The American Heritage Dictionary defines a database as "a collection of data arranged for ease and speed of search and retrieval."(1) A database can be thought of as an electronic version of the phone book, personal address book or school filing cabinet that contains curriculum-related materials. An electronic database serves the same purpose with extended storage and speed of search and retrieval.

Computerized databases are tools for collection, organization and storage of data sets. Teaching and learning opportunities are extended when databases are used to quickly manage, compare, analyze and juxtapose sets of data using custom sets of rules and criteria. Using electronic databases provides teachers and students with a unique way to form and test hypotheses; manage and manipulate large collections of information; and locate, retrieve and organize needed information. Creating and using a database requires that students use critical thinking skills and helps them reach higher levels of thinking.

(1) The American heritage dictionary of the English language (3rd ed.). (1996). Boston: Houghton Mifflin.

How research supports this module?

Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking (Preface). Englewood Cliffs, NJ: Prentice Hall.

According to Jonassen, databases can be used "to engage learners in constructive, higher-order thinking about specific areas of study." Microsoft Access is an excellent introduction to the concepts of design and use of databases. It is widely used in real-world applications. Microsoft provides many resources and support materials.

These links to papers and articles further support using databases in the classroom as inquiry tools to aid higher-order thinking skills:

Parisi, L. (1985). Computer databases: Applications for the social studies (ERIC Digest No. 25). Retrieved June 9, 2003, from ERIC Clearinghouse for Social Studies/Social Science Education Boulder, CO:
http://www.ed.gov/databases/ERIC_Digests/ed264167.html

White, C. S. (1998). Computers in social studies classrooms (ERIC Digest). Retrieved June 9, 2003, from ERIC Clearinghouse for Social Studies/Social Science Education Bloomington, IN:
http://www.ed.gov/databases/ERIC_Digests/ed296950.html

• ISTE Standard I. Technology Operations and Concepts (A, B)
• ISTE Standard V. Productivity and professional Practice (A, B, C)

• ISTE Standard II. Planning & Designing Learning Environments & Experiences (A, B, D, E)
• ISTE Standard IV. Assessment and Evaluation (A, B, C)
• ISTE Standard VI. Social, Ethical, Legal and Human Issues (A, D)

1. Explain how a database can be integrated into their content area in support of academic content standards.
2. Build and use a basic database that can be used for classroom productivity or curricular applications.

This module was designed for a paticipant/instructor ratio of 10/1. Larger class sizes may require additional instructional help. A proportionate amount of time should also be allotted for extra participants or for widely varying skill levels.

Download and make copies of the Pre/Post Test located at:
http://www.itsco.org/modules/access_101/pretest.pdf

Download and make copies of the Pre/Post Test located at:
http://www.itsco.org/modules/access_101/posttest.pdf

To enhance their success with this module, it is recommended that participants have basic computer operation and file management skills.

• Microsoft Access Software (Windows XP version) installed
• Floppies to save work to take back to classroom
• Copies of Tutorial printed for each participant.
  • Access Tutorial
    http://www.itsco.org/modules/access_101/tutorial.pdf
• Additional Sample Files - available to participants via a network or on floppy
  • Inventions Database Data (Microsoft Word Document)
    http://www.itsco.org/modules/access_101/Inventions_Database_Data.doc
  • Graphic file of a checkmark
    http://www.itsco.org/modules/access_101/checkmrk.jpg

1. Be sure that the software is installed on each computer.
2. Create floppies with the data and graphic files for the participants to use during the workshop. (These could also be set up on their local machines or on the network.)
3. Print all the necessary documents for the workshop and make copies for the number of participants (Pre Test, Post Test, Tutorial).
4. Administer the Pre Test and discuss how databases are used everyday (phone book, card file, etc.).
5. Pass out copies of the tutorial and go through all the activities with particpants, making sure that everyone keeps up. You will want to have a projection system so that you can demonstrate each step.
6. Administer the Post Test.
7. Discuss how participants can use a database in their classroom. (See the section on Classroom Extensions.) When participants have come up with an idea, have them create a sample of how they plan to use Access. The sample should include at least 1 table, 3 fields, 5 records, 1 form, 1 query, and 1 report.
8. Discuss extending the skills and knowledge acquired in this workshop. (See the section on Professional Learning.)

Access Tutorial (664K PDF)
http://www.itsco.org/modules/access_101/tutorial.pdf

1. What learning experiences and strategies utilizing this technology could participants provide in their classrooms?
2. What resources and equipment will be needed in the classroom?
3. What classroom management issues need to be addressed?
4. What assessment/evaluation strategies could be used to assess student knowledge and skill when using this technology? (For example: portfolios, checklists, demonstrations, rubric)
5. How might the participant utilize this technology in student assessment?
6. What legal and ethical issues should be addressed when utilizing this technology?
7. What health and safety issues should be addressed when utilizing this technology?
8. What research supports use of this technology skill(s) and knowledge in the classroom?
9. How would you address students' diverse learning needs when using this technology?
10. How can this technology be used to support learner-centered startegies that address students' diverse learning need?

1. Learning Experiences and Strategies
   Databases lend themselves well to group projects wherein several students locate information to enter into the database, while only one of the group members enters the data. Once the information is compiled, students can use the data to test hypotheses, group information, and sort the information in various ways to show patterns and trends.

