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Excerpted from
Database Magic
Using Databases to Teach Curriculum in
Grades 4–12
by Sandra A. Dounce
In a data-driven world, understanding how to manage information with powerful
tools is a skill needed by both students and educators. Database Magic is filled
with practical advice and tips for using databases as learning and teaching
tools. Practicing educator Sandra A. Dounce guides you from the basics of using
databases to the higher-level learning strategies. Sixteen ready-made curriculumbased databases on the included CD in both MS Access and Excel formats enable
users to put the information from the book into use immediately.
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Section 1
Using Databases
Chapter 1 A Background on Databases
and Their Uses in Schools
Chapter 2 Building a Database
Chapter 3 Retrieving Data Using Sorting
and Filtering Techniques
Chapter 4 Creating Queries and Reports
Chapter 5 Teacher and Classroom Uses
for Databases
Chapter 6 Using Database Functions in Excel
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
1
Chapter 1
A Background on Databases
and Their Uses in Schools
This chapter will provide the reader with a definition of a database and will discuss the
history of databases. It will explain the basic structure of databases, including files, tables,
forms, records, and fields. Examples of how databases are used in most jobs in business,
industry, and education will be presented. The chapter will give teachers the rationale for
using databases as tools to present, review, reinforce, and enhance curriculum.
Defining a Database
Humans have attempted to gather and organize data from the times of the first stories
around the campfire, which were stored in the minds of the elders, to the advent of the
printed word and creation of libraries with their card catalogs, and finally to the development of the computer. Computerized databases are collections of information that are
organized by records and fields and can be easily searched to quickly retrieve the desired
information by sorting or filtering the data. The simplest computer database is nothing
more than an electronic filing system that can be easily searched and organized. Databases
exist in hardcopy as well, such as a phone book or a set of index cards that students
might use when taking notes for a research paper. The computerized database differs from
the hardcopy database in that the computer database can be quickly reorganized. Those
who remember the traditional card catalog system, which had been used in libraries for
many years, will recall that there were at least two card catalogs—one alphabetized by
author and title and the other organized by subject. Researchers spent hours searching
the card catalog, reading the short descriptions of many books in order to find them on
the library shelves. The computerized database systems that are currently in libraries have
significantly simplified the research process.
To successfully search a database, it is important to understand how databases are organized. Databases are built from fields, records, and files.
• Fields represent one piece of information about the topic. For example, in a
database of the U.S. states, a field could be the state name, capital, population,
size (in square miles), population density, climate, or industries. In some database
programs, fields are called categories. There are a variety of field types, including
text, memo, numbers, times and dates, OLE objects (pictures), hyperlinks, autonumbering, and lookup-wizards.
• Records are collections of related fields. For example, all of the information
collected on one state would be considered a record.
• Files are collections of related records. For example, all of the data on all 50 states
would be considered a file.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
3
Section 1
Using Databases
There are two common types of computer databases, flat-file databases and relational
databases. This book will concentrate on the simpler flat-file databases, which will enable
students as young as fourth grade to understand what a database is, how it is organized,
and how it can be searched to quickly retrieve the desired data.
• Flat-file databases consist of only one file that is not linked to other files. These
databases are more useful for limited topics. A Christmas card address list can be
put on a flat-file database, for example.
• Relational databases consist of two or more related files. A high school, for
example, may have a database with two files on students—one that consists of
personal information and another that lists their classes and grades. To link these
two files, each student is assigned a unique student identification number, which
appears in both the personal information file and the grades file. If, for example,
the school office must send report cards through the mail, the grades file is linked
to the personal information file, and the address is retrieved and added to the
report card, which can then be mailed home.
A database can be presented in a variety of formats. Two common ones are table format
and form format.
• Table format shows the records in a grid structure and looks very much like a
spreadsheet. Figure 1.1 shows an example of a U.S. states database in this format.
• Form format contains all of the fields for a single record on one screen. Figure 1.2
shows an example of a U.S. States database in this format.
Figure 1.1 Example of Table format
4
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Chapter 1
A Background on Databases and Their Uses in Schools
Figure 1.2 Example of Form format
Database Use in Business, Industry, and Education
A person cannot pick up a newspaper, turn on the television, go to the library, or use the
Internet without encountering references to a database. Even brides-to-be and mothersto-be become part of a database when they register for desired gifts at a department store.
