Digital Communication Tools
Syllabus, Descripton, and Standards

Course Desription

This class is a skill course that will enable students to develop touch typing with emphasis on entering alphabetic, numeric, and symbolic information. Students will strive to develop an efficient method that improves their speed and accuracy. Writing pads and speech recognition software are introduced.
PDA’s, Table PC’s, and note-taking software will be explored. Communication skills are developed and enhanced through preparing and formatting documents in an information-processing context. Ethical issues related to the use of computers and software will also be addressed. Instructional strategies may include drill and practice using computer/technology applications as well as teacher demonstrations, projects, and mini-simulations.

First Nine Weeks

History and careers related to technology

Internet Searching techniques: Introduce New Tech Assignment #1, demonstrate/assign 1 article and summary

Pens/Tablet introduction: Mouse use, Msoft speech toolbar demo, cursive and print to text demo

Write Favorites assign in cursive

Demonstrate New Tech Assign #1; allow time to summarize and show me so I can give feedback

Assign Homework: New Technology Assign #1 (10 articles and 1 paragraph summary)

Lessons 1-16 Learning to type by touch

In Keyboarding portion of the class, students will learn proper keystrokes for:

A through Z Keys, Space Bar, Right & Left Shift, Tab, Caps Lock, Semicolon, Period, Comma, Slash, Apostrophe, Quotes, Colon, Question Mark, Hyphen, Underline, Number and Symbol Keys, Numeric Keypad

Demo KCA with lesson 1, explain book and page references in KCA, Assign 1 and 2

Assign 2 and 3

Assign 3 and 4

Assign Rerun 4 and article time for those done early

Evaluate technique and lesson 1-4 production

Remind students that they have 1 week to makeup 1-4 in SRT

Assign 5 and 6

Assign 6 and 7

Assign 7 and 8

Assign Rerun 8 and article time for those done early

Evaluate technique and lesson 5-8 production

Remind students that they have 1 week to makeup 5-8 in SRT

Assign 9 and 10

Assign 10and 11

Assign 11 and 12

Assign Rerun 12 and article time for those done

Evaluate technique and lesson 9-12 production

Remind students that they have 1 week to makeup 9-12 in SRT

Assign 13 and 14

Assign 14 and 15

Assign 15 and 16

Assign Rerun 16 and article time for those done

Evaluate technique and lesson 13-16 production

Remind students that they have 1 week to makeup 13-16 in SRT

Skillbuilding: Increase Speed and Accuracy of All Keys Learned

Second Nine Weeks

Speech-Dragon Naturally Speaking

After Dragon is introduced (2-3 days), Lesson 45 in KCA Book-Miscellaneous Typing

Students use their voices to create a document.

Put headphones away, but students may use headphones for lessons and check out and return as necessary)

Orientation to Word Processing:

Learn proper document formatting for MLA Reports

Use Pen and Speech to create own MLA Report

Learn proper document formatting for Business Reports

Learn proper document formatting for Personal Business Letters and Business Letters

Resume and Application Letters/Letterheads

Learn proper document formatting for Tables

Skillbuilding: Review All Documents Learned

Assessment

Daily–Keyboarding Technique and Production

First 9 weeks–New Technology Assign #1

Second 9 weeks-New Technology Assign #2, 1′ Timed Writings, Production Work

Classroom Management

Attendance

Attendance will be taken at the beginning of the period.

You will be counted tardy if you are NOT at your assigned workstation when the bell rings.

Make Up Work

Make up work is YOUR responsibility. You have one week following your absence to complete make up work. Make use of SRT! Make up and regular homework that is handed in late will be given NO CREDIT.

SRT passes to a computer lab to complete make-up work should be obtained at least one day in advance.

Make up work may also be completed before or after school by appointment–one day advance notice is necessary.

Passes

You will be allowed two passes per nine-week grading period. You MUST have student handbook for signature. No handbook, no pass.

Classroom Rules

RULE #1:

Be quiet and at your assigned workstation when the bell rings. Remain quiet for instruction and during class practice so that you and others may concentrate while working.

RULE #2:
Remain at your workstation unless otherwise instructed by the teacher.
No switching chairs or rolling on chairs to visit, get print-outs, etc.

RULE #3:

Absolutely NO food, candy, or beverages other than water in the classroom.

RULE #4:

You are to use the computer only as instructed. You will not login, print, change computer settings, play games, listen to music, watch video, email or be on the Internet, unless you are given permission or specifically instructed to do so.