   Suggestions for Classroom Projects:

   • Language Arts
     Movie reviews, book reports, synonym database, diary or journal, famous quotations, jokes, stories, frequently misspelled words, notes for a research paper, poets, prefixes and suffixes, grammar, slang
   • Social Studies
     Demographic information (cities, states, countries), famous people and facts about them, inventors and inventions, contents of popular music, jobs, classmate information, current events, careers
   • Science
     Animal and plant groups, rocks and minerals, food groups and nutrients, environmental concerns, geologic formations, medical terms, measurement, planets, weather, trees
   • The Arts
     Classical music, artists and their work, musical instruments, plays, types of architecture, photos
   
   
2. Resources and equipment
   The classroom will need at least one computer workstation that is capable of running the software and the district will need a license for that software. A projection system might facilitate the use of one workstation with a larger group.

   Projects with databases can be accomplished very easily in a classroom with a limited number of computers by putting the students in groups. Even the "one computer classroom" can use multiple databases in a group setting. No additional resources are required, but when doing research, Internet access may be a valuable resource for acquiring data to analyze. In the absence of Internet access, students may need to collect data by doing surveys, collecting numbers (weather data), etc.

3. Classroom Management Issues
   Establishing small groups, each member with a specific role (including designating who will record the collected data), will increase on-task time in the classroom. Depending on the project, the responsibilities of collecting and analyzing the data can be distributed within each group as well. If a computer lab is accessible, it could be used to teach the entire group how to enter the data, perform searches and print reports so that roles of the group members could be rotated and all students have an opportunity to use the technology.

   Teachers may use databases to manage information that they rely on to keep their classroom operating smoothly. Suggestions include:

   Tables

   • print labels for students books, etc.
   • track projects
   • track student or group progress
   • communicate with parents
   • track resources (websites, books, videos, etc.) that relate to specific units
   • inventory
   
   
4. Assessment/Evaluation Strategies
   Students' skill and knowledge may be evaluated through the use of:
   • checklists and rubrics based on the desired outcome of the specific project;
   • printed reports from the database (along with a written explanation of the report) in a student portfolio;
   • student presentations based on the data analyzed.
   
   
5. Student Assessment
   A database can aid teachers with classroom management and assessment. A database that tracks group or individual progress on a specific project will help the teacher to assess progress throughout the project. A database used in conjunction with a spreadsheet can be a powerful tool to chart individual or group progress to keep everyone on track.
6. Legal and Ethical Issues
   Teachers should be aware that sensitive information is stored frequently in databases. Information about students (addresses, phone numbers, grades, etc.) should be protected, especially when being stored electronically. Additionally, students need to be made aware of copyright issues when collecting data and information, especially from the web.

   For more information on legal and ethical issues when using technology in the classroom, visit "Developing an Ethical Compass for Worlds of Learning" by Doug Johnson at:
   http://www.doug-johnson.com/ethics/

7. Health and Safety Issues
   The primary health and safety issues involved in using word processing are the issues of ergonomics and time: Is the student sitting at the correct height to use the computer? Is the lighting adequate? Is the student spending too much time on the computer?

   For more information on ergonomics, see:

   • Computer Ergonomics for Elementary School
     http://www.orosha.org/cergos/
   • CUErgo: Cornell University Ergonomics Web Site
     http://ergo.human.cornell.edu/
   • Create Ergonomically Correct Computer Workstations
     http://www.education-world.com/a_tech/tech076.shtml
8. Supporting Research
   According to David H. Jonassen in his book Computers in the Classroom: Mindtools for Critical Thinking (Prentice Hall, 1996), databases can be used "to engage learners in constructive, higher-order thinking about specific areas of study." Databases become tools of discovery when used properly in the classroom. For links to specific research on the use of databases in the classroom, see the "Rationale" portion of this module.
9. Diverse Learning Needs
   Teachers need to consider the physical, sensory and cognitive needs of students when using this technology. Students with visual impairments may require screen magnification or other assistive technology, while students with cognitive disabilities may need templates or visual step-by-step supports to be successful. Physical access to the computer and navigation within the program can be accommodated through assistive technology devices.

   For more information on assistive technology supporting this tool, contact your SERRC consultant or contact ORCLISH:
   (http://www.orclish.org)

10. Learner-Centered Strategies
    Using a database to collect, sort and retrieve information encourages organization and allows students to explore the relationships among concepts. Many students will benefit from this manipulation of data to aid them in comprehension of lesson content.

Participants should be encouraged to participate in other local workshops and training sessions. Advise them to consult their Ed Tech Agency, colleges and universities to explore other opportunites for Professional Development.

Books

Jonassen, D.H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, NJ: Prentice Hall.

Online Training Solutions (2002). Microsoft Access Version 2002 Step by Step. Redmond, WA: Microsoft Press.

Prague, Cary N., Irwin, Michael R. and Reardon, Jennifer (2001). Microsoft Access XP Bible. Indianapolis, IN: Wiley Pub.

Web Resources

Using Computer Databases In The ClassroomWeb Site
http://www.teach-nology.com/tutorials/databases/print.htm

Microsoft Access Web Site
http://www.microsoft.com/office/access/default.asp

The Access Web
http://www.mvps.org/access/

About Access Databases Web Site
http://databases.about.com/cs/access/

Lesson Plans (Some may use software other than Access, but could be adapted for use with any software.)

Students Census
http://www.edu.pe.ca/journeyon/resources_pages/lesson_plans/Lesson_plans_7-9/student_census/default.html

Mail-Merged Stories
http://volweb.utk.edu/Schools/tdalton/lesson1.html

The Nine Planets
http://pangea.tec.selu.edu/~mlewis/dblp.html

Baseball Database
http://www.learnnc.org/learnnc/lessonp.nsf/docunid/57F15C418765147A8525679B0061690F

Periodic Table Database
http://www.learnnc.org/learnnc/lessonp.nsf/docunid/322D23697C89BC7085256A25006A7ADE