International J. Soc. Sci.

& Education
2012 Vol. 2 Issue 2, ISSN: 2223-4934 E and 2227-393X Print

Developing Curriculum of Computer Education for Prospective

Teachers
By
1

Mubashrah Jamil, 2Riaz ul Haq Tariq and 3Jamil Hussain Shah

1

Assistant Professor, Bahauddin Zakariya University, Multan

2
Professor, Bahauddin Zakariya University, Multan
3
Professor, Mohiuddin Islamic University, Nerian Sharief, AJK.

Abstract
By keeping the important role of curriculum in mind it would be easy to say that education reshapes the
future of a society both by changing the present situation as well as by transmitting the cultural heritage
of a society. Computer and computer systems has changed the overall system of education, which
ultimately had great impact in the advancement of society. Therefore, it is required to train the
prospective teachers, so that, they could be able to adopt and utilize the modern technological resources
to achieve educational objectives expressively. Therefore, this article aimed to develop a curriculum in
the subject of Computer Education for prospective teachers to meet the need of the society. In this regard,
fourteen specimens of curricula from different public and private sector universities and other institutions
were collected which were offering M. Ed. and M. A. Education programs. The required professional
knowledge and skills related to computer education were collected through a simple questionnaire from
94 prospective teachers, 75 working teachers and 50 head of the departments/schools/institutions. In the
light of collected data, proposed curriculum was drafted, reviewed, and revised after consultations with
the experts available in the university. The draft was sent for comments to the Heads of all Institutions,
Organizations, IERs, Directors, and Principles of the Colleges for Elementary Teachers, and University
of Education Campuses in Punjab and federal area. In the light of the results, some of the major headings
or sub-headings and topics or sub-topics were added in and/or replaced from the proposed draft of the
course outlines.
Keywords: Computer in Education, Improving Classroom Teaching, Curriculum Design and Curriculum
Development.

1. Introduction
Historically the term Curriculum could be traced around 1820 which generally meant by a textbook,
guide or course of study and professionally including a set of global intentions, a plan or organizational
structure, and any one of the delivery media, while Curriculum Development is concerned with overall
design or plan of structuring the environment with the elements of learning e.g., time, space, materials,
equipment and personnel (Wiles & Bondi, 1993). McGee (1997) quoted a simple definition of curriculum
from Taba that curriculum is a plan for learning. The success of curriculum largely depends on the
teacher who is primarily responsible for providing the actual learning situations (Oliver, 1977). The
relationship between curriculum and teacher illuminates that curriculum facilitates for effective teaching.
Commonwealth of Learning and The South African Development Community Ministries of Education
(2000) quoted from Farrant that curriculum is a set of decisions about what is taught and how it is
taught, which determines the general framework within which lessons are planned and learning takes
place.

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Developing Curriculum of Computer Education for Prospective Teachers

