Technology Skills Module 5

TS-5: Advanced Microsoft Word

In this module you will learn the following advanced features of Word.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Keyboard shortcuts,
Working with tabs and ruler markers
Insert comments
Creating hyperlinks,
Track changes
Autocorrect
Headers and footers
Inserting special characters
Working with tables and charts
Sorting information

Assignment:
Be sure to review the scoring rubric for this module before completing the following tasks and again before
submitting the project to BB.

PART 1- Advanced Word Features:

1.

You can operate Word much quicker if you learn common keyboard commands.
a. Open any research paper you have written so that you will have a file with some text and
three or more APA references to format. (If you do not have a paper, you may use any
paper you find online. The purpose is only to practice advanced MS Word features.)
b. Copy and paste this entire number 1 to the top of your paper.
c. Give the keyboard shortcut letter for the following actions in Word:
*
Mac
-

PC
CTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRLCTRL-

Letter
N
O
Z
X
C
V
S
P
W
A
F
H
G
L
R
E
K
B
I

Operation
New file
Open existing file
Undo
Cut
Copy
Paste
Save a file
Print
Close a file (without closing Word)
Select all
Find specified text
Find and replace
Go to specified text
Left justify
Right justify
Center text
Hyperlink
Bold
Italics

CTRL-

Navigation Keyboard Commands

HOME (Mac: Fn + Left Arrow)
END (Mac: Fn + Right Arrow)
CTR + HOME (Mac: Command + Fn + Left Arrow)
CTR + END (Mac: Command + Fn + Right Arrow)
CTR + Right Arrow
CTR + Left Arrow

Underline
Move to the beginning of one line
Move to the end of one line
Move to the beginning of the document
Move to the end of the document
Move one word to the right
Move one word to the left

2.

Working with Tabs and the Ruler

a. Review the following tutorials about tabs and margin markers in the ruler.
Setting Tabs
How to make the best use of Word's rulers
b. Triple-click in the first paragraph to highlight it.
c. Use the margin markers in the ruler to change the left margin to 3 inches from the left
side of the paper and the right margin to 5 inches (which will be 3.5 inches from the right
side of the paper).
d. Click anywhere to remove the highlighting.
e. Place your cursor at the beginning of the second paragraph. Press Enter three times and
move your cursor up two lines.
f. Set a left tab at 1 inch, a right tab at 2.5 inches, a center tab at 4 inches, and a decimal tab
at 6 inches.
g. Type Hello at the Left tab, Dolly at the right tab, Its so good to see you! at the
center tab, and 15.975 at the decimal tab.

3.

Inserting Comments
Directions for inserting comments:
1. Select or highlight the text on which you wish to insert a comment.
2. Click the "Insert Comment" button on the Reviewing toolbar or click Insert
menu and select Comment.
3. Type your comment in the bottom section of the screen.
4. Click the "Close" button to finish the comment.
For more information on viewing, printing, editing, and deleting comments, visit
http://office.microsoft.com/en-us/word-help/insert-or-delete-a-commentHA001219010.aspx or view the Adobe Acrobat file, Comments in Word.

a.
b.
c.
d.
4.

Highlight the text Its so good to see you!

Insert a comment, From the Hello, Dolly screenplay
Press Enter after the Hello, Dolly line to create a new line.
Type anything you like and add a comment about it.

Hyperlinks
Directions for linking to sections within the same file:
1.
2.
3.

To link images or text within the same document, you first create a
Bookmark.
To create a bookmark, place your cursor at the place in your document
that you want to link TO (or highlight the words), and click on "Insert ->
Bookmark"
When the dialog box appears, give your bookmark a name.

4.

Highlight the text or image that you want to link FROM. Then click
on the 'link' button or press CTRL-K. When the dialog box appears, select from
the list of named bookmarks in the current document.

5.

Click on the "save" icon (or press CTRL-S) to save your work.

For more information on creating links, visit

http://www.internet4classrooms.com/msword_hyperlink.htm.
a.
b.
c.
d.

5.

Track Changes
Tutorial: Using Tracking and Reviewing Features
a.
b.

