Glossary

__**//Computer//**__

 * Binary**: A base-2 number system made of 0 and 1, used as the basis of all computer processing. There are eight bits (either 0 or 1) in a bite (01100011).


 * Central Processing Unit** (CPU): A chip measured in Hz (the number of calculations per cycle)


 * Contextual Computing**: Computers give options relevant to the context. For example, when manipulating graphics in Word, it will provide the user with options relating to graphic manipulation.


 * Fragmentation**: The sporadic saving of information on a memory storage disk. As the user saves information on a disk, it is placed where there is room, as opposed to in a specific order. The information is thus fragmented around the disk. To correct this, the user can de-fragment the disk.


 * Graphical User Interface** (GUI): The standardization of symbols throughout various technologies.


 * Memory Storage**
 * **Floppy Disk:** A thin flexible magnetized disk used to store information from a computer.
 * **Hard Drive:** A hard magnetized disk used to store and retrieve information on a computer.
 * **Compact Disc:** An optic disc used to store data. Etches are burned on the disk by a laser.


 * Operating System** (OS): Code that lets the computer begin. It sets up the environment for other software to work.


 * RAM:** (Random Access Memory): Similar to working memory in that it can be accessed and changed


 * ROM** or **BIOS** (Read Only Memory or Basic Instruction for Operating System): Basic instructions and commands are stored on computer chips that tell it what to do. Similar to our subconscious processes such as breathing and learned knowledge of knowing our ABCs.

‍**__Types of Instructional Software__**

 * **Drill and Practice**: Students practice example problems (Ex. Math facts, Grammar) and receive feedback on their progress.
 * **Tutorial:** Provides instruction on specific topics in a sequence similar to classroom instruction.
 * **Simulation**: Models designed to teach how systems work.
 * **Instructional Games**: Adds game rules and competition to learning activity to increase motivation to learn specific skills.
 * **Problem Solving**: Can teach component skills in problem solving, provide practice in problem solving approaches, and can provide practice in problem solving in specific content areas.

‍__//**Word Processor (Microsoft Word)**//__

 * Programs that allow people to produce typed documents on a computer screen.
 * Common uses are for creating handouts, flyers, lesson plans, notes, reports, form, and newsletters.


 * Inheritance**: The principle that a new paragraph will inherit the same properties as the previous paragraph.


 * Insertion Point**: Point to insert text, image, table. It is where the active command exists. A larger area can be highlighted to have a larger active point.


 * Key Board**: uses an arrangement of buttons or keys, to act as mechanical levers or electronic switches.


 * Margin Markers (tabs):** Sets where the user would like margins to begin and end


 * Ruler**: Measures the length and width of page of the word document.

‍**__Spreadsheet (Mircrosoft Excel)__**

 * Programs designed to organize and manipulate numerical data.
 * A visual calculator in the form of a table. It has rows and columns. Each cell has its own address in the space between where the cells and rows intersect, example "A1".
 * Common uses are for keeping budgets, preparing checklists, and keeping grade books.


 * Cell:** A container for information.


 * Cell References**
 * **Relative Cell Referencing**: As an equation or code is imputed into a specific cell, the cell references the cell relative to its location. If that same code is copied and pasted into another cell, it will paste code relative to its own position.
 * **Absolute Cell Referencing**: As an equation or code is imputed into a specific cell, the references a constant or specific cell that remains absolute as the code is copied and pasted into other cells. To make a cell absolute in the coding, put a $ in front of the cell value being referenced, example =A1*$G$2; cell G2 remains absolute.

‍__Databases (Microsoft Access)__

 * Programs that allow users to store, organize, and manipulate information, including text and numerical data.
 * Common uses are for keeping inventory and locating instructional resources, data mining for planning and reporting, using information to answer questions, and sending personalize letter to parents.


 * Flat Database**: Records information about a single entity. They are unique with variances in properties.


 * Relational Database**: A database that is broken down into several small databases, but are connected through a common field such as an account number. For example, a relational database on student may include databases for their academic grades, behaviour, contact information, medical history. Access can be granted to users for certain databases, but not others to maintain the privacy of the client.


 * Records**: Maintains information about several discreet individuals. The sum of all the fields defines a single record. Each record is unique among itself.


 * Simple Database**: Each record is filled with many fields. These can be difficult to manage if there are too many fields, so will often be broken down into smaller relational databases.

‍__//**Instructional Methods**//__

 * Cross-curricular Integration**: When teaching involves a conscious effort to apply knowledge and principles from one academic discipline to another related academic discipline through a central theme, issue, topic, problem, process, or experience.


 * Collaborative Problem Solving**: The process of two more individuals joining together to mutually find a solution to a problem. According to Nancy Willihnganz ([]) there are six steps to CPS:
 * Define the problem in terms of needs not solutions
 * Brainstorm possible solutions
 * Select the solution that will best meet both parties needs and check for possible consequences
 * Plan who will do what, where, and by when
 * Implement the plan
 * Evaluate the problem-solving process and how well the solution worked out

systems theories.
 * Directed Models of Instruction**: were shaped by objectivist theories: behaviourist (Skinner), information-processing, cognitive-behavioural (Gagne), and


 * Constructivist Models of Instruction**: were shaped by constructivist theories: social activism (Dewey), scaffolding (Vygotsky), child development (Piaget and Bruner), and multiple intelligences (Gardner) theories.


 * Object Oriented Programming**: when programming is broken into its individual component tasks allowing them to be turned into objects.
 * Code is written separately for each task
 * For example, the code for  is written separately from the code for .
 * When each of these is linked together, it is turned into a program.


 * Pedagogy**: our attitudes and philosophy of how we learn and teach. It is reflected in our delivery, techniques, and lessons. Ex. A teacher who believes in the philosophy of learning as part of community will implement methods that involve collaborative work.


 * TOTAL**: **Task Oriented Technology Acquisition & Learning**
 * Breaks down technological skills needed at various stages of lessons, so that skills are only taught on an as-needed basis.
 * Technology becomes a tool for instruction and learning, instead of an end in itself.