The Internet has become a database of unrelated topics that can be searched. Although
the Internet allows one to search for almost anything, the concept is similar to a database in its ability to easily use a filter, in this case a search engine, to gather desired data.
Topical databases are evident on the Internet. After the catastrophic hurricane Katrina
in 2005, which destroyed parts of New Orleans, Louisiana, and seriously damaged many
other cities, databases that enabled people to search for relatives and friends who had
been relocated by the emergency sprang up on the Internet.
Schools use computerized databases to record personal information about students and
to print report cards. Businesses keep track of inventory, employee salaries and benefits,
and purchase orders. Nonprofit organizations keep track of their donors and those in
need. The government uses sophisticated databases that include everything from lists
of facts about other countries to lists of taxpayers and criminals. The government and
many environmental organizations also use databases with Geographical Information Systems (GIS) mapping software that allows data to be superimposed in various
layers on maps. The GIS 2 GPS Portal (www.gis2gps.com) has lesson plans that can be
used with students and suggestions for collecting geographical and scientific data. As
computers have become more sophisticated and faster, other specialized database functions have appeared. Fingerprints, DNA, and even eye-prints can be matched using a
database of existing features.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
5
Section 1
Using Databases
Rationale for Using Databases in Schools
The first and most obvious reason for using databases in schools is that students will
encounter databases in almost any career they might pursue. In a simple way, students
can become acquainted with the tools they will be using in their future careers. Simulations of searches that might be used in some careers are included in this book.
Introducing the use of databases as early as Grade 4 also helps students begin to gain
organizational skills that will help them in research, note taking, and writing. Learning to
sort and filter data on a simple database will help students understand how data can be
narrowed down to a certain topic when searching a library card catalog or the Internet.
For example, if a student wanted information about George Washington, the keyword
entered might be “Washington.” Obviously, a student will find many answers that will not
apply to “George Washington.” Learning to build a database also helps students organize
research and decide what data is needed to answer an important question.
Next, creating and using databases helps teachers challenge students to advance
their thinking skills beyond the knowledge level in Bloom’s taxonomy. Activities that
encourage students to analyze, synthesize, and evaluate data (the higher level thinking
skills) are included in this work. Closely related to Bloom’s higher order thinking skills
is, of course, the scientific method. Because databases are often used for scientific inquiry
and analysis in the scientific community, it is natural that activities using the scientific
method are also included. The Sample Questions worksheet provided for each database
(see section 2) will follow the steps from simple retrieval of data to the analysis of the
data collected.
Today’s students are not satisfied with the lecture method of teaching and the simple
memorization of facts. Using databases offers another teaching technique that can be
attractive to students. The world today is rich in hands-on activities and multimedia
experiences. Real-life simulations using database files create a realistic and fun educational activity for students. Students are naturally attracted to computers, so searching
databases is an exciting tool that students can use not only to find facts but also to
analyze and evaluate those facts.
Simply reading questions teachers have created for use with database filters (which will
be discussed later) requires students to use some critical thinking skills. They must first
evaluate the question to determine what important clue word or words will help them
answer the question. Then they must determine in which field those pieces of data might
be found. Perhaps the clue could be contained in more than one field.
Lastly, the database itself is an analysis tool to help students evaluate the validity of data
itself. Who wrote the database? What bias might the author have? What expertise might
the writer have? Is the database itself a complete list of available data on the topic? Being
able to evaluate the validity of the data in a database can help students evaluate data on
the Internet.
6
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Chapter 1
A Background on Databases and Their Uses in Schools
What an Educator Needs to Know to Use This Book
You may ask yourself, “What do I need to know and what software do I need to
use this book?” To use the databases in this book, you should be comfortable with
Microsoft Windows or a similar mouse-driven computer system. For Access and Excel,
you must have Microsoft Office 2003 (or later version) on at least one computer. If you
have a different version of Access or other database software, you can export the file to
a different file type (click File > Export). Access 2000 seems to accept data from Access
2003. For older versions of Access, you may need to export the data to an older version
of Excel and then copy and paste it into a database shell, which has field names already
defined. Excel versions of the databases are also included on the accompanying CD.
