1. LOGO Computer Technology Classes for High School Students Brian, Bethany, Michelle, Lydia, Jennifer

2. LOGO Is there a need to teach High School Students the Basic Types of Software? Students graduating from high school only have moderate software proficiency (Duval&Pate, 2004). Students graduating from high school only have moderate software proficiency (Duval&Pate, 2004).

3. Colleges are now giving software competency exams Students have low “software self-confidence” Students do not know skills we expect them to know High self-efficacy precedes achievements Research Click a button for specific information. Software skills are needed to compete in workforce

4. LOGO WHAT CAN TEACHERS DO? Provide classes in grades 9-12 that teach students the skills they need to go to college and be successful there. Build the students self-efficacy level to “high” with these classes, which in turn raises confidence for learning and mastery at a high level of proficiency.

5. Survey: Which software needs to be taught, according to teachers? *19 secondary school teachers were surveyed from all major subject areas

6. Teaching Proposal Based on Survey 9 th grade: Internet Explorer, Email, Beginning Word Processing in Word 10 th grade: Word, Excel 11 th grade: Advanced Word & Excel 12 th grade: Power Point

7. Implementation Plan Step Two Step Three Step One Curriculum per grade will be designed based on standards tested by the most popular college proficiency exams. Course instructor will begin teaching one course per grade level per grade. Course will be reevaluated after one year to determine and make any changes needed in frequency of classes and/or curriculum.

8. Timeline for Implementation August 2009 January - March Assess and meet with Computer Lab teacher to see what materials are available Form Committee to select course instructor. Committee should consist of: PTA president, Administrator, and Computer Lab teacher. File funding paperwork and seeking donors through e-mail, letters, and personal visits. March - May Interview and selection of course instructor

9. Timeline for Implementation August 2009 June - July Course and course instructor will be introduced to faculty at end-of-year meeting. Summer Professional Development for new course instructor Technology classes begin August Dean will schedule classes for the next school year

10. Funding the Technology Sources of Reoccurring Technology Funding Sources of Non-Reoccurring Technology Funding Possible Grants  Microsoft Office Home and Student (2007)= $149.95  60 total computers @ 149.95 = $8,997 Click a button for specific information. Link For More Info on MS Office Ordering  Staff Development and Pay Incentive also Required

11. LOGO Duvel, Dr. Charles & Dr. Sharon Pate. (2003). Computer knowledge: Report from a student self evaluation. Journal of Industrial Technology. Retrieved September 29, 2008, from http://www.nait.org/jit/Articles/duvel102903.pdf Hindi, Nitham. (2002). Computer literacy: Implications for teaching a college-level course. Journal of Information Systems Education. Retrieved September 29, 2008, http://findarticles.com/p/articles/mi_qa4041/is_/ai_n9068240http://findarticles.com/p/articles/mi_qa4041/is_/ai_n9068240. Lambrecht, J. (1999). Teaching technology-related skills. Journal of Education for Business, 74 (3), 144-151. Retrieved October 7, 2008, from ProQuest Education Journals database. Lippert, Susan K. & Granger, Mary J. (1998). Tired of teaching software applications? Retrieved September 29, 2008, from ERIC database. http://80-search.ebscohost.com.oak. indwes.edu/login.aspx?direct=true&db=eric&AN=ED431415&site=ehost-livehttp://80-search.ebscohost.com.oak. indwes.edu/login.aspx?direct=true&db=eric&AN=ED431415&site=ehost-live Sink, Matthew, Jonathan Stob & Kevin Taniguchi. (2006). Computer literacy of adolescents in grades 9-12: An exploratory study. ASA Section of Survey Research Methods. Retrieved September 29, 2008. http://www.amstat.org/sections/srms/Proceedings/y2006/Files/ttp://www.amstat.org/sections/srms/Proceedings/y2006/Files/ JSM2006-000934.pdf Tiene, Drew & Luft, Pamela (2002). What hardware and software are most critical for learning effectively with technology? Retrieved September 29, 2008, from ERIC database. REFERENCES

12. Colleges are now giving software competency exams ”Many colleges are requiring students to take competency exams for incoming freshman regarding their software proficiency” (Duvel & Pate, p.2, 2004). “Universities have been challenged to develop computer literacy content as students make the transition from high school to the workplace” (Hindi, 2002).

13. Students have low “software self- confidence” Research shows that students graduating from high school only have moderate software proficiency and a low confidence level because of this (Duval & Pate, 2004). “Overall, students were most confident in their instant messaging and emailing skills” (Sink, Stob,&Taniguchi, 2006).

14. Students do not know skills we expect them to know ”A knowledge gap continues to exist between what a student is expected to know and what is actually known in order to properly use a computer and its software to its fullest potential according to State Boards of Education” (Duvel & Pate, p.2, 2004). “Most students have some reasonable computer skills at the start of their university studies, but thelevel of skill is not uniformly high” (Duvel&Pate,p.1,2004). “The effective teaching of software is becoming increasingly important, particularly in the case of general-purpose business software such as word processing, spreadsheets, databases, graphics presentation, and telecommunications” (Lambrecht, p.3, 1999)

15. High self-efficacy precedes achievements “One’s self-efficacy has the greatest impact on a person’s individual mastery of skills and is meant to see what people can do with their skills” (Duvel&Pate, 2004). “Students who have little confidence in their ability to use the computer, have a poor self-efficacy image” (Duvel&Pate,p.2,2004). “High self-efficacy is essential for students to be able to perform effectively and confidently on the computer. This low/high level effects them once they hit the college classroom when further success is determined (Duvel&Pate,p.2,2004).”

16. Sources of Reoccurring Technology Funding  School offers $1500 stipend/yr to teacher willing to take on the extra responsibility  School and Department General Operating Fund Budgets  Legislative Funding (Ex. Title 1)  Student Technology Fee

17.  Business and community partnerships.  Higher Education Partnerships (Colleges or University)  Competitive Grants  Fundraising - Parents and community will donate funds. Sources of Non-Reoccurring Technology Funding

18. Possible Grants  Enhancing Education Through Technology (Ed-Tech) State Program Average Award: $4,978,214 Range of Awards: $1,294,335-$30,544,047 Link to Grant 2007 Enhancing Education Through Technology

19. “The ability to use computers is required for success in nearly every discipline” (Duvel&Pate,p.1,2004). “The demand in the workplace goes beyond the basic computing skills such as word processing, file management, and electronic communication” (Duvel&Pate,p.1,2004). “It is projected 95% of jobs require basic computer skills” (Lambrecht, 1999). “Many entry-level positions, regardless of the discipline or industry, require some knowledge and understanding of several software application packages” (Lippert&Granger, p.1., 1998) Software skills are needed to compete in workforce