Curriculum is not only limited to decide or plan about teaching, learning and medium of instruction but in
fact curriculum is an important pillar of an educational system (Khalid, 2001) which is expected to
improve the overall quality of education. Khalid further explained the importance of curriculum, which
represents the distilled thinking of society, what it wants to achieve through education. Curriculum tends
to mirror society itself, reflecting its aims, values, and priorities. McNeil (2006) expanded the role of
curriculum as the most potent and influential tool, which affects and forces society, schools, classrooms,
students and parents in shaping students identity, expectations, and life long trajectory. By keeping the
important role of curriculum in mind it would be easy to say that education reshapes the future of a
society both by changing the present situation as well as by transmitting the cultural heritage of a society
(Rushby and Howe, 1985).
Information and communication technologies (ICTs) had great impact on societal changes. According to
Wiles and Bondi (1993) innovation of the 21st century that has had a major affect on both society and
schools is the computer. Computers and Computer Systems are encompassing the means of
communicating, storing, retrieving, and categorizing information (Merrill, et. al, 1986). Reduction in
prices and versatility of computers rapidly changing the trends of teaching and learning i.e., computers
are used to teach, learn and evaluate in all subjects from literature to engineering, therefore, neither
children nor their teachers can afford to be unaware of the computer (Goodlad, 1971). Ortega and Bravo
(2002) quoted Ortega Cantero that computer is a tool not a subject; its knowledge should be integrated
transversely in all the disciplines, not only in Computer Sciences. The ICTs had also a deep impact on
education. According to Oak (2008), computer education forms a part of the school and college
curricula, as it is important for every individual today, to have the basic knowledge of computers.
Computer and its related technologies make it possible for teachers and learners to share their knowledge
and experience with each other without any barrier of space and time (Albalooshi, 2003). They are at
least as good at transmitting information, as teachers (Brown & Atkins, 1988), and are probably more
accurate and fast. Even then it is not used up to the optimum extent in our educational institutions (Jamil,
1999). Keeping in view the importance of computer in education, most of the universities offering
teachers training programs in all over the world have added a subject to train their prospective teachers
for using computer as a teaching learning aid.
Given the importance of the use of computer in everyday life and in education, curriculum in computer
studies acquires great importance. In order to make meaningful use of computer in the classroom, teacher
needs orientation in Computer Education. Therefore, the purpose of this research study was to draw
outlines for a curriculum in the subject of Computer Education for prospective teachers in the department
of Education, Bahauddin Zakariya University Multan, Pakistan.

2. Literature Review
Curriculum development is not something that happened by chance. It is a step-by-step process which
follows a model or analogy. Wiles & Bondi (1993) clarified the analogy in curriculum development
with the help of an example related to architecture, who cannot design a home until certain information
about style and functioning are known. Grier (2005) quoted from Posner that curriculum development
process is based on two necessary and complementary steps: curriculum development technique and
curriculum conscience. Where curriculum techniques are nuts and bolts used to arrive at the
curriculum, while models describe procedures to develop curriculum. And some of the eminent
curriculum development models were referred by McGee (1997), McNeil (2006), Smith (2000), Howard
(2007), Duan (2004), and Burkett (2002) are briefly reviewed as under to construct the curriculum:
In 1949, Ralph Tyler identified some fundamental questions that must be answered during development
process. Its approach was relatively pragmatic and straightforward which closes the loop between
curriculum development and assessment. His theory of curriculum development was simple, logical and
rationale but fell out of favors as educators began to view learning experiences more holistically and

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Mubashrah Jamil, Riaz ul Haq Tariq and Jamil Hussain Shah