Using the Excel versions of the databases is covered in chapter 6. The worksheets for the
databases are PDF and PowerPoint documents.
You should be familiar with Microsoft Office basics and be comfortable using various
tool bars. Other important skills you need when using databases are a desire to learn,
a sense of curiosity and adventure, and creativity. These are the reasons for my 18-year
“obsession” with teaching databases in schools. While I usually teach database skills in a
computer lab setting, I have also successfully taught lessons in one-computer classroom
settings with the use of a projection device. This is successful for beginning students,
who can be guided as they take turns answering database questions.
It is also good to know where to find data. When I first began building databases, I
used textbooks that often had lists in them (list of countries, mammals, etc.). Almanacs
also provided me with data that was accurate and easy to find. I usually work with the
academic area teachers to create databases that are relevant to what they are teaching. For
example, when I created the Western Ancient History database, I consulted the history
teacher to find the important historical figures the students studied. With the popularity
of the Internet, I have been able to find various lists that are ready-made. First I search
for “a list of famous African Americans,” for example. I then determine which sources are
most credible. Although the lists are not in database form, the data is all together. It has
often been easiest to copy the data from a list into Excel and then edit it and paste it into
Access. Because I am not an expert in every academic field, I always check at least three
valid Web sites to verify the data. Because I have taught computer skills to all subject
areas in cooperation with the subject-area teachers, I have often collected the data,
arranged it in a database, and made up questions. I then consulted the teachers so the
database could be refined to become better suited to the teachers’ needs.
Aligning to ISTE’s NETS•S
Using databases to teach curriculum can align quite naturally with ISTE’s National Educational Technology Standards for Students (see appendix C). Understanding and being
able to use databases directly maps to Standard 3: Research and Information Fluency, and
Standard 6: Technology Operations and Concepts. Database skills combined with innovative teaching methods and sound curriculum can help address each of the six standards
by touching on at least one of the performance indicators. For instance, teaching students
about databases can easily lead to an examination of the data, including evaluation of
the data integrity (NETS•S 4.c and 5.a). In fact, databases are such flexible and powerful
tools that students, with the guidance of an imaginative educator, can meet nearly all the
NETS•S performance indicators.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
7
Chapter 2
Building a Database
In this chapter, I provide procedures for designing and creating a database in Microsoft
Access. I begin with a general procedure that can be used to create a curriculum-based
database. I also provide specific directions for creating two example databases: the Book
Log database for students to keep track of books they have read, and the Foreign Cultures
database, which can be used by foreign language classes. I also present directions for
building a flat database in two formats: table and form. Instructions for these databases
give directions about how to open a database to add more records. The Foreign Cultures
database example includes sample questions that are based on the research done by my
foreign language students. These questions may differ when your students collect data.
The directions provided have worked well for me with middle school students, but are
not necessarily the only way to create a database. As you practice using the database, you
may change the directions to meet your students’ needs. I also provide information on
how to properly name and save a database to make it easy to find later.
Creating a Curriculum-Based Database
When I guide students in creating a database, I use the scientific method. First, define
what problems you and your students want the database to solve. After brief research
and/or brainstorming, students can determine what data is needed to solve the problem.
Knowing what data is needed allows field names and their data types to be established,
and the database to be built. Students with more experience may create their own databases in small groups, while beginners may need more assistance. Students develop a
hypothesis and then can use sort and filter techniques to gather statistics from the database. Lastly, students use the data to prove or disprove the hypothesis.
Teachers can use the general procedure shown in the table on the following page to create
any curriculum-based database. The Book Log and Foreign Cultures database procedures
are spelled out in more detail in the following sections.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
9
Section 1
Using Databases
Procedure to Create a Curriculum-Based Database
Teachers will...
Beginners Database—
Book Log
Advanced Database—
Foreign Cultures
Choose the curriculum.
Reading
Culture of Spanish-speaking
countries
Determine the time needed and
available to build and use the
database.
1 day to create, 4 days to enter
data—spread throughout the
year; 1 or more days to search
the combined database.
