Problem Statement:
Teaching a beginning computer class, I was faced with the problem of teaching students how to use Microsoft Excel, and also have them enjoy it. I decided to design a Web site for use by middle school students that would help them learn how to use Microsoft Excel to create spreadsheets, as well as reinforce appropriate Internet searching techniques and the use of Microsoft Word™. This assignment would also help them to learn how to budget their money in a fun way. While I will be teaching this in a classroom setting, I wanted to design the activity so that it could potentially be taught strictly online.

Situation Analysis:
This project will be taught to my 7th grade Computer Foundations class at Falcon Creek Middle School in Cherry Creek School District. The majority of students at this school come from an upper middle class socioeconomic background. I have found that over 95% of my students have access to a computer at home, with over 90% of them having access to the Internet at home. This class is offered as an elective that is one quarter in length. The class is taught in a PC computer lab, which has 32 computers that run on Windows 2000. All of the computers in the lab have access to the Internet.

Within Cherry Creek Schools, the National Education Technology Standards provide a basis for the curriculum within my classroom. According to the NETS standards for students, by grade 8 students should be able to use content-specific tools such as Microsoft Excel™ in order to support their learning and research. However, most of the students in this class have never used spreadsheets or Microsoft Excel™. This presented a challenge to me to help them understand the concept of Excel™, as well as how to utilize all of the features that the program has to offer. Students will work independently to complete the budgeting assignment. At the completion of this project, students will be able to:
-utilize the Web site created to help them create their personal budgets
-conduct Internet searches that help them to find budget items
-apply what they have learned about Microsoft Excel™ to create a spreadsheet and graphs from their budget information

Before beginning this project, students will have already learned how to use computers and the Internet. They will understand what appropriate Internet searching includes and how to use the Internet to search for information by successfully completing an Internet searching tutorial I created.

Rationale for Approach:
The rationale behind this project is the need for students to be able to search the Internet for information that they could compile together, as well as also understand basic types of computer software and how the software can best be utilized. Students will need these skills in order to succeed in high school, college, and beyond, as computer literacy is expected of students who are entering into the business world.

I have taught this project before to my Computer Foundations classes, and I have found that the students enjoy the activity a great deal. They like to look for homes and cars, and put a lot of effort into finding their dream items. It often surprises my students how much other expenses are, and many students have mentioned how much more they respect what their parents are giving them as they grow up.

Results:
I decided to organize the project into the Web site to make it more user-friendly for the students, and centralize all of the information that I have collected through previous teaching experiences. It also allows for students who may be absent from school due to travel to continue work on the project from alternate locations.
http://ouray.cudenver.edu/~cshaffer/budget/index.htm

Evidence of Value:
Once this project is implemented in the fall, I think that the lesson itself will be much smoother. The students will be able to have all the resources they need in one area, which I think will be of great benefit to them. I plan on comparing the results and products from this project to those of last years' students, as well as ask the students for feedback as to how the project went for them. Part of this feedback is collected in the form of the summary students are asked to write at the end of the project.

Reflections:
I have found this project to be of great benefit to the computer curriculum in many ways. Not only does it help to teach students how to use spreadsheets and reinforce correct Internet searching techniques, but it also gives students an idea of what life is like when you are a grown-up, which many of them are yearning to be. The students take a great deal of ownership in their budgets, which makes the learning experience much more meaningful for them.

After incorporating this project and the Web page into the curriculum at the beginning of the 2004-2005 school year, I have seen significant improvement in the quality of student work produced, as well as improvement in completion of the project with less teacher assistance. Prior to the creation of the Web site, students were floundering around trying to locate resources they could use to collect information to create their budget. The instructional Web site allows for some guidance for the students, while still allowing them to personalize their budgets. Classroom time spent on the project has also decreased from over 4 weeks of dedicated work time, to less than 3 weeks. This decrease in time spent on the budget project has allowed for additional time to be spent on other in class projects, which is highly beneficial during a quarter long class.

Responsibilities Fulfilled:
This project demonstrates ILT Responsibility #2, which states that one can design instruction or human performance strategy to meet the needs of learners. This project was designed after determining there was a problem, which was that most students had a difficult time understanding the concept and purpose of spreadsheets. I analyzed the various ways that I could present instruction about spreadsheets to the students, and decided that the use of online tutorials in addition to classroom instruction would be the most useful. I have found that the use of tutorials to bolster the instruction that occurs in class. Students also benefit by being directed to various Web sites to find the information they need to collect, rather than spend too much time looking through Web sites that are not beneficial to their research collection.

ILT Responsibility #3, which states that one uses a variety of media to deliver instruction to students and to engage students in learning, is also met by this project. By incorporating the use of other resources such as the “Banking On Our Future” site, students are able to access information they need for this project through other types of media. Students also use various Web sites to locate cars and homes, and then determine the monthly loan payment for each.

ILT Responsibility #4, which states that one understands how to capitalize on the capacities and abilities of each learner, is also demonstrated through this project. Students are given the opportunity in this project to choose the items that make up their budget, making the experience more personal. The students all have different opinions about which car or home is best, and by allowing them the choice, they can express their personal opinions.

This project also demonstrates ILT Responsibility #6, which states that one uses incisive and relevant assessment and evaluation techniques. Through the use of the created rubric, students are evaluated on various aspects of the assignment that when combined together, indicate whether the student is able to create the required elements of the assignment. The completion of the final product is used as the primary assessment.