assess outcomes that were not easily measurable. Tyler considered following four consideration in
curriculum development:
1. Formulating educational purposes,
2. Selecting educational experiences
3. Organization of education experiences and
4. Determining the extent to which purposes are being attained.
While Hilda Taba (1962) believed that teachers who teach or implement the curriculum should participate
in developing it. Her advocacy was commonly called grassroots approach where teachers could have a
major input. This model was designed for social studies but also applied for other subjects as well. She
presented seven major steps in curriculum development. These included all the four phases of Tylers
Rational Model while the most prominent and important was the diagnosis of learners need and
expectations of the larger society.
Regarding to the Cyclical Model presented by Nicholls and Nicholls (1978), curriculum development is a
continuing activity because of the new information and advancements. A new element called situational
analysis was introduced in 1970s based on Tabas diagnosis of needs. It included a detailed description
and analysis of the context in which a particular curriculum is to be implemented. It was flexible and
more useful model emphasizing on situational analysis which provides starting point to school teachers in
curriculum development. But a major drawback of this model was that the situational analysis needed
long time.
Walker introduced new model for curriculum development in 1992 and called it Naturalistic because of
his emphasis upon the natural school environment where it was more important to understand what
teachers do rather than what they are supposed to do. His observations, based on the several years of
experiences in the Kettering Art Project, Walker becomes aware that each teacher bring their own beliefs
and values which affect curriculum decision. His model was based on several phases. The major
difference of Walkers model was that he favored explicit and implicit design: the former consisted of the
conscious decisions and the latter the actions that are taken automatically. This phase culminate in the
production of teaching materials or plans. It was more realistic, flexible, providing opportunity for
discussions and sharing of views and recognizes the diversity of factors affecting curriculum
development. But it was more appropriate for large-scale projects than small-scale projects; moreover lot
of time is required for discussions and making conclusions.
McNeil (2006) introduced the Futuristic Model that stressed to the need to prepare the citizen for future.
By keeping the importance of future need, efforts have been made to develop educational objectives
consistent with this realization and implying necessary action. This model favored to involve
educationists, politicians, economists, medical psychologists to discuss possible future developments that
could affect curriculum planning. After rating social consequences, educators are required to decide what
items in the present curriculum prepare students for future world and support to keep them up for future
curriculum. At the end, a group of writers prepare two descriptions i.e., one for assessing the effects of
actions and implementations on learners and second description is related to describe changes in subject
matter, learning activities, curriculum organization and methods. The major difficulties of this model
were to predict future problems; and participation of non-educationists to be expected for understanding
the factors affecting the school curriculum.
Beside of these models many other were also reviewed, for example: The Vocational or Training Model;
Action Research Models; and Model of Needs and Assessment Technique. Along with these models
some model curriculums were also reviewed, for example: A Model Curriculum for Computer Aided
Design (CAD) Associate Degree Program by Duan (2004), A Model Curriculum for a Doctor of
Psychology (Psy. D.) Programme by Allon, Gauthier, Doyle, and Hutcheon (2004), A Curriculum
Model for Transferable Skills Development by Chadha (2006) and Constructing a Workable Computer

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Developing Curriculum of Computer Education for Prospective Teachers

Information Science/Computer Science Curriculum: A Template for Developing a Cross-Discipline
Model by Burkett (2002).
Research Design: Based on Literature Review
By comparing the stated models in order to design the current curriculum properly - it was found that
Tylers Model (1949) linked the purposes of curriculum development with assessment. This aspect of the
model was followed for the present study. Grassroots Approach of Taba (1962) was applied to diagnose
learners needs. Situational analysis introduced by Nicholls and Nicholls (1978) could not be included in
the study due to a lengthy procedure, but it is being recommended for future studies. Walkers Model
(1992) was followed in the form of Experts Panel in which 75 Working Teachers were involved to
include their own beliefs and values, which affect curriculum decisions. The Futuristic Model provided
the idea of Five Point Likert Scale and inclusion of 94 Prospective Teachers and 50 Employees from
different institutions for the first time in Pakistan in Curriculum Development. All collective efforts gave
rise to the New Design. Despite of strengthens and weaknesses of these models, authors of the study
concluded the above discussion pictorially as:
Diagnosing needs

Formulation of learning
outcomes

Selecting & organizing

learning content

Learning
activities

Teaching and
assessment methods

Evaluation of learning
outcome

Evaluation of program or
curriculum

Figure 1: Curriculum Development Process

3.

Research Methodology

Based on literature review, following steps were taken to develop the curriculum:
1. Identifying the Panel of Experts. Three different panel of experts were designed to validate the
proposed curriculum:
a. The working teachers in Higher Secondary Schools who were using computer directly or
indirectly in teaching and learning process.
b. The prospective teachers, who will be using computer personally or professionally.

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Mubashrah Jamil, Riaz ul Haq Tariq and Jamil Hussain Shah

c.

d.
e.
a.
b.
c.

2.

3.

4.

5.

6.