Total class time: 4 class periods;
Total teacher time to merge
and edit the student databases,
create questions and worksheets:
6 to 8 hours.
Decide how the database will
be used (to introduce new data,
to create a review, to answer
problem-solving and critical
thinking questions).
To keep a record of books read;
to allow students to search the
data collected by all students
(in a combined database);
to find specific data about a
book such as number of pages,
or whether it is a Newbery
book; to be a source for peer
recommendations.
To answer teacher-created
questions about Spanishspeaking cultures based on
student research from the topic
cards (or topics of the teacher’s
choice).
Present the purpose of the
lesson or the question(s) that will
be answered.
What Newbery books did you
read? What genre do you prefer?
Who would you recommend to
read this book? Why?
How can students studying
Spanish learn more about the
culture of Spanish-speaking
countries? Where are the
Spanish-speaking countries?
What foods do the people in
these countries eat? What are
the important historical and
cultural sites?
Explain database fields.
Students and teacher brainstorm
about what types of data would
be used to describe a book. For
example, what genres will be
used? Teacher guides students
toward data that would fit the
fields already chosen.
Students and teacher brainstorm
to determine what fields would
be needed. Examples: Research
Topic, Location, Category,
Picture, Description.
Guide students in building the
database.
Students build databases from
directions and enter records on
books they have read.
Students build databases from
the directions. Each student
researches 3 to 5 topic cards and
inputs records.
Explain how to combine
individual databases into one.
The teacher combines the
individual databases by copying
and pasting records into one
database and eliminating
duplicates.
The teacher combines the
individual databases by copying
and pasting records into one
database and eliminating
duplicates.
Explain sort and filter functions.
Students use filter or sort
functions to answer questions
about the books.
Students use filters to find
answers to questions and
perform an analysis.
Brainstorm with the students
to determine what fields are
needed in the database.
(For the beginner’s database,
the teacher should determine
the fields beforehand, for
consistency purposes.)
10
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Chapter 2
Building a Database
Book Log Database Example
The Book Log database is a simple, general-purpose database that you can use to
familiarize students with database organization and functions.
Overview
The problem: What tool will help students keep a log of books they have read, assist
them in finding new books they might like to read, and meet teacher expectations?
Brainstorming: Students can suggest the data to be included in the database. Students
may suggest such topics as author, title, number of pages, summary, genre, and illustrator.
Build the database: You may guide the students in choosing field names or choose the
ones you had in mind to meet both your needs and the students’ needs. Detailed instructions for creating the database in Access are given in the Student Directions for Creating
the Book Log Database section on the following page.
Merge the individual databases and have students search the resulting database:
After students have built book logs in a database form, you can combine them. Then you
can write questions that require the use of filters. Students can find favorite authors or
genres. After searching for the books desired, students can read the recommendations of
other students and find a new book to read.
Note: I have used this database with students for more than 10 years. Although I give
them time to brainstorm, I already have a format for the database set up. I simply guide
them toward my format by taking their ideas and suggesting a format that will make an
efficient use of time and teach students a variety of database skills.
Time and Equipment Needed for This Project
Equipment: A computer for each student with Microsoft Access or an equivalent database
program, student records of books they have read, a projection device to demonstrate the
project.
Time to explain databases and create the database: One 45-minute class period.
Time to enter data on books read: Three 45-minute class periods spread over three or
four months in a computer lab.
Time to merge the databases and create questions: You, as the teacher, will need
about three hours to copy and paste the records to a master database, double check the
spelling, and create questions.
Time to search the database: Students will be able to answer ten or more questions in a
45-minute period.
Alternate activity: Create the blank database yourself and have students take time individually to enter the data about their books. This works well in a self-contained classroom. This will eliminate the time needed to copy and paste records. You do not need a
computer for each student.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
11
Section 1
Using Databases
Helping Students Create the Book Log Database
1. Find out what students know about databases, and then define a database.
2. Tell students how the database will be used (to keep track of books read, let other
students search a combined database to find a book that sounds good to read).
3. Brainstorm with students about what types of information they might want to
know in order to choose a book to read.
4. Demonstrate the directions, pointing out the items listed in the Troubleshooting
Tips for Teachers section.
