The Microsoft Word table tools allow teachers and students to create an infinite number of graphic organizers. A table is made up of rows and columns of cells that can be filled with text and graphics. For example, teachers can create a table to set up a rubric or lesson plan outline, and students can create a table to represent visually the concepts they are studying.

The Microsoft Word form tools allow users to create documents that contain fill-in blanks, or form fields, in which end-users enter information. For example, teachers or students can create an electronic version of a questionnaire or test in Microsoft Word that uses drop-down lists, from which users can select entries. Because forms are intended to be completed "online," their use can reduce or eliminate the need for copying and storing paper forms.

Both types of tools have the potential to add value to the teaching and learning process. Teachers using these tools can enhance their productivity in the classroom. Students who have access to these tools in an educational setting will be more motivated as a result of using the electronic tools they have grown up with. The products students create with these tools will require them to use critical thinking skills.

Jonassen, D. H. (1994, May). Technology as cognitive tools: Learners as Designers. Paper presented on the Instructional Technology Forum discussion site. Retrieved July 1, 2003, from http://it.coe.uga.edu/itforum/paper1/paper1.html

According to David H. Jonassen, "Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know. Learners function as designers using the technology as tools for analyzing the world, accessing information, interpreting and organizing their personal knowledge, and representing what they know to others."

How research supports this module?

Microsoft Word tables and forms are two electronic tools that, when integrated thoughtfully, can assist both students and their teachers in constructing meaning.

These ERIC http://www.eduref.org/Eric/adv_search.shtml) articles further support the use of Microsoft Word tables and forms in the constructivist classroom. To read an abstract of the articles, go to http://www.eduref.org/Eric/adv_search.shtml and perform a search by "ERIC_NO." To read the full text of an article, you will need to order it.

Brown, J., et al. (1998). Promoting active thinking and comprehension through the use of graphic organizers. (ERIC_NO: ED300787)

Quist, S. (1995). The effect of using graphic organizers with learning disabled students to increase comprehension. (ERIC_NO: ED379646)

Fouts, J. T. & Steun, C. (1997). Copernicus project: Learning with laptops: Year 1 evaluation report. (ERIC_NO: ED416847)

Monroe, E. E. (1997). Using graphic organizers to teach vocabulary: How does available research inform mathematics instruction? (ERIC_NO: ED414256)

Culbert, E., Flood, M., Windler, R. & Work, D. (1998). A qualitative investigation of the use of graphic organizers. (ERIC_NO: ED418381)

Heath, M., Burns, M., Dimock K. V., Burniske, J., Burniske, J., Menchaca, M. & Ravitz, J. (2000). Applying technology to restructuring and learning: Final research report. (ERIC_NO: ED448977)

Pugalee, D. K. (2001). Algebra for all: The role of technology and constructivisim in an algebra course for at-risk students. (ERIC_NO: EJ637193)

• 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 Microsoft Word tables and forms can be integrated into their content area in support of academic content standards.
2. Design and create a Microsoft Word table and form that can be used for classroom productivity or curricular applications.

The following Pre-Assessment has been provided for use by the instructor to determine participants' knowledge and skills related to this technology prior to instruction.

This module was designed for a paticipant/instructor ratio of 10/1. Additional instructional help may be needed for larger class sizes. 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/advanced_word/advwordprepost.pdf (79K PDF).

The following Post-Assessment has been provided for the instructor to determine if participants, taking this module, have met the objectives.

• Participants will explain how Microsoft Word tables and forms can be integrated into their content area in support of academic content standards.
• Participants will create and share an original table and form and describe the practical classroom application of it.
• Participants will design and create a Microsoft Word table and form that can be used for classroom productivity or curricular applications.
• Participants will discuss how tables and forms can be applied to their existing curriculum and teaching practices in support of academic content standards.

Download and make copies of the Pre/Post Test located at:
http://www.itsco.org/modules/advanced_word/advwordprepost.pdf (79K PDF).

To enhance their success in this module, it is recommended that participants have basic computer operation and file management skills, and have completed a beginning Microsoft Word module or have otherwise had experience using Word.

• Microsoft Word Software (Mac or Windows) installed
• Floppies to save work to take back to classroom
• Copies of Tutorial printed for each participant

Microsoft Word Tables Tutorial (PC) (177K PDF)
http://www.itsco.org/modules/advanced_word/wordtablespc.pdf

Microsoft Word Tables Tutorial (Mac) (199K PDF)
http://www.itsco.org/modules/advanced_word/wordtablesmac.pdf

Microsoft Word Forms Tutorial (PC or MAC) (127K PDF)
http://www.itsco.org/modules/advanced_word/formspcmac.pdf

These are notes provided to the instructor that include information about strategies, classroom management and pedagogical approaches that are relevant when teaching this module.

