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=**Module 2: Productivity Tools**=

=
The reason why most people buy computers is simple: they need to use computer software to improve their productivity. Imagine your college education without Microsoft Word. Many computer applications like the Microsoft Office suite are designed to increase the computer user's productivity. The three most common productivity tools are Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. Microsoft Word increases your productivity in word processing tasks, Microsoft Excel can save you a lot of time when it comes to calculations, statistics, and graphs, and Microsoft PowerPoint is a great tool for designing visually appealing and media rich presentation slides. =====

**__Standards Addressed__**

 * ===Internet and Computing Core Certification Standards=== ||
 * ===B. IC³ Standard – Key Applications=== ||
 * This exam covers the following areas: ||
 * ===1. Common Program Functions:=== ||
 * a. Be able to start and exit a Windows application and utilize sources of online help ||
 * b. Identify common on-screen elements of Windows applications, change application settings and manage files within an application ||
 * c. Perform common editing and formatting functions ||
 * d. Perform common printing functions ||
 * ===2. Word Processing Functions:=== ||
 * a. Be able to format text and documents including the ability to use automatic formatting tools ||
 * b. Be able to insert, edit and format tables in a document ||
 * ===3. Spreadsheet Functions:=== ||
 * a. Be able to modify worksheet data and structure and format data in a worksheet ||
 * b. Be able to sort data, manipulate data using formulas and functions and add and modify charts in a worksheet ||
 * ===4. Presentation Software:=== ||
 * a. Be able to create and format simple presentations ||

**__Learning Objectives__**

 * • || Students formulate a hypothesis with dependent and independent variables about generational differences in attitude. ||
 * • || Students design, write, and administer a questionnaire that elicits responses to questions about generational differences. ||
 * • || Students analyze the survey results using Office Excel. ||
 * • || Students present their findings to the class using Office PowerPoint. ||

**Software:** None

 * What to do**
 * Create a hypothesis using dependent and independent variables**
 * 1) Decide how you think generations may differ in their opinions on media and technology issues. Choose two topics to study from the list below. These will be called "dependent variables" because you are stating that you believe that a person's beliefs about these topics depend on their age. The "independent variable" is what causes the differences in the dependent variables. In this case, the independent variable is the generation to which the person belongs. Choices for topics might include:
 * Social Networking
 * Video games
 * Cell phones
 * Online learning
 * Internet Use
 * Television
 * Media Networks/Conglomerates
 * Other?
 * 1) Decide exactly how you think the dependent variables will differ for the generations. This is your hypothesis. For example, if the topic is video games, the hypothesis might be: "Younger people think violence in video games is fun and harmless, but older people think it is dangerous and harmful." If the topic is social networking, the hypothesis might be: "The older a person is, the less he or she will use social networking tools like Facebook to keep in touch with people."

Step 2: Creating the survey
Create five statements for survey participants to respond to that will accurately test your hypothesis. Statements should be designed to elicit answers like "strongly agree" or "strongly disagree."
 * Software:** Microsoft Office Word
 * What to do:** **Create a survey and test it**
 * 1) Use Word to create a survey form similar to the one found in the [|Design a survey using Word article].
 * 1) Assign numerical values for different attitudes toward your statements. For example:
 * 5 Strongly Agree
 * 4 Agree
 * 3 Neutral
 * 4 Disagree
 * 5 Strongly Disagree

Step 3: Administering the survey

 * Software:** None
 * What to do: Administer the survey in a public place to at least 20 respondents**
 * 1) Decide at which public place you will administer the survey (for example, at a mall, inside or outside a grocery store, at the Student Union).
 * 2) For each respondent, average the numerical values of their responses to the survey statements and write this "score" on the survey form.

Step 4: Analyzing the Results

 * Software:** Microsoft Office Excel
 * What to do: Analyze your survey data**
 * 1) Open a new spreadsheet in Excel.
 * 2) Clarify your variables. For example, "Independent Variable: Generation"; "Dependent Variable: Video Games." There should be one column for each dependent variable on your worksheet. When entering data into your worksheet, each response (completed survey) should be put in its own row, and the independent variable should go in the first column.
 * 3) Note how many males/females there are, and what part of the world the respondents were born in. Even if you do not include this information in your analysis, it is important to record it, because these differences may affect your results. Make these the second and third columns.
 * 4) Sort the data based on the generation group. Then, calculate the average score for each dependent variable for each group. Using Excel's filtering features, evaluate the data by showing records that match certain rules, or criteria. For example, show all records of people who were born between 1946 and 1955 from the United States that scored the highest for one of your dependent variables.
 * 5) Create charts that show some trend in your data.

Step 5: Presenting the results

 * Software:** Microsoft Office PowerPoint
 * What to do: Create a PowerPoint presentation to demonstrate your hypothesis and findings with graphics, art, animations, and graphs.**

**__Additional Items For Online Sections__**
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