6.

Highlight the word Dolly.

Insert hyperlink to http://www.youtube.com/watch?v=0XPNHCb0HGU.
Click on your hyperlink to make sure it works.
Now create a hyperlink within the document. Create another line after the Hello, Dolly
line and Type Link to References. Create a hyperlink to your References at the end of
your paper.

Turn on Track Changes.

Change five or more words in the paragraph after the Hello Dolly line (each change on a
different line).

Autocorrect
Using AutoCorrect
You can add words that you commonly mis-spell or mis-type to your AutoCorrect list.
With any Word document open:
1. Click Tools / AutoCorrect
2. In the Replace field, type the word the way you incorrectly spell it.
3. In the With field, type the word correctly.
4. Click Add.
5. Click OK to close the AutoCorrect window.
a.
b.
c.

Create an AutoCorrect entry that changes comptuer to computer.

On the line after your Hello Dolly line, type I love using Word on my comptuer. Be
sure to misspell the word computer just like you typed it in AutoCorrect. Be sure you are
watching when Word automatically corrects it.
Create an AutoCorrect of you own for a word you often type incorrectly. Include it on the
next line telling what you did.

7.

Headers and Footers

Tutorial: Creating Headers and Footers
a. Create a footer with your name centered.
b. Create a header with the date on the left margin, LME 535 in the center, and the page
number on the right with the total number of pages, e.g., 3 of 6. The only text you
should type is the course and the of in the page number. Use the header/footer toolbar
to create all else.

8.

Inserting special characters

Tutorial: Insert a symbol or special character
a. Delete the period at the end of your sentence, I love using Word on my computer.

b.
c.
d.
9.

Add the text especially when I can add special characters like
Finish the sentence by adding the Greater than or equal to symbol from Symbols, the
dog symbol from Webdings, and the copyright symbol from any font.
Add any other symbol of your choice.

Working with Tables

Tutorials:
Working with Tables
Microsoft Word Computer Course sections 9.1 9.4
a.
b.
c.
d.

e.
f.
g.

Scroll down to your References. Create one line after the title, References. We are going
to create a table with your reference information.
Create a table with 4 columns and as many rows as your references plus one (for the
heading row).
In the first row type the following headings, Author, Date, Title, Ending.
Use the click and drag feature to highlight the reference data and COPY it to the table.
See sample below. To click and drag while copying (not moving), highlight the selection,
on a PC hold down CTRL, click and drag. On a mac, highlight the selection, hold down
OPTION (Alt), click and drag the selection.
Resize columns for best fit of data.
Delete any extra rows or columns you may have.
As your references were alphabetical by last name, so should your table be in
alphabetical order by author. So your table AND then the references will be visible.
Author
Blanchard, J

Date
1998

Hartley, J

2007

Martyn, M

2007

Tavales, S,
and Skevoulis,
S.

n.d.

Title
The family-school connection
and technology
Teaching, learning, and new
technology: a review for
teachers
Clickers in the classroom: an
active learning approach
Podcasts: Changing the Face of
E-Learning

Ending
Technology, and Education. 237-245
British Journal of Educational Technology.
38, 42-62
Educase Quarterly. 71-74
Retrieved 3 Jan. 2008
<http://ww1.ucmss.com/books/LFS/
CSREA2006/SER4351.pdf>.

Blanchard, J (1998). The family-school connection and technology. Proceeding of the Families, Technology,
and Education. 237-245.
Hartley, J (2007).Teaching, learning, and new technology: a review for teachers. British Journal of Educational
Technology. 38, 42-62.
Martyn, M (2007).Clickers in the classroom: an active learning approach. Educase Quarterly. 71-74.
Tavales, S, and S Skevoulis. "Podcasts: Changing the Face of E-Learning." (2006). 3 Jan. 2008
http://ww1.ucmss.com/books/LFS/CSREA2006/SER4351.pdf

10. Sorting Information

Tutorial: Sorting Information
a.
b.
c.

Copy (or duplicate) the entire references table. (So you will have two tables.) Use the
keyboard combination (CTRL-END) to navigate to the end of the file.
Paste the table.
Sort the table by Date in Ascending order (earliest dates first).