If You Choose to Break a Rule…

1st OFFENSE: Warning–classroom rule review is the warning

2nd OFFENSE: Detention or alternate assignment

3rd OFFENSE: Detention and parent contact

Any Severe Disruption…

Student sent immediately to office.

If you are suspended from computer use for any reason, you will stay in class

for necessary instruction, but will be sent to ISS for any portion of the class

that uses the computer.

Business Skills

The importance of basic business skills in the workplace is well known.

In fact, lack of such skills in many entry-level employees is well publicized as a current problem for many businesses. The globalmarketplace makes it more and more imperative that our country’s businesses compete successfully–and, ultimately, successful competition is the result of each individual employee’s contribution.

Employer’s also find that too many entry-level employees lack “employability” skills such as making decisions, being on time, being self-directed, and so on. Basic analytical abilities are often needed, too, so that employees can do such things as evaluate information or interpret different points of view.

In addition to enhancing the students’ typing and document formatting skills, this course also emphasizes the development of students’ business skills in the following areas:

• Employability: problem solving, making informed judgments, and
• Understanding and demonstrating ethical behavior.
• Analysis: inferring, recognizing cause and effect, and distinguishing
• Between relevant and irrelevant information.
• Communication: developing listening skills, locating and verifying
• Information, identifying main and subordinate ideas, and choosing
• Appropriate forms of business communication

NPHS DIGITAL COMMUNICATION TOOLS COURSE DESCRIPTION

REQUIRED FOR GRADUATION

Suggested Grade Level 9

1 SEMESTER

1 CREDIT

PREREQUISITE:  NONE

Digital Communication Tools

Digital Communication Tools is a business course that prepares students to use computerized devices and software programs to effectively handle communications-related school assignments and to develop communication competencies needed for personal and professional activities after graduation. Students will learn the capabilities and operation of high-tech hardware and software and will develop proficiency using a variety of input and output technologies, including touch keyboarding, speech recognition and handwriting recognition. Knowledge of hardware, software, and input and output proficiencies will be applied to communication situations that require problem solving and critical thinking. Reading, writing, listening and speaking skills will be emphasized. Students will reinforce communication skills as they format, compose, and proofread their work. Microsoft Word will be used and students will review and add to their knowledge of Word.

Indiana’s Academic Standards for Language Arts and Mathematics have been incorporated into this course

This course is an Academic and Technical Honors elective, and a Core 40 directed elective, and should be included as a component of all Indiana career clusters. This course is a foundation course for Computer Applications.

Course Content Standards and Performance Expectations

DCT 1 Computer Literacy and Keyboarding Skill

DCT 1.1 Content Standard: Students develop computer literacy.

Performance Expectations

DCT 1.1.1 Identify and operate equipment, including startup and exit procedures

DCT 1.1.2 Explain and use appropriate file management techniques

DCT 1.1.3 Demonstrate ethical conduct as it relates to technology

DCT 1.1.4 Assess software and hardware capability

DCT 1.1.5 Explain and use appropriate computer terminology

DCT 1.1.6 Select appropriate technology tool to solve a problem efficiently

DCT 1.2 Content Standard: Students develop and refine touch-keyboarding skills.

Performance Expectations

DCT 1.2.1 Demonstrate and discuss correct keyboarding position and techniques including ergonomics, avoidance of repetitive strain injury, etc.

DCT 1.2.2 Key alphabetic, numeric, and symbolic data using the proper technique

DCT 1.2.3 Key numeric data using the ten-key pad

DCT 1.2.4 Build and demonstrate speed in keying material

DCT 1.2.5 Build and demonstrate accuracy in keying material

DCT 2 Formatting/Application Skills

DCT 2.1 Content Standard: Students develop and refine formatting/application skills

using the touch-keyboarding technique.

Performance Expectations

DCT 2.1.1 Identify and use software features that facilitate formatting documents

DCT 2.1.2 Key, format, and edit business and personal business letters using various

components and styles to produce a professional document

DCT 2.1.3 Key, format, and edit envelopes and labels using appropriate formats

DCT 2.1.4 Create and edit a variety of table formats using the table function

DCT 2.1.5 Construct tables and insert tables into other business documents including letters and reports

DCT 2.1.6 Create and edit memos and e-mail messages to produce a professional

document

DCT 2.1.7 Create and edit reports including special parts and documentation

DCT 2.1.8 Create and edit a variety of personal and professional documents

DCT 2.1.9 Apply proofreading and editing skills

DCT 3 Business Communication Skills

DCT 3.1 Content Standard: Students develop and refine oral and written

communication skills.