The employees of different universities and other educational institutions who were directly or
indirectly enabling the prospective teachers to use computer in their teaching in the age of
information technology (IT).
All of these stakeholders were selected on the basis of their availability or willingness to
participate in the study. As a result:
A group of 75 working teachers including 25 females responded out of 15 Higher Secondary
Schools (HSS) for boys and girls from Multan.
The 94 prospective teachers were selected among the students of M. A. Education and M. Ed
From the department of Education, Bahauddin Zakariya University, Multan.
And 50 employees from 30 different institutions i.e., head of the departments from universities,
principals of Government Colleges for Education, private colleges, semi-government colleges
who were training teachers or prospective teachers for using computer professionally.
Surveying Teachers Need and Eliciting Computer Education Catalog. A very simple
questionnaire was designed and administered among all experts in order to enlist prospective
teachers required technology-based professional knowledge and skills. Meanwhile, all private
and public sector universities of Pakistan, which were offering M. Ed or M. A. Education
programs, were requested to provide curricula in Computer Education (if available). Moreover,
the course outlines already in practice for Computer Studies to be taught at B. A / B. Sc and M.
A / M. Sc levels in different departments and affiliated colleges of Bahauddin Zakariya
University, Multan were also obtained and analyzed to draw the draft curriculum. In the same
manner, the course outlines for B. Ed programs, which are the basic requirement for the
admission in M. Ed., were also collected from five different campuses of University of
Education (Ex Government Colleges of Education) in Punjab and Federal area. Furthermore,
course outlines for Computer Studies for the classes of IX, X, XI and XII prescribed nationally
were also collected to develop the draft curriculum.
Evaluating the List of Required Knowledge and Skills. On the basis of the feedback from
experts, a list of required knowledge and skills for the proposed course outlines was drafted. The
course outlines collected from all universities, colleges, institutions and schools were arranged to
shape a list, which helped to relate topics and subtopics with required knowledge and skills.
Developing Proposed Curriculum. On the basis of the data collected for developing proposed
curriculum, an initial draft was developed and dispatched for experts opinion regarding the
selection and sequencing the topics and subtopics and to point out shortfalls of the researchers
after a thoughtful review.
Validation of the Proposed Curriculum. A brief questionnaire along with the proposed course
outlines were sent to the experts for validation. As per the experts opinion, total number of
chapters, topics and/subtopics were finalized.
Approval from the Advanced Board of Studies. The finalized draft of the curriculum was then
sent to the Advanced Board of Studies of Bahauddin Zakariya University for its official approval
and appliance as a compulsory subject for M. Ed. Students.

4. Results
Appendix A (Table 1) showed the nature and number of institutions which were requested to provide
the required outlines if offered in the institutions. In all 37% universities and 10% Government Colleges
and 20% Government Higher Secondary Schools responded to the researchers.
Total 14 different course outlines were received after requesting again and again. Collectively 27 major
headings or topics were (Table 2) listed by merging all course outlines. List of sub-headings or sub-topics
were ignored because of the length of the table.
Table 3 provides summary of the feedback from sampled stakeholders to establish and formulate list of
knowledge and professional skills required regarding the use of computer and related technologies. After

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Developing Curriculum of Computer Education for Prospective Teachers

