CSCI 120: Introduction to Information Technology - Framingham ...

CSCI 120: Introduction to Information Technology Prof. David Keil, Fall 2013, Framingham State University SYLLABUS Invitation What do you need to know about IT? Our main goal is to provide an environment for you to look for your answer to this question. What is the most exciting new development in mobile phones or social networking in the second half of 2013? We don’t know now, but we may know by midsemester. Join us to investigate ways to use browsers, word processors, spreadsheets, and databases to explore our world and support our decisions. Along the way we will look at what makes hardware and software tick. Using the notion of fluency with information technology as our framework, we will study computer technology from the point of view of a skilled user who intends to understand information technology in context and to be prepared to learn new technology as it emerges. This includes operating systems, hardware, networks, Internet computing, an introduction to system development, and social implications of information technology.

Our seven-part inquiry The course seeks to offer an environment for critical inquiry in which you are invited to build a new way of understanding IT. In this course, we work together to explore information technology and to investigate what is worth knowing about it – what skills will serve you. Each of the seven topics will focus on questions that may matter to you. In the first topic, we’ll explore how you can make the best looking documents and slide presentations. What are the main principles that support productivity in text formatting and in spreadsheets? That is the main question in the second topic. Others are: Why are spreadsheet skills required for economics and business majors? What is it about spreadsheet software that makes personal computers essential for businesses? What are principles for organizing data? Topic 3 is an inquiry about what is worth knowing about databases.

Topic 4: Does a computer work like a brain? What unites all information storage? Why does your phone boot quickly and your laptop boot slowly? Why is the network we use sometimes down? How can we connect better with friends online? Topic 5 looks at networking and what principles enable communication worldwide. Why does software often not work? Topic 6 is about the steps and tools that enable building computer solutions efficiently. Does almost everyone either hate or love programming? Why? Can non-programmers use debugging skills? How will IT affect you and everyone you know, in your personal life and your work life? The seventh topic explores IT’s social context. How does IT change society and affect the rate of social change?

Course description (FSU catalog) An overview of computer concepts and Information Technology (IT). Applications of IT in various disciplines are illustrated and the role of information technology in contemporary society, including issues of intellectual property, ethics, privacy and security is discussed. Students are introduced to windowed environments, file management, problem-solving tools and a high-level programming language. Advanced concepts of word processing, spreadsheets, and presentation software required for effective communication, analysis, and design are explored.

Contacting me I’d like students to visit or communicate about any course-related topic. Office hours (Hemenway Hall 318A): M 12:30-1:30 p.m., W 10:30-11:20 a.m., Tue. 4:00-4:30 p.m.; F 1:30-2:20 p.m. Others by appointment Telephone: (508) 626-4724 Email: [email protected] URL: framingham.edu/~dkeil/iit-matls.htm

D. Keil

CSCI 120 Introduction to Information Technology

Meeting times Tue., Thur., 4:30-6:20 Hemenway Hall G01 (ground floor)

Prerequisites I expect that you have used a computer before and that you have high-school-level knowledge of reading, writing, and mathematics.

Strongly recommended reading A. Evans, K. Martin, M. A. Poatsy. Go! Technology in Action, 7th ed. Prentice Hall, 2010. I like our text because it’s easily read, packed with upto-date details, and well illustrated. Learning about information technology includes reading about IT, and thinking critically about the reading.

Framingham State University

Fall 2013

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4a. Recognize and use the basic terminology of computer hardware* 4d. Distinguish digital from analog representations of information 5a. Recognize or use basic terminology of computer networking* 5c. Describe some network security issues* 5e. Evaluate online information* 6b. Explain the notion of an algorithm* 6c. Trace a looping and branching computation specified in a flowchart* 7a. Explain how technological changes have given rise to new social and legal issues* 7c. Defend a viewpoint about an ethical issue raised by IT, affecting privacy, freedom of expression, or intellectual property* For other objectives, see topic slides

Core objectives

Fluency with information technology (FIT)

By the end of the semester, successful students will be able to do the following:

Lawrence Snyder asserts that students are ready to become confident users of IT, who are able to “navigate independently … to solve their problems on their own … fully applying the power of IT tools in the service of their personal and career goals. They must be more than literate; they must be fluent with IT” (Fluency with Information Technology, Addison Wesley, 2004). In this view, fluency with IT includes skills, concepts and capabilities. Examples are the skill of using a word processor to format a table, the concept of a storedprogram computer, and the capability to fix problems in a poorly designed collection of data. Objectives of FIT are to enable efficient use of computers and to prepare the student for lifelong learning in IT.