11. Save your file as a.docx (not .rtf or any other file format) and with your last name and TS-5 in the
file name. (Example: Maxwell.TS-5.doc)

PART 2 APA Corrections:

12. Scroll down to page 7 in this file.
a. Copy the two-page paper to a new Word file.
b. Format the paper in APA style. Pay attention to title page, margins, citations, references,
spacing, and justification. You may put your name as the author on the title page.
c. Add a header with your last name in the left corner, short running title in the center and
page number in the right corner but suppress the header on the first page.
13. Hint: There are two items in this paper that you will have to look up on the Internet to make the
correct revisions.
14. Save this file with your last name and Student Attitudes (for example; Maxwell.Student
Attitudes.doc) as the file name.

Submission of Assignment:
15. Submit both files (Part 1 and Part 2 as two .docx files) under Assignments in BlackBoard. Be
careful to upload both files before you click Submit.

Scoring Rubric:
The assigned features are scored by correct completion of each feature above. Partial credit may be given.
Features

Points

1.

Keyboard
shortcuts,

2.

Working with
tabs and ruler
markers

3.

Insert comments

4.

Creating
hyperlinks,

5.

Track changes

6.

Autocorrect

7.

Headers and

1
Novice

2
Apprentice

3
Proficient

0-11
keyboard
shortcuts
correct
Incorrect
use of ruler
markers and
tabs

12-19
keyboard
shortcuts
correct
2-4
mistakes in
use of ruler
markers and
tabs
1 mistake in
use of
comments

20-24
keyboard
shortcuts
correct
1 mistake in
use of ruler
markers and
tabs

Attempted
comments
but
incorrectly
Attempted
hyperlinks
but
incorrectly
Attempted
use of Track
Changes but
incorrectly
Attempted
use of
AutoCorrec
t but
incorrectly
Attempted

1 Mistake
in
hyperlinks

Correct use
of
comments;
no mistakes
Correct
hyperlinks

1 mistake in
use of Track
Changes

Correct use
of Track
Changes

1 mistake in
use of
AutoCorrec
t

Correct use
of
AutoCorrec
t

1 mistake in

Correct

4
Distinguishe
d
All 25
keyboard
shortcuts
correct
Correct use of
ruler markers
and tabs with
no mistakes
Correct use of
comments; no
mistakes
Correct
hyperlinks to
Internet and
within
document
Correct use of
Track
Changes; no
mistakes
Correct use of
AutoCorrect;
no mistakes
Correct

footers
8.

Inserting special
characters

9.

Working with
tables and charts

Header and
Footer but
incorrect
5
Attempted
insertion of
symbols but
incorrectly
5
Attempted
tables but
more than 4
mistakes;
Original
references
not between
the two
tables
5
Attempted
to sort
second table
but
incorrect
50 Used APA
style for
margins,
citations,
references,
spacing,
heading and
justification
with 7 or
more
mistakes

10. Sorting
information

11. Formatting APA

style
Title page: 10 pts
Body: 15 pts
References: 25 pts

TOTAL

100

Header and
Footer

Header and
Footer

Header and
Footer; no
mistakes
Correct
insertion of
symbols

1 mistake in
insertion of
symbols

Correct
insertion of
symbols

3-4
mistakes in
tables;
Original
references
not between
the two
tables

1-2
mistakes in
tables;
Original
references
still
between the
two tables

Both tables
correct with
no mistakes;
Original
references
still between
the two tables

1 mistake in
sorting of
information
in second
table
Used APA
style for
margins,
citations,
references,
spacing,
heading and
justification
with 4-6
mistakes

Correct
sorting of
information
in second
table
Correct
APA style
for margins,
citations,
references,
spacing,
heading and
justification
with 3
mistakes

Correct
sorting of
information in
second table;
no mistakes
Correct APA
style for
margins,
citations,
references,
spacing,
heading and
justification
with no
mistakes