1. Be sure that the software is installed on each computer.
2. Print all the necessary documents for the workshop and make copies for the number of participants (Pre/Post Test, Tutorials - specific to the platform you are using - see the section on Materials).
3. Administer and review the Pre-Test.
4. Distribute copies of the tutorial and review all the activities with participants, making sure that everyone keeps up. You will want to have a projection system so that you can demonstrate each step.
5. Administer the Post Test. (It's the same as the Pre Test.)
6. Discuss how participants might use tables and forms in their classroom. (See the section on Classroom Extensions.) When each participant has come up with an idea, have the participants create a sample of how they plan to use tables and forms.
7. Discuss extending the skills and knowledge acquired in this workshop. (See the section on Professional Learning.)

Activities, tasks and assignments with step-by-step instructions suggested for use by the instructor to teach the skill(s) and knowledge to be acquired in this module.

Microsoft Word Tables Tutorial (PC) (177K PDF)
http://www.itsco.org/modules/advanced_word/wordtablespc.pdf

Microsoft Word Tables Tutorial (Mac) (199K PDF)
http://www.itsco.org/modules/advanced_word/wordtablesmac.pdf

Microsoft Word Forms Tutorial (PC or MAC) (127K PDF)
http://www.itsco.org/modules/advanced_word/formspcmac.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
   Tables and forms lend themselves very well to both group and individual projects wherein the student or students are collecting, organizing, and synthesizing information. Once the information is compiled, students can view, share, and use the information in both print and electronic form.

   Suggestions for Classroom Projects:

   • Language Arts
     Tables: Know, Want to Know, Learned charts; compare/contrast graphic organizers
     Forms: Bibliographic citations for research papers
   • Social Studies
     Tables: Know, Want to Know, Learned charts; compare/contrast graphic organizers, data collection sheets
     Forms: Electronic questionnaires for surveys
   • Science
     Tables: Know, Want to Know, Learned charts; compare/contrast graphic organizers, data collection sheets
     Forms: Create electronic tests and quizzes to exchange with classmates
   • The Arts
     Tables: Know, Want to Know, Learned charts; compare/contrast graphic organizers
     Forms: Create electronic tests and quizzes to exchange with classmates
   
   
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 tables and forms can be accomplished very easily in a classroom with a limited number of computers by putting the students in groups. No additional resources are required, but when students are 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
   When working in small groups, each member should have a specific role that will increase on-task time in the classroom. Depending on the project, the responsibilities of collecting, analyzing, and recording any data can be distributed within each group. If a computer lab is accessible, it could be used to teach the entire group how to create and utilize the table or form.

   Teachers may use tables to manage information that they rely on to keep their classroom operating smoothly, and forms to create electronic surveys, quizzes, and tests. Suggestions include:

   Tables

   • grading rubrics
   • seating charts
   • lesson plan templates
   • sorted lists
   • crossword puzzles

   Forms

   • electronic tests, quizzes, and questionnaires
   • IEP's
   • fax cover sheets
   • progress reports
   
   
4. Assessment/Evaluation Strategies
   Students' skills and knowledge may be evaluated through the use of: a.) checklists and rubrics based on the outcome of the specific project in which a table or form was utilized; and/or b.) student presentations based on the data analyzed.
5. Student Assessment
   Tables can help teachers with classroom management and assessment. Teachers can create grading rubrics, lesson plan templates, and sorted lists. Forms can facilitate the collection of student data in electronic form.
6. Legal and Ethical Issues
   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:

   • Resources for teaching information technology ethics to children at 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
   Teachers should consider the unique learning needs of their students when designing curriculum materials and assessments. Creating documents electronically is a huge step in meeting diverse learning needs. Material in electronic form can be adjusted for size, font clarity, color preference, etc., read by the student with text-to-speech and/or highlighting support, or placed in a visual mapping program to illustrate concept relationships. The more electronic resources available, the easier the teacher's job becomes in meeting diverse needs.

   Educators should explore the wealth of information about universal design for learning and assistive technology that supports literacy at the following sites:

   • http://www.cast.org/udl
   • http://www.wati.org
   Contact your local SERRC consultant for more information or assistance.
10. Learner-Centered Strategies
    Educators can use word processing as a writing medium for all students engaged in individual tasks and group projects, and as a tool for producing text that can be read by all students through a variety of means.

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

Gookin, D. (1999). Word 2000 for Windows For Dummies. Foster City, CA: IDG Books Worldwide.

Langer, M. (2001). Word 2001 for Macintosh (Visual QuickStart Guide). Berkeley, CA: Peachpit.

Millhollon, M. & Murray, K. (2001). Microsoft Word Version 2002 Inside Out. Redmond, WA: Microsoft Press.

Web Resources

Microsoft Office 2000 A Practical Guide for Teachers - How-to-Sheets
http://www.microsoft.com/education/?ID=O2kTutorial

Office Online: Word
http://office.microsoft.com/home/office.aspx?assetid=FX01085799&CTT=6&Origin=ES790020011033

Word in the Classroom
http://www.electricteacher.com/word.htm

Lesson Plans (The lessons linked below are intended to show examples of how to use the technology in the classroom. If you use the posted lesson plan, please be sure to check copyright and/or get permission from the author.)

Five Major World Religions (Microsoft Word Tables)
http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=168

Microsoft Lesson Plans
http://www.microsoft.com/education/?ID=LessonPlans