0a. 0b. 0c. 0d. 0e. 0f. 1a. 1c. 1d.

1e. 2a. 2b. 2c. 2d. 2e. 2f. 3a. 3b. 3d.

Perform written exercises throughout the semester Solve a problem as part of a team Present a short talk in the classroom Summarize and reflect on the course material Communicate and support an idea in a formatted, well-designed report* Demonstrate an understanding of metadata* Distinguish operating systems from application software* Recognize and use the basic terminology of text formatting and presentation software* Format text using page headers and footers, bulleted and numbered text, special characters, named styles, templates, and automated tables of contents * Explain or use global control of formatting Write and explain spreadsheet formulas in business contexts* Explain and use relative and absolute referencing* Explain and use named functions in a spreadsheet* Explain formatting and interface features of spreadsheets* Use print formatting options with a spreadsheet Explain the uses of spreadsheets in business* Recognize or explain basic database concepts* Design a simple database query* Group and summarize data to show patterns, using pivot tables and graphs*

Grades and classroom format The essay, “What we do in my classroom,” is part of this syllabus. See especially guidelines there for assignments and collaboration. As explained there, for each topic, we have presentations, group work, discussion, assignments, and quizzes. Assigned work and quiz questions help to assess attainment of learning objectives. Our classroom environment emphasizes active inquiry, participation, respect, and support among all participants. Learning is seen as the interactive construction of knowledge by the learner. We ask each other questions and investigate problems together.

D. Keil


Work includes small groups and blackboard work and report backs from each student. A semester project brings together the learning from the different topics and assignments. Frequent asignments and quizzes monitor progress and enable second chances. Grades to assess learning are based on attainment of the stated objectives of the course. I score each item of work submitted, or each grading criterion, on a scale of 0 to 1.0.

Semester grading weights The following categories group course objectives and outcomes (see previous page), which are assessed by means of assignments, quizzes, exams, and records of classroom discussion and presentations. Application of concepts core objectives 35 other objectives 10 Knowledge of facts 10 Written contribution 20 Presenting results in person 10


Group activity Summary and reflection Attendance

Fall 2013

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5 5 0 5 100 %

Tutoring Tutors who are eager to help IIT students are available via the Computer Science Department and CASA.

Accommodations “Students with disabilities who request accommodations are to provide Documentation Confirmation from the Office of Academic Support within the first two weeks of class. Academic Support is located in the Center for Academic Support and Advising (CASA). Please call (508) 626-4906 if you have questions or if you need to schedule an appointment.” (See www.framingham.edu/ CASA/ Accommodations/ accomm.htm.)

D. Keil



Fall 2013

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Course Plan Dates

Topic

Readings

1/19-1/24

Introduction

Evans et al, Ch. 1

1/26-2/2

1. Formatting text and graphics

Ch. 4, 5; handouts1,2,3

2/2-2/14

2. Spreadsheets

Pp. 168-170; handout4

2/14

Research proposals

2/16-2/23

3. Database management

2/21

Problem-solving quizzes on topics 1-2

2/28-3/6

4. Computer hardware

3/6

Research reports

3/8-3/27

5. Networked and Internet computing

3/20


3/29-4/10

6. Problem solving and procedural programming

4/10

Make-up quizzes on topics 1-4

4/12-4/24

7. IT and society

4/17


4/24-5/3

Summary and review

5/4

Problem-solving quiz on topic 7

5/4

Final exam (problem solving)

Tue., 5/8, 3:00-6:00pm

Final exam (multiple choice); optional questions; research reports

Ch. 11; handouts5,6,7

Pp. 36-47; Chs. 2, 6, 9; handouts8,9

Chs. 3, 7, 8, 12, 13

Ch. 10; handout10,11

Pp. 144-163; handouts

Rev. 8/9/12

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D. Keil, “Text formatting concepts” _____, “Text formatting and HTML reference” 3 _____, “HTML table tags” 4 _____, “Spreadsheet concepts” 5 _____, “Entity-relationship design for databases” 6 _____, “Pivot tables and data analysis” 7 C. Breuning, “Excel database commands” 8 D. Keil, “The binary numeral system” 9 _____, “A model processor” 10 _____, “Problem solving and system design” 11 _____, “Command-driven, event-driven, and web-based software” 2