Student Directions for Creating the Book Log Database
1. Double-click Microsoft Access.
2. Click Create A New File.
3. Click Blank Database.
4. In the Save in box, use the pull-down menu (arrow down) to choose the location
assigned by the teacher to save the database.
5. In the File Name box, name the database with your last name then the word
books. Example: Smith books
6. Click Create.
7. Click Tables and then double-click Create table in Design view.
8. Add the field names from the chart below. Fill in the Field Name and choose the
Data Type from the pull-down menu.
12
9. To make the changes noted in the third column above, go to the Field Properties
box and use the pull-down menu of the Format box to change the date to Short
Date. Otherwise, the user will be required to enter a date and time. The time is
not relevant in this database.
10. Click the Disk icon to save.
11. In the Table Name box, name the table with your last name and then the words
book table (example: Smith book table) and click OK.
12. When you see the message about creating a primary key, click NO.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Chapter 2
Building a Database
13. Exit the Table screen (not the whole database), by clicking the X on the top of
the page.
14. Click Forms, and then click the New icon.
15. In the New Form box, choose AutoForm: Columnar.
16. Choose the book table you just created (example: Smith book table) from the
pull-down menu and click OK.
17. Click the Design View icon.
18. Resize the fields as necessary.
19. Click the Form View icon.
20. Begin typing in the data about your book.
21. Click the arrow to the right of the record number to add the next record (bottom
left corner of the screen).
22. Type the information for your next book.
Troubleshooting Tips for Teachers
When helping students create a database, it is recommended that you first practice
creating the database, checking for differences in various versions in Access. You should
then demonstrate the procedure to students, pointing out the common errors they might
make. The following list points out errors that are often made by students when they
follow the directions for creating the Book Log database.
Step 4: Saving in the incorrect location.
Step 8: Forgetting to define the data types.
Step 11: Naming the table incorrectly. This is not a crucial error, but it is easier for the
teacher to explain and find things if there is consistency.
Step 12: Clicking Yes on the Primary Key message. This creates an extra field that counts
records. Note: This is a flat file database that contains one table. The Primary Key is used
only when two different tables are created and must be linked. See explanation of relational versus flat file databases in chapter 1.
Step 13: Exiting the whole database instead of just the table. The student must then find
the location where the database is saved and open it to resume work.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
13
Section 1
Using Databases
Step 16: Students often omit this step. This will result in an error message.
Step 19: Students forget to get out of Design View. Any data or pictures entered in Design
View (grids and dots in background) will not be saved properly on the database. The
student will need to exit the form and delete it, and then create a new form.
Step 20: Not knowing how to get to the next record. This has resulted in some students
beginning from scratch and re-creating a new database.
Entering Data into the Database
At a later date, students can open the database and choose the forms they have created.
They can then enter data about books they have read so far. I included a Yes/No field for
Newbery books because our middle school reading teachers give students extra credit for
reading Newbery books.
The following is a list of popular genres for middle school students. Students can refer to
this list when entering their data. This will help ensure that the data in the field is consistent, which is important for sorting and filtering.
Genres for Middle School Students
Adventure
Mystery
Animals
Nature
Biography
Romance
Drama
Science Fiction
Fairy Tales and Fantasy
Science or Technology
Ghost and Horror Stories
Short Stories
Historical Fiction
Sports
Humor
When writing a recommendation, I encourage students to keep the recommendations
short and make them exciting. I have them pretend that they work in a bookstore and get
paid for each book they sell. My example from a popular book, Hatchet, by Gary Paulsen,
is this:
Sputter! Clunk! Bang! The plane crashed abruptly in the trees. As the only survivor, Brian
wonders how a 13-year-old can survive alone in the Canadian wilderness with only a hatchet.
If you like adventure and survival stories that are also mysterious, you will like this book.
Foreign Cultures Database Example
The Foreign Cultures database is a more advanced example with more curriculum
standards opportunities. This example focuses on learning about Spanish culture.
However, resources for learning about French and German culture are also included
on the accompanying CD.
14
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Chapter 2
Building a Database
Overview
The problems: How can students studying Spanish learn more about the culture of
Spanish-speaking countries? Where are the Spanish-speaking countries? What foods do
the people in these countries eat? What are the important historical and cultural sites?