Performance Expectations

DCT 3.1.1 Compose, input, and format business communications appropriate for a variety of audiences and situations

DCT 3.1.2 Use correct verbal and written language skills and subject-specific terminology

DCT 3.1.3 Avoid inappropriate and biased language

DCT 3.1.4 Make oral presentations, including visual aids, for designated audiences and

situations

DCT 3.1.5 Evaluate resources based on their origin to determine bias and integrity of

information

DCT 3.1.6 Address ethical issues regarding intellectual property and dissemination of

electronically generated information

DCT 3.1.7 Apply appropriate copyright laws involved in gathering, displaying, and

interpreting data

DCT 3.2 Content Standard: Students develop and refine proofreading skills.

Performance Expectations

DCT 3.2.1 Apply proper editing marks to hard-copy documents

DCT 3.2.2 Review and apply grammatical rules for number usage, capitalization,

punctuation, and abbreviations

DCT 3.2.3 Proofread and edit documents for meaning and readability

DCT 3.2.4 Evaluate documents for content appropriateness and effectiveness of

communication

DCT 3.2.5 Revise documents making needed corrections

DCT 4 Speech Recognition

DCT 4.1 Content Standard: Students use start-up procedures for speech recognition

tools.

Performance Expectations

DCT 4.1.1 Create and choose a personal user speech file/profile

DCT 4.1.2 Train speech recognition software to recognize the user’s voice through the

training/enrollment process

DCT 4.1.3 Position and adjust headset or microphone

DCT 4.1.4 Test the microphone and audio settings

DCT 4.2 Content Standard: Students use basic speech recognition commands and

techniques.

Performance Expectations

DCT 4.2.1 Open and close computer software applications and menus

DCT 4.2.2 Activate or deactivate the microphone

DCT 4.2.3 Use correct commands in entering course appropriate text

DCT 4.2.4 Navigate through a document

DCT 4.2.5 Print documents

DCT 4.3 Content Standard: Students improve dictation and editing techniques.

Performance Expectations

DCT 4.3.1 Improve speech profile

DCT 4.3.2 Use appropriate commands for formatting

DCT 4.3.3 Use appropriate methods for special characters and non-alphabetic text

DCT 4.3.4 Use voice commands to select, copy, delete, and move text

DCT 4.3.5 Add words, including names, to speech recognition dictionary using the add-word feature

DCT 4.3.6 Save a selected dialog and/or document

DCT 4.4 Content Standard: Students format text using speech commands.

Performance Expectations

DCT 4.4.1 Compose and input various documents

DCT 4.4.2 Apply various voice formatting techniques to a word processing document

DCT 4.4.3 Apply proofread and editing skills

DCT 5 Personal Digital Assistants/Handheld Devices

DCT 5.1 Content Standard: Students learn the features and setup of PDAs/handheld

devices.

Performance Expectations

DCT 5.1.1 Describe leading types and advantages of PDA/handheld devices operating

systems

DCT 5.1.2 Activate programs/applications

DCT 5.1.3 Specify preferences and understand systems information

DCT 5.1.4 Synchronize (“Hot Sync”) data with a personal computer

DCT 5.1.5 Beam data to and receive beamed infrared data from another PDA/handheld

device

DCT 5.2 Content Standard: Students use input devices for PDAs/handheld devices.

Performance Expectations

DCT 5.2.1 Use the stylus to navigate (if available)

DCT 5.2.2 Use various handheld input methods (e.g., Graffiti, Graffiti 2, block recognizers, transcriber, voice, and keyboard)

DCT 5.2.3 Use appropriate input methods to create notes and memos

DCT 5.3 Content Standard: Students apply PDA/handheld devices functions.

Performance Expectations

DCT 5.3.1 Create, search for, and edit entries in the address book or contact list

DCT 5.3.2 Create, beam, and receive personal business cards

DCT 5.3.3 Add and edit entries, and set alarms in calendar or datebook

DCT 5.3.4 Create, edit, prioritize, check off, and delete a task item

DCT 5.3.5 Attach a note to a task item

DCT 5.3.6 Write, edit, delete, and attach a memo or note

DCT 5.3.7 Solve real-world mathematical problems using the calculator feature

Advanced Performance Expectations

DCT 5.3.8 Use a PDA/handheld device to calculate financial information using the

calculator, pocket spreadsheet, or expense/financial program

DCT 5.3.9 Add, edit, clear, and delete a financial transaction

DCT 5.3.10 Navigate the Internet (if available)

DCT 5.3.11 Send and receive communication

DCT 5.3.12 Upload and download to PC

DCT 5.3.13 Manage multimedia elements (if available)

DCT 6 Handwriting Recognition

DCT 6.1 Content Standard: Students develop and refine digital pen skills.

