1. Every teacher needs a method to create letterheads, brochures, flyers, signs, cards, catalogs, newsletters, and other publications using a publication design. Sample templates are located on the following web site: http://office.microsoft.com
2. Clear and organized writing is one of the important skills in today's world.
3. Publication design allows educators to create and organize publications in a convenient way to allow retrieval and editing.
4. Publisher is an excellent tool for collaborative education.
5. Publisher encourages the use of the writing process from developing ideas and content through revising multiple drafts and publishing work in a variety of publication designs.

How research supports this module?

Educator's Reference Desk at http://www.eduref.org will take you to the ERIC Database. Do a search under the database by typing in "desktop publishing" you will find the following articles:

Score 722 Document EJ454703
Knupfer, Nancy Nelson & McIsaac, Marina Stock (1992, Fall). Designing instructional materials with desktop publishing software: the effect of white-spaced variations on learning. Journal of Research on Computing in Education, 25, n1, 75-87. Retrieved January 27,2004 from ERIC Database at http://www.eduref.org

Score 730 Document EJ466695
Wray,David, Medwell,Jane. (1989, July) Using Desk-Top Publishing to Develop Literacy. Reading, v23,n2,62-68. Retrieved January 27, 2004 from ERIC Database at http://www.eduref.org

Score 767 Document EJ371845
Kalmbach, James. (1988, Spring), Technical Writing Teachers and the Challenges of Desktop Publishing. Technical Writing Teacher 15,n2,19-31 Retrieved January 27,2004, from ERIC Database at http://www.eduref.org

Score 772 Document ED3000837
Herrmann, AndreaW. (1988). Publishing in the High School: Empowering Students as Writers and Readers. Retrieved January 27, 2004, from ERIC database at http://www.eduref.org

• 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. Identify the hardware and software components of Publisher 2002.
2. Identify the basic functions of Publisher 2002.
3. Create and/or change a document by entering text, using a variety of font and sizes, and adding clipart.
4. Create a publication using a publication type or design scheme from the wizard or creating a blank publication.
5. Change the appearance of a publication by using a variety of color schemes, design schemes, orientations, logos, and other options.
6. Prepare a publication for printing by using spell check, and a variety of printing options.
7. Discuss the unlimited number of potential uses of a variety of publications.
8. Model safe and responsible uses of publications in a variety of subject areas.

Appendix B can be found at the following link:
http://www.soita.org/Publisher_Module/Appendix_B.pdf

Appendix C can be found at the following link:
http://www.soita.org/Publisher_Module/Appendix_C.pdf

In order to complete the Publisher module the participant must feel comfortable using a mouse, keyboard, have general knowledge of file management, and be familiar with a word processing application, such a Microsoft Word.

Instructor and participants will need the entire written publisher module located at:
http://www.soita.org/Publisher_module/Tutorial.pdf

• Computers
• Printer (color)
• Large Monitor or Data Projector.
• Internet Access
• Publisher 2002 Software installed

All notes to the Instructor are a part of the tutorial found at the followung link:
http://www.soita.org/Publisher_Module/Tutorial.pdf

The sample Informational flyer model the Instructor needs to compare with the newly created document by the student is located at: http://www.soita.org/Publisher_Module/Appendix_A.pdf

The tutorial and all activities can be found at the following link:
http:www.soita.org_Module/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
   Although desktop publishing is a useful tool for teachers, it is also a useful tool for students. Students can:
   • Use desktop publishing to create, edit, and print documents such as: letterheads, brochures, flyers, signs, cards, newsletters, and other publications in an organized readable format.
   • Create various documents with tables, clipart, various fonts and sizes to complement writing and learning activities.
   • Expand the visibility of school events and activities.
   • Create documents for peer study and practice.
2. Resources and equipment
   In order to use desktop publishing as an instructional tool, students will need access to computers with a desktop publishing application. They will also need a means of saving and retrieving their work and a printer to print it out.
3. Classroom Management Issues
   
   • During training sessions and students' demonstrations of their work, a projection device will enable all students to view the training screens or projects clearly.
   • In a one or few computer classroom, consider having the computer be one of the learning stations, assigning the students to collaborative groups, or breaking up into smaller parts.
   For additional ideas see:
   • But I Don't Have a Computer Lab! Using One Computer in the Classroom
     http://www.serve.org/seir-tec/present/onecomptr.html
   • That's Not a Drinking Fountain or How to Survive in a One Computer Classroom
     http://www.ncrtec.org/tl/digi/onecomp/index.html
4. Assessment/Evaluation Strategies
   To assess students' knowledge and skill in using word processing, the teacher will need to check their work on the computer until students are accustomed to creating, editing, and printing documents.

   A major concern in evaluating word processing is evaluating the cause of errors. The focus should be on creating a variety of documents such as portfolios, checklists, rubrics, newsletters, research papers, that are in an organized, readable format.

   Teachers and students can develop rubrics to assess word processing skills. For more on developing rubrics and other assessment ideas, see Kathy's Schrock's assessment help located at
   http://school.discovery.com/schrockguide/assess.html

6. Legal and Ethical Issues
   If students are using a word processing program in school, many will want to copy it so they can use the same application at home. This will provide an excellent opportunity to discuss legal issues such as copyright. For information on copyright, see:
   • Resources for teaching information technology ethics to children and young adults
     http://www.doug-johnson.com/ethics/index.html
   • U.S. Copyright Office
     http://www.copyright.gov/
   • The Educator's Guide to Copyright and Fair Use
     http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
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
   See the Rationale section at the beginning of this module.
9. Diverse Learning Needs
   Students with physical disabilities may require alternate access to the computer with particular attention to navigation within the software program. Depending on the student's physical abilities, alternate keyboards with programmable macros and alternative pointing devices are available. Contact your regional SERRC consultant for assistance or information.

   A student learning English as a second language may need assistance with terminology and menu items - perhaps an electronic dictionary/translation service could be provided.

10. Learner-Centered Strategies
    Students who have an interest or aptitude in visual arts will benefit from using this technology. Learners working in groups to complete projects may use their individual strengths and abilities.

Cizek, Karen & Sitnick, Kirsten Nelson (2002) Element K Publisher 2002. Element K Press LLC. Rochester, NY. Reding, Elizabeth; Romer, Robin; &Swanson, Marie writers; Johnson, Steven, managing Editor. (1999) Microsoft Publisher 2002 At a Glance. Microsoft Press. Redmond, WA..

http://www.microsoft.com/office/publisher/faq.asp
This website is the Microsoft web site for frequently asked questions and answers for Microsoft Publisher 2002.

http://officeupdate.microsoft.com/templategallery/
This website contains additional free Microsoft Publisher Templates as well as other information about Desktop Publishing.