Quotes are taken from a message written by Bob to Charles on 07/31/96...
BA>CB->Cut-and-paste and integrating data from the database into a word
BA>CB->processing document seems like a good start for the younger students.
BA>
BA>Including the results of either into the word processor seems
BA>indicated to me. But perhaps they ought to be exposed to the data
BA>base first. Can you tell me more about how you do it there?
Actually, I didn't make the comments above and can't remember who did, 
but I'll respond nonetheless.
We've had computer labs and have taught computer literacy to fifth and 
sixth graders in our school since 1984.  At first we used CoCo's (Radio 
Shack Color Computers, quite popular in the mid-1980's and similar to 
the Commodores) and software for kids was at a premium.  We used a 
simple ROM-Pak word processor, played some games, taught some LOGO and 
BASIC programming and introduced the kids to some educational software 
(they got 10 weeks of computer in fifth and sixth grades).  WE didn't 
have any database software or spreadsheet software, so were quite 
limited in what we could do.
We are now just building our PC lab - the first opened last year and the 
second will open this year - last year's lab has 30 '486, 2DX machines 
and our new lab will have 30 Pentium - 100 machines.  We are slowly 
rebuilding our curriculum for our sixth graders (fifth grades were just 
moved out of the school) and we are building the new curriculum slowly.  
We ( I am not teaching in the lab this year, but will work half-time on 
special assignment with the lab teacher and classroom teachers) will 
focus on word processing and typing, the database (though I DID liKe 
some of the things others have offered on the idea of using the 
spreadsheet), and CAI (we've also purchased the CCC middle school 
package that has 6 gigs of educational software).  We'll spend a week or 
so at the beginning introducing the kids to the front end for our 
network (School View) and Windows (we're using 3.11).  We'll see how all 
of this falls into place.
If I were teaching, I would try to make things as project oriented as 
possible - perhaps publish a school newspaper, do a poll on the 
Presidential election (school cafeteria food is another popular option), 
etc.  I wish I could be in the lab, but they needed someone to pick up 
two extra math classes and I was given the assignment.
I'd like to hear more about your experiences as things progress - will 
your students all get a period a day for the whole year?
Chuck
Chuck Beams
Fidonet - 1:2608/70
cbeams@future.dreamscape.com
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