preparing the list, researchers categorized them into three main areas of Computer applications in
Education as: (a) Computer Managed Instruction (CMI), (b) Computer Assisted Instruction (CAI) and (c)
Computer Assisted Assessment (CAA). This information also helped to formulate learning objectives of
the curriculum.
List of required skills and table of major headings or topics from different curricula were then compared
and it was decided by the authors to:
Ignore all programming languages in the proposed course outlines because prospective teachers were
considered as users not as professional programmers.
By ignoring all programming languages; the major topics of Data flow diagrams, Algorithms,
Number system and compiler and interpreter were automatically eliminated from the proposed
course outline.
By keeping the limited duration of the semester (i.e., 45 credit hours) in mind; it seems to be difficult
to include history of computer and Artificial intelligence because of the nature and length of the
content.
List of required knowledge and skills clearly acknowledged that teachers were required practicebased and applicable knowledge and skills for their personal and professional life. Therefore,
initially a course outline of 6 different chapters or units was drawn in the light of required
professional knowledge and skills and also considering all 27 topics/subtopics from curricula
collected from different institutions and sent to the 50 experts or educationists that were directly or
indirectly serving or coordinating and/or managing the teacher training programs. Only three open
ended questions were asked from all of the experts as: (a) What should be added? (b) What should be
deleted? And (c) Are you satisfied with the proposed course outlines? Here, one thing is important to
note that only those topics were deleted or added which were suggested by more than 50% of the
experts.
Overall, 98% experts were satisfied with the proposed topics/sub-topics of Unit-1. And 80% suggested
adding characteristics of Computer, which was done in the final draft of the course outlines.
A total of 95% experts were satisfied with the proposed content of Unit-2. A good majority of the experts
insisted to add applications of WordPad, Notepad and Paint in order to facilitate users to familiarize
with the movement of Pointer and Cursor. These topics were added in the final draft.
Total 98% experts expressed satisfaction with the proposed content of Unit-3. But options (i.e. Sr. #) 2, 3
and 5 were added in the final draft.
Between 81 to 99% experts were satisfied with the proposed content of Unit-4, 5 and 6. Not a single
topic/subtopic was proposed to be added in the final draft on this section.
All of the required changes suggested by the experts were finally added and deleted out of the final draft
of the course outlines. Then correlation was computed between proposed and final draft of the course
outlines, which was 0.98. Finally the course outlines (Final Draft of the Curriculum) was forwarded to
Advanced Board of Studies, Bahauddin Zakariya University Multan to channelize the approval. In the
meeting of advanced board of studies it was approved as a compulsory subject, so that all prospective
teachers could get equal opportunities to learn advanced teaching and learning skills.

5. Discussions and Conclusions

A survey was conducted to understand teaching and learning needs to develop a curriculum in the subject
of Computer Education. The intent of curriculum was to prepare prospective teachers by transferring
basic computer skills and knowledge to fulfill some of their professional and personal requirements. The
course outlines developed for M. Ed program assumed no previous training in the area of Computer
Education. However, such courses are required to introduce at B. Ed level and other basic teacher training
programs or workshops; if so; then the proposed outlines should be revised accordingly. Intentionally, it
was important to keep the length of course outlines in mind to complete it within a semester.

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Mubashrah Jamil, Riaz ul Haq Tariq and Jamil Hussain Shah

To do this, a brief literature review was conducted by the researchers to develop a curriculum. Moreover,
219 experts were identified on the basis of their willingness and availability at first stage. Through a
simple questionnaire, the experts were asked for required technology-based professional skills and
knowledge. While, 14 curricula of Computer Education were collected from different public or private
sector universities of Pakistan, which were offering M. Ed or M. A. Education in different institutions.
After that proposed course outlines was prepared by considering all major heading/sub-heading and
topics/sub-topics of the curricula collected from different universities and in the light of required
professional skills and knowledge. Then, that proposed course outlines was sent to all stakeholders along
with another simple questionnaire to validate it. An overwhelming majority of the experts (81% - 99%)
were satisfied with proposed contents of the units. However, some of the topics were added and replaced
according to the experts opinion. The results of correlation co-efficient between proposed and final draft
of the course outlines indicated experts highest level of satisfaction. This course outline could be
beneficial to prospective teachers, educators, prospective employers of the educational institutions and
society at large.