Student Attitudes Toward Technology

Students are generally introduced to technology for the first time in elementary schools or sometimes
during the preschool years when families have computers in the home. With the implementation of technology
devices into elementary classrooms, such as Active Boards or Smart Boards, students are exposed to technology
at younger ages and for more authentic purposes. Students are able to interact with technology during their
earliest years of education therefore making them more comfortable with technology as they progress through
the elementary years. Elementary teachers must integrate technology in order to model technology use,
provide direct instruction in technology skills, and make instruction appealing and fun way for children in
elementary school to learn (Yelland 1999).
A survey of students in grades 4-10 by Keller (1996) reports that students see computers as contributors
to learning the curriculum material. In another study by Tipton and Kovalik (2000), students felt they could
retain more information when lessons using technology were more interactive. These studies show that
elementary students believe technology helps them learn and motivates them more by making the learning
process more enjoyable.
Common themes from the technology based lesson study were high levels of attention, good posture,
and good participation. There were more eager facial expressions noted at the beginning of technology based
lessons, but interaction levels were somewhat lower during the video presentation. The visit to the computer lab
seemed to have the best overall observations. Some of the descriptions of students behaviors included: highly
excited, pointing to the screen, very anxious while pictures were loading, and sharing what was on their
monitors with neighbors. Students were using expressions such as cool and neat. Students also expressed
disappointment when it was time to log off of the computers. Students had very strong opinions toward the use
of technology in the classroom. They had positive attitudes in regards to both technology use at school and
during classroom instruction (Herndon, 2002).
In many school systems during the middle school years, there is only one opportunity to affect students
attitudes toward technology. Students will experience a lifetime of technological change and adaptation, but
hopefully positive attitudes developed through technology education will remain to influence life and career
decisions. To this end, technology educators should assess students in the affective domain to measure attitude
changes that may be attributable to the instructional methods and curriculum (1998).
The purpose of this study was to examine changes in students attitudes toward technology among four
teaching approaches typically used to deliver technology education in middle schools. The four approaches in
this study were: Industrial Arts Approach, Integrated Approach, Modular Approach, and Problem Solving
Approach (Boser, 1998).
The PATT Survey (Pupils Attitudes Toward Technology) was revised for use in the United States of
America. The questionnaire was tested and validated in seven states (Dugger, 1989). The results of the PATTUSA study indicated that: (a) students are interested in technology; (b) boys are more interested in technology
than girls; (c) students in the U.S. think that technology is a field for both girls and boys; (d) girls are more
convinced that technology is a field for both genders; (e) there is a positive influence of a parents technological
profession on the students attitude; (f) U.S. students concept of technology became more accurate with
increasing age; (g) U.S. students are strongly aware of the importance of technology; (h) the U.S. has a rather
low score on items measuring the concepts of technology compared to other industrialized countries; (i)
students who had taken industrial arts/technology education classes had more positive attitudes on all subscales, and (j) the existence of technical toys in the home had a significantly positive impact on all attitude
scales (Boser, 1998).
When students have a positive experience using technology they are more likely to have a positive
attitude toward technology and pursue a career using technological skills. As teachers in an ever changing
technological world, we must ensure that children have a positive learning experience when using technology so

that they can become computer literate to be better prepared for the future and the technological changes and
advances that continue to arise.
References
Boser, R (1998) Students attitudes toward technology in selected technology education programs. Journal of
Technology Education, 10, Retrieved 02022008, from http://scholar.lib.vt.edu/ejournals/JTE/jtev10n1/JTEv10n1.pdf#page=6
Dugger, W. E. (1994). The relationship between technology, science,
engineering, and mathematics. The Technology Teacher, 53(7), 5-8, 20-23.
Herndon, S Valdosta State University. Retrieved February 2, 2008, from Valdosta State University Web site:
http://chiron.valdosta.edu/are/vol1no2/PDF%20article%20manuscript/herndon.pdf
Keeler, CM (1996) Networked instructional computers in the elementary classroom and their effect on the
learning environment: A qualitative evaluation. Journal of Research on Computing in Education, 28(3), 329-346
Yelland, N. (1999). Technology as play. Early Childhood Education Journal, 26(4), 217-220.