Performance Expectations

DCT 6.1.1 Change the screen orientation with the digital pen and buttons

DCT 6.1.2 Use pen to tap, double tap, and tap and drag

DCT 6.1.3 Calibrate digital pen

DCT 6.1.4 Set the screen orientation sequence

DCT 6.1.5 Adjust the brightness of the screen

DCT 6.1.6 Improve input and edit techniques

DCT 6.2 Content Standard: Students create documents.

Performance Expectations

DCT 6.2.1 Create and write a document

DCT 6.2.2 Edit and highlight a portion of a document

DCT 6.2.3 Move and convert handwritten text into typed text

DCT 6.2.4 Insert and remove space on a page

DCT 6.2.5 Flag and save a document

DCT 6.3 Content Standard: Students use the input panel.

Performance Expectations

DCT 6.3.1 Alternate between the input panel options

DCT 6.3.2 Write using both printed and cursive letters

DCT 6.3.3 Change option and setting in the Input Panel

DCT 6.3.4 Post writing using the two-line writing feature

DCT 6.3.5 Erase writing by using the eraser or swish method for Tablet PC

DCT 6.3.6 Tap and drag over errors and rewrite

DCT 6.3.7 Correct errors by using the correction menu list

DCT 6.3.8 Correct spacing errors by using the space bar in the Writing Pad

DCT 6.3.9 Use automatic recognition in the Writing Pad

DCT 6.3.10 Undock and dock the Input Panel

DCT 6.3.11 Improve on-screen keyboard entry and editing techniques

DCT 6.3.12 Cut, copy, and paste using the Input Panel

DCT 6.3.13 Enter text using the Caps Lock feature and the symbols pad

DCT 6.3.14 Use the “Write Anywhere” feature in Windows-based applications

DCT 6.3.15 Tap and hold digital pen to activate shortcut to menus

DTC 7 Electronic Note-Taking

DTC 7.1 Content Standard: Students organize notes using electronic note-taking

software.

Performance Expectations

DCT 7.1.1 Create a folder, section, and header

DCT 7.1.2 Input ideas/notes using any part of the screen

DCT 7.1.3 Organize notes, including creating new pages and sections

DCT 7.1.4 Resize, split, and reorder items

DCT 7.1.5 Create bulleted lists

DCT 7.1.6 Create outlines

DCT 7.1.7 Organize notes through the use of formatting applications, including color

DCT 7.2 Content Standard: Students use advanced functions of electronic note-taking

software.

Performance Expectations

DCT 7.2.1 Search for desired content within notes

DCT 7.2.2 Add ruled lines to screen

DCT 7.2.3 Create and manipulate side notes

DCT 7.2.4 Sketch pictures in document

DCT 7.2.5 Insert pictures from various sources

DCT 7.2.6 Download information from Internet and other application files

DCT 7.2.7 Copy to word processing software

DCT 7.2.8 Insert documents from other applications

DCT 7.2.9 Send notes by e-mail to instructor

DCT 7.2.10 Use record function for taping presentation while taking electronic notes

DCT 8 Alternative Input Devices

DCT 8.1 Content Standard: Students use other alternative input devices.

Performance Expectations

DCT 8.1.1 Import images and documents from various input devices

DCT 8.1.2 Determine appropriate file format used for images (GIF, PDF, video, etc.) based on their intended use

DCT 8.1.3 Explain the uses of current and emerging alternative input devices

Indiana Academic Standards

Integrated into Digital Communication Tools

English/Language Arts

Standard 1

READING: Word Recognition, Fluency, and Vocabulary Development

9.1.2 Distinguish between what words mean literally and what they imply and interpret

what the words imply.

Standard 2

READING: Comprehension (Focus on Informational Materials)

9.2.1 Analyze the structure and format of functional workplace documents, including the

graphics and headers, and explain how authors use the features to achieve their

purposes.

9.2.5 Demonstrate use of technology by following directions in technical manuals.

9.2.7 Evaluate an author’s argument or defense of a claim by examining the relationship

between generalizations and evidence, the comprehensiveness of evidence, and the

way in which the author’s intent affects the structure and tone of the text.

Standard 4

WRITING: Process

9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop

drafts alone and collaboratively.