References
Albalooshi, F. (2003). Virtual Education Cases in Learning and Teaching Technologies, London: Irm
Press.
Allon, R., Gauthier, J., Doyle, A. B. & Hutcheon, D. (2004). A Model Curriculum for a Doctor of
Psychology
(Psy.
D.)
Programme.
Retrieved
on
October
29,
2009
from
http://www.cpa.ca/cpasite/userfiles/Documents/publications/Psy%20D%20Model%20Curriculum%2
0final%20_2_.pdf
Brown, G. & Atkins, M. (1988). Effective Teaching in Higher Education. London: Methuen Press.
Burkett, W. (2002). Constructing a Workable Computer Information Science/Computer Science
Curriculum: A Template for Developing a Cross-Discipline Model. Journal of Information
Technology Education, 1(1), 65-76.
Commonwealth of Learning and the South African Development Community Ministries of Education
(2000).
Curriculum
Management.
Retrieved
on
November
12,
2010
from
http://peoplelearn.homestead.com/MEdHOME/MANAGEMENT/CURRICULUM_MANAGEMEN
T.pdf.
Duan, Xin-Ran (2004). A Model Curriculum for Computer Aided Design (CAD) Associate Degree
Programs. Journal of Industrial Technology, 20(2). Retrieved on May 15, 2010 from
http://atmae.org/jit/Articles/duan032904.pdf.
Goodlad, J. I. (1971). Education and Technology: To Improve Learning: An Evaluation of Instructional
Technology. Vol. 2. New York: R. R. Bowker.
Grier, A. S. (2005). Integrating Needs Assessment into Career and technical Curriculum Development.
Journal of Industrial Teacher Education, 42(1). Retrieved on May, 12, 2010 from
http://scholar.lib.vt.edu/ejournals/JITE/v42n1/grier.html.
Howard, J., (2007). Curriculum Development. Retrieved on
http://org.elon.edu/catl/documents/curriculum%20development.pdf

July

20,

2010

from

Jamil, M. (1999). A Study to Determine the Role of Computer in Education. An un-published Thesis
submitted for the Partial Fulfillment of the Requirements for the Degree of B. Ed in the Government
College of Education, Multan.
Khalid, M. (2001). Curriculum Development for Journalism. Journal of Research (Humanities), Vol. 18,
55 60.

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Developing Curriculum of Computer Education for Prospective Teachers

McNeil, J. D. (2006). Contemporary Curriculum in Thought and Action. John. USA: Wiley & Sons, Inc.
Oak, M. (2008). Role of Computer in Education. Retrieved on December 03, 2010 from
http://www.scribd.com/doc/10961852/Role-of-Computers-in-Education.
Oliver, A. I. (1977). Curriculum Improvement: A Guide to Problems, Principles, and Process. 2nd Edition.
New York: Harper & Row Publishers.
Ortega, M., & Bravo, J. (2002). Computer and Education in 21st Century. New York: Academic
Publishers.
Rushby, N., Howe, A. (1985). Educational Training and Information Technologies Economics and Other
Realities. London: Kogan Page.
Smith, M. K. (2000). Curriculum theory and Practice. Retrieved on April, 04, 2010 from
http://www.infed.org/biblio/b-curric.htm.
Wiles, J., & Bondi, J. (1993). Curriculum Development: A Guide to Practice. 4th Edition, New York:
Macmillan Publishing Company.

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Mubashrah Jamil, Riaz ul Haq Tariq and Jamil Hussain Shah

Table 1:
Sr. #
1.
2.
3.
4.
5.

APPENDICES
Nature of Institutions Involved in the Study
Nature of the Institutions
Universities
Government Colleges
Private Colleges
Semi-Government Institutions
Government Higher Secondary Schools

Number
11
03
09
01
06

Percentages
36.6%
10.0%
30.0%
03.3%
20.0%

Table 2: Major Headings or Topics from different Curricula received from the Requested Institutions
Sr. #
Major Headings
1.
Introduction of Computer System.
2.
Computer history.
3.
Need of computer literacy.
4.
Social impact of computer on society.
5.
Artificial intelligence.
6.
Input and output devices.
7.
Computer memory.
8.
Central Processing Unit (CPU).
9.
Classification of the Computer System.
10.
Speed, reliability and scope of the computer.
11.
Data flow diagrams.
12.
Algorithms.
13.
Number System: Binary, Octal and Hexa Decimal systems.
14.
Binary arithmetic.
15.
Introduction of Software (i.e., high level and low level languages)
16.
Compilers and interpreters.
17.
Introduction of DOS (Disk Operating System).
18.
Internal and external commands of DOS.
19.
Programming Languages (BASIC, COBOL, FORTRAN, FoxPro, C, C++)
20.
Windows operating system.
21.
Multimedia.
22.
Word processor.
23.
Spreadsheets.
24.
Designing presentations.
25.
Internet.
26.
Applications of computer in education.
27.
Applications of computer in business.