Brainstorming by the teacher: Determine the information needed to meet curriculum
standards. Determine research topics if students are not allowed to choose their own.
Brainstorming with the students: Define the fields that will apply to all research topics.
The fields suggested in the example are Research Topic, Location, Category,
Web address1, Web address2, Picture, and Description.
Build the database: Detailed instructions for creating the database in Microsoft Access
are given in the Student Directions for Creating the Foreign Cultures Database section.
Topic Cards: Print and distribute topic cards for students to use when they research
their topics. Use the Spanish Research Topics database provided on the accompanying
CD to print the topic cards. The database includes a form, Spanish Topic Cards, which
can be printed 4 to 5 forms per page. If part of a card is printing on a page, it may be
necessary to go into Design View and resize the page and then return to Form View.
Each topic card includes the fields Research Topic, Location, Category, and Information
Needed. Note: The CD also includes French Research Topics and German Research Topics
databases.
Merge the individual databases and have students search the resulting database:
After students have added data to their individual databases, these should be combined
into a single database that can be searched by all students.
Time and Equipment Needed for This Project
Equipment: A computer for each student with Internet access, Microsoft Access or an
equivalent database program; and the topics to be researched, either from the topic cards
provided on the CD or from a list made by the teacher.
Time to build the database and do the research: Two 45-minute class periods
Time to merge the databases: One hour per class
Time to edit the database, create and test the questions: Two to four hours.
I have pared the time down a bit, in that I used the previous year’s database by deleting
records that were not complete or had pictures that were not clear. I then added only
the best records from the current year’s work. Another way to streamline this project is
for you to create the database form and load it on all of the computers. If you teach five
Spanish classes, for example, you will have five students working on the same database.
That gives you only 20 to 30 databases to merge, instead of databases from more than
100 students.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
15
Section 1
Using Databases
Student Directions for Creating the Foreign Cultures Database
1. Double-click Microsoft Access.
2. Click Create a New File.
3. Click Blank Database.
4. In the Save in box, choose the desired location to save the file.
5. In the File Name box, name your database with your last name, class, and period
(example: Smith French1 per 5). Click Create.
6. Click Tables and then double-click Create table in Design view.
7. Add the field names from the chart below, using pull-down menus to change the
data type.
16
8. Change Field Size (bottom of screen) for each text field to 100.
9. Click the Disk icon to save.
10. In the Table Name box, name the table Foreign Cultures and click OK.
11. At the message, “There is no primary key,” click No. Note: A primary key is
needed only when creating two separate tables with different fields of data.
12. Exit the Table screen (not the whole database), by clicking the X on the top of
the page.
13. Click Forms, and then click the New icon.
14. In the New Form box, choose AutoForm: Columnar.
15. Choose the Foreign Cultures table from the pull-down menu and click OK.
16. Click the Design View icon.
17. Resize the fields, especially the picture field, as necessary.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Chapter 2
Building a Database
18. Click the Form View icon.
19. Never type data or paste a picture in the design view (screen with dots in
background).
Begin the research. Your teacher will distribute the topic cards.
20. Minimize the database and log on to the Internet.
21. Use a search engine to begin the research on the topic on your topic card.
Copy the pictures.
22. Make sure you copy the full-sized picture (not the thumbnail).
23. Click the right mouse button and choose Copy.
24. Click the database Form on the tool bar at the bottom of the screen.
25. Paste the picture in the picture field.
26. Go back to the Internet picture and copy the Web address.
27. Return to the database and paste the Web address in one of the Web address
boxes.
Find information about your research topic.
28. Return to the Internet to find information about your topic.
29. Record the information under the Description field.
30. Keep it short (4 or 5 sentences), using correct sentence structure.
31. Paste the Web address of the data source in one of the Web address boxes.
32. Click the Disk icon to save the database.
33. Click the Next Record (right) arrow in the lower left corner of the database to
add another record.
34. Repeat steps 21–33 for the next record.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
17
Section 1
Using Databases
Format pictures.
35. To format a picture, right-click the picture and choose Properties.
36. Click the Format tab and change the Size Mode to Zoom.
37. Click out of the Properties screen.
To add data to a database that already exists:
38. Double-click the desired database to open it.
39. If there is a security warning, choose No then Open, and then open your form.
A security warning may be due to limitations on a school network.