9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and

maintain a consistent tone and focus throughout the piece of writing.

9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.

9.4.4 Use writing to formulate clear research questions and to compile information from

primary and secondary print or Internet sources.

9.4.5 Develop the main ideas within the body of the composition through supporting

evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and

Internet sources.

9.4.7 Integrate quotations and citations into a written text while maintaining the flow of

ideas.

9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies,

following the formats in specific style manuals.

9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.

9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing

checklist with specific examples of corrections of frequent errors.

9.4.12 Revise writing to improve the logic and coherence of the organization and

perspective, the precision of word choice, and the appropriateness of tone by taking

into consideration the audience, purpose, and formality of the context.

Standard 5

WRITING: Applications (Different Types of Writing and Their Characteristics)

9.5.3 Write expository compositions, including analytical essays and research reports that:

• gather evidence in support of a thesis (position on the topic), including

information on all relevant perspectives.

• communicate information and ideas from primary and secondary sources

accurately and coherently.

• make distinctions between the relative value and significance of specific data,

facts, and ideas.

• use a variety of reference sources, including word, pictorial, audio, and Internet

sources, to locate information in support of topic.

• include visual aids by using technology to organize and record information on

charts, data tables, maps, and graphs.

• anticipate and address readers’ potential misunderstandings, biases, and

expectations.

• use technical terms and notations accurately.

9.5.5 Write documents related to career development, including simple business letters

and job applications that:

• present information purposefully and in brief to meet the needs of the intended

audience.

• follow a conventional business letter, memorandum, or application format.

9.5.6 Write technical documents, such as a manual on rules of behavior for conflict

resolution, procedures for conducting a meeting, or minutes of a meeting that:

• report information and express ideas logically and correctly.
• offer detailed and accurate specifications.
• include scenarios, definitions, and examples to aid comprehension.
• anticipate readers’ problems, mistakes, and misunderstandings.

9.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics.

9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as

appropriate.

Standard 6

WRITING: English Language Conventions

9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including

gerund, infinitive, and participial; and the mechanics of punctuation, such as

semicolons, colons, ellipses, and hyphens.

9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.

9.6.3 Produce legible work that shows accurate spelling and correct use of the

conventions of punctuation and capitalization.

9.6.4 Apply appropriate manuscript conventions – including title page presentation,

pagination, spacing, and margins – and integration of source and support material

by citing sources within the text, using direct quotations, and paraphrasing.

Standard 7

LISTENING AND SPEAKING: Skills, Strategies, and Applications

9.7.2 Choose appropriate techniques for developing the introduction and conclusion in a

speech, including the use of literary quotations, anecdotes (stories about a specific

event), and references to authoritative sources.

9.7.3 Recognize and use elements of classical speech forms (including the introduction,

transitions, body, and conclusion) in formulating rational arguments and applying the

art of persuasion and debate.

9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and

accuracy of presentations.

9.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for

presentations.

9.7.7 Make judgments about the ideas under discussion and support those judgments with convincing evidence.

9.7.10 Assess how language and delivery affect the mood and tone of the oral

communication and make an impact on the audience.

9.7.11 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s

important points, arguments, evidence, organization of ideas, delivery, choice of

words, and use of language.

9.7.12 Analyze the types of arguments used by the speaker, including argument by

causation, analogy (comparison), authority, emotion, and logic.

9.7.13 Identify the artistic effects of a media presentation and evaluate the techniques used to create them (comparing, for example, Shakespeare’s Romeo and Juliet with

Franco Zefferelli’s film version).

9.7.15 Deliver expository (informational) presentations that:

• provide evidence in support of a thesis and related claims, including information

on all relevant perspectives.

• convey information and ideas from primary and secondary sources accurately

and coherently.

• make distinctions between the relative value and significance of specific data,

facts, and ideas.

• include visual aids by employing appropriate technology to organize and display

information on charts, maps, and graphs.

• anticipate and address the listeners’ potential misunderstandings, biases, and

expectations.

• use technical terms and notations accurately.

9.7.19 Deliver descriptive presentations that:

• establish a clear point of view on the subject of the presentation.
• establish the presenter’s relationship with the subject of the presentation

(whether the presentation is made as an uninvolved observer or by someone

who is personally involved).

• contain effective, factual descriptions of appearance, concrete images, shifting

perspectives, and sensory details.

Mathematics

Algebra I

Standard 9

Mathematical Reasoning and Problem Solving

A1.9.2 Decide whether a solution is reasonable in the context of the original situation.