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Developing Curriculum of Computer Education for Prospective Teachers

Table 3:
List of Professional Knowledge and Skills Needed
Sr. #
Knowledge and Skills Needed
a.
Computer Managed Instructions (CMI)
1.
Lesson Planning
2.
Maintain attendance record.
3.
Maintain admission records.
4.
Prepare merit lists.
5.
Keep and update records of official correspondence.
6.
Prepare and maintain stock registers.
7.
Prepare and maintain employees portfolios.
b.
1.
2.
3.
4.
5.
6.
c.
1.
2.
3.
4.
5.

Computer Assisted Instruction (CAI)

Use computer as an audio visual aid in classroom activities.
Deliver lessons with the participation of their students in the
classrooms.
Search the research material by using computer.
Analyze data as per the requirement for proper
interpretations.
Compose research reports/articles/lectures.
Prepare and deliver presentations.
Computer Assisted Assessment (CAA)
Formation and composing question papers.
Develop an item bank.
Maintain the secrecy of examination records.
Calculate and declare students grades and positions in the
class or school or department.
Prepare students reports (i.e., feedback).

*44% = (98 219) x 100

119

Percentages

98
113
70
80
119
55
70

44%*
52%
32%
36%
54%
25%
32%

145
135

66%
62%

114

52%

108

49%

99
140

45%
64%

145
70
54
122

66%
32%
24%
56%

129

59%

Mubashrah Jamil, Riaz ul Haq Tariq and Jamil Hussain Shah

(Final Draft of the Curriculum)
M. ED. COURSE OUTLINE
Department of Education, Bahauddin Zakariya University Multan
COURSE TILE: COMPUTER EDUCATION
Course Code: EDU 501

Credits: 4

PREREQUISITES: None.
COURSE DESCRIPTION
This is an introductory course and is specifically focused on educators wanting a hands-on approach to
learning new technology skills. It is designed to provide elementary school teachers and administrators
with an understanding of the ways that current and emerging technologies can be used to facilitate
teaching, learning, and managing instruction. Discussions will focus on issues, trends, and current uses of
technology in education. Lab sessions will focus upon gaining practical experiences of working on
computers, learning software applications with Microsoft Office, evaluating educational software,
designing technology-enhanced lessons, and utilization of internet-based technologies in education.
COURSE GOALS
The primary objective of this course outlines is to enable the prospective teachers to understand, adopt
and apply technology-based resources and materials professionally and personally.
LEARNING OUTCOMES
At the end of this course, prospective teachers will be able to:

Acquire knowledge on historical evolution of computer in education and its hardware and
software components.

Acquaint with the aims and objectives of teaching Computer Science in Secondary and Higher
Secondary Schools and help them to plan learning activities according to those objectives.

Acquire skills relating to planning lessons and presenting them effectively.

Acquire skills of developing and maintain Item Bank and formatting question papers.

Prepare and maintain portfolios.

Automate admission system.

Analyze data graphically and numerically.

Effectively search, download and upload required content.