40. Click the Next Record arrow in the lower left corner.
41. Repeat steps 21–33 to add new records.
Guide to International Characters
These charts show most accent marks students may need to use in a foreign language
database.
ALT Code Shortcuts for International Characters
To use these codes, hold down the Alt key, and enter the numbers on the number pad (with num lock on).
Character
Keystrokes
Character
Keystrokes
Character
Keystrokes
Character
Keystrokes
Á
alt 0193
á
alt 0225
Ó
alt 0211
ó
alt 0243
Ä
alt 0196
ä
alt 0228
Ö
alt 0214
ö
alt 0246
É
alt 0201
é
alt 0233
Ú
alt 0218
ú
alt 0250
Ë
alt 0203
ë
alt 0235
Ü
alt 0220
ü
alt 129
Í
alt 0205
í
alt 0237
Ñ
alt 0209
ñ
alt 0241
ß
alt 225
Keyboard Shortcuts for International Characters
18
Character
Keystrokes
À, È, Ì, Ò, Ù, à, è, ì, ò, ù
CTRL + ` (accent grave) + the letter
Á, É, Í, Ó, Ú, Ý, á, é, í, ó, ú, ý
CTRL + ’ (apostrophe) + the letter
Â, Ê, Î, Ô, Û, â, ê, î, ô, û
CTRL + SHIFT + ^ (caret) + the letter
Ã, Ñ, Õ, ã, ñ, õ
CTRL + SHIFT + ~ (tilde) + the letter
Ä, Ë, Ï, Ö, Ü, Ÿ, ä, ë, ï, ö, ü, ÿ
CTRL + SHIFT + : (colon) + the letter
ç, Ç
CTRL + , (comma) + c or C
¿
ALT + CTRL + SHIFT + ?
¡
ALT + CTRL + SHIFT + !
ß
CTRL + SHIFT + & + s
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Chapter 2
Building a Database
Troubleshooting Tips for Teachers
When helping students create a database, it is recommended that the teacher first practice
creating the database, checking for differences in various versions in Access. The teacher
should then demonstrate the procedure to students, pointing out the common errors
students might make. The following list points out errors that are often made by students
when they follow the directions for creating the Foreign Cultures database.
Step 4: Saving in the incorrect location.
Step 8: Forgetting to define the data types.
Step 10: Naming the table incorrectly. This is not a crucial error, but it is easier for the
teacher to explain and find things if there is consistency.
Step 11: Clicking Yes on the Primary Key message. This creates an extra field that counts
records.
Step 12: Exiting the whole database instead of just the Table. The student must then find
the location where the database is saved and open it to resume work.
Step 15: Students often omit this step. They will not get an error message, as a result.
Step 18: Students forget to get out of Design View. Any data or pictures entered in Design
View (grids and dots in background) will not be saved properly on the database. The
student will need to exit the form and delete it, and then create a new form.
Step 22: Copying the thumbnail instead of the full-sized picture. This results in a blurry
picture and often in the picture not showing up if the database is moved to a computer
with no Internet connection, since a thumbnail can often be just a pointer to the Web site
(Teacher should include this in a demonstration).
Step 33: Not knowing how to get to the next record. This has resulted in some students
beginning from scratch and re-creating a new database.
Naming and Saving Files
Identifying and organizing files is important, so deciding what a file will be called and
where it will be saved is critical. There is nothing more discouraging than spending hours
working on a computer project and not being able to quickly retrieve it later. Therefore it
is essential to instruct students in the proper way to name and save their files.
Choosing an appropriate file name is the first step. A good file name protects a student’s
work. If a file has a generic name, such as “My Books,” other students could overwrite
it. It is helpful to use the student’s last name, an indication of what the project is about,
and perhaps the teacher’s name or class period. (Example: Smith books Mrs. Jones per
4). This is a rather long name, but since students often save data in a common area this
amount of detail is essential. Even if a student has an external device for saving data or a
folder on the network or desktop, he or she may unintentionally save in the wrong location, so a distinct and easily identified file name is crucial.
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
19
Section 1
Using Databases
