be divided into two general classes: systems software and applications software. Systems software consists of low-level programs that interact with the computer at a very basic level. This includes operating systems, compilers and other utilities.

3. In contrast, applications software (also called end-user programs) includes database programs, word processors, and spreadsheets. You can think of applications software as ‘sitting on top’ of systems software because it is unable to run without the operating system and system utilities.

5. User interface (UIs). **An interface is a set of commands or menus through which a user communicates with a program. **The user interface is one of the most important parts of any program because it determines how easily you can make the program do what you want

6. **A command-driven interface is one in which you enter commands. **Graphical user interfaces (GUIs) that use windows, icons, and pop-up menus have become standard on personal computers.

7. Computer applications as mindtools Mindtools-- computer-based tools and learning environments which extend the mind. Mindtools-- engage learners in constructive, higher-order, critical thinking about the subjects they are studying. Learner enters an intellectual partnership with the computer tools to access and interpret information, and organize personal knowledge in new ways.

8. Example of mindtools Word processors Spreadsheets Databases Hypermedia construction Programming environments

9. Word Processing A word processor is a computer application that allows you to enter, edit, revise, format, retrieve, and print text (Newby, p. 25)

10. Word Processing The use of word processing may improve the learning opportunities and possibilities for students. For example: To complete research on selected topics To facilitate the development and production of written work To facilitate the dissemination of work

11. Spreadsheets Spreadsheets are tools that allow you to organize, calculate, and present data. Generally this data is numerical, but not always. The data is organize in grid of rows and columns

12. Sample spread sheet

13. Spreadsheet applications In a spreadsheet application, each value sits in a cell. You can define what type of data in each cell. The relationships between cells are called formulas, and the names of the cells are called labels. Changes made in one cell automatically recalculate all of the affected values in other cell.

14. Spreadsheets in the classroom Flexible tools for representing, reflecting on, and speculating with quantitative information Especially useful for answering "what if" questions. Students can move from thinking in local cause-effect relations to general rules Can promote more open-ended investigations, problem-oriented activities, and active learning by students

15. Spreadsheets in the classroom recognition of patterns, classifying, identifying assumptions, and finding sequences comparing/contrasting, logical thinking, deductive reasoning, and identifying causal relationships representing knowledge of topics as mathematical patterns and and developing mathematical models of phenomena.

16. DATABASES

17. A database is any collection of data organized in a a manner that allows access, retrieval, and use of that data. so that you can find what you are looking for (e.g. telephone book, set of encyclopedias).

18. Computer programs with database capability Microsoft Access, Filemaker Pro, Microsoft Works, Apple Works, Claris Works

19. Sample database

20. Electronic Database have the capability to: <>Sort <>Organize <>Retrieve <>and Report

21. Range of activities Students can:  use existing databases as sources of information  Create new databases  Search for new information and add it to an existing databases

22. Databases as Mindtools The following cognitive skills can be developed when students work with databases. Posing questions Gathering analyzing, evaluating, synthesizing, connecting information Selecting the information, and to organize it into meaningful categories.

23. Databases as mindtools Constructing answers that are supported by evidence Conceptualizing and designing a product