LEARNING MATERIAL
Teachers will provide handouts, web-based resources, Model lessons on CDs, and reference books.
COURSE CONTENT OUTLINES
1.
Computer Fundamental
1.1
Computer and their effects on our society and Education
1.2
Computer: Hardware and Software
1.3
Hardware: Input Devices, Output Devices, Memory, Processor
1.4
Software: Application Software and System Software
1.5
Virus: Introduction and Protection
1.6
Ethics of using computer and related technologies.
2.
Introduction & Applications of GUI
2.1
Introduction of GUI
2.2
Features of MS Windows
2.3
Managing and manipulating Files and Folders
2.4
Windows explorer
3.
Word Processor
3.1
Working with files
3.1.1
Creating and opening documents
3.1.2
Saving and deleting document

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Developing Curriculum of Computer Education for Prospective Teachers

3.1.3
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.3
3.3.1
3.3.2
3.4
3.4.1
3.4.2
3.4.3
3.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6
3.6.1
3.6.2
3.6.3
3.7
3.7.1
3.7.2
3.7.3
3.7.4
4.
4.1
4.1.1
4.1.2
4.1.3
4.1.4
4.2
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
4.3
4.3.1
4.3.2
4.3.3
4.3.4
4.3.5
4.3.6
4.4
4.4.1
4.4.2
4.5
4.5.1

Working on multiple files

Working with text
Typing and inserting text
Selecting and deleting text
Formatting Toolbar
Format Painter
Formatting Paragraph
Paragraph attributes
Moving, copying and pasting text
Lists
Bulleted and numbered lists
Nested list
Formatting list
Tables
Inserting or Drawing a table
Inserting rows and columns
Moving or resizing tables
Tables and Borders toolbar
Table properties
Graphics
Adding a Clip Art
Editing Graphics
AutoShapes
Proof reading a document
AutoCorrect
Spelling and Grammar check
Synonyms
Thesaurus
Data Analysis Techniques
Spreadsheet basics
Screen elements
Adding and renaming worksheets
Difference between Spreadsheet and Worksheet
Inserting data in a worksheet
Modifying a Worksheet
Moving through cells
Adding worksheets, rows and columns
Moving and Copying cells
Selecting, rows, columns and sheets
Freeze panes
Formatting Cells
Formatting toolbar
Format Cells dialog box
Styles
Style dialog box
Conditional Formatting
AutoFormat
Formulas and Functions
Relative and absolute referencing
Basic functions and formulas
Sorting and Filtering
Basic ascending and descending sorts

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Mubashrah Jamil, Riaz ul Haq Tariq and Jamil Hussain Shah

4.5.2
Complex sorts
4.5.3
AutoFill functions
4.6
Charts
4.6.1
Chart wizard
4.6.2
Resizing a chart
4.6.3
Moving a chart
4.6.4
Chart formatting toolbar
5.
Designing & Preparing Presentations
5.1
Working with Slides
5.1.1
Inserting new slide
5.1.2
Applying design template
5.1.3
Changing slide layout
5.1.4
Reordering slides
5.1.5
Hide slide
5.2
Adding Contents
5.2.1
Resizing and deleting textbox
5.2.2
Text box properties
5.2.3
Bulleted and numbered list
5.2.4
Adding notes
5.3
Working with Text
5.3.1
Adding and Editing text
5.3.2
Formatting text
5.3.3
Line space
5.3.4
Spell check
5.3.5
Color Schemes
5.3.6
Background
5.4
Graphics
5.4.1
Adding Clip Art
5.4.2
Editing graphics
5.4.3
AutoShapes
5.4.4
WordArt
5.5
Slide Effects
5.5.1
Action Button
5.5.2
Slide animation
5.5.3
Slide transition
5.5.4
Slide show options
6.
Searching & Browsing
6.1
Network and Networking: LAN, MAN and WAN
6.2
Internet: Internet Explorer, Web Page, URL, Home Page, Search Engines
6.3
Methods of searching required information
EVALUATION/GRADING PROCEDURE
Students will be evaluated and grades will be awarded on the following criteria:
Attendance; Participation/Assignments; Quiz and Intermediate test scores; and Final Exams.
Grading will confirm to the semester rules and policies set forth by the Controller Examinations,
Bahauddin Zakariya University Multan.
PLANNED TEACHING METHODS/LEARNING STRATEGIES
___ Lecture Method
____ Special Projects (Assignments)
___ Computer Laboratory
____ Multimedia and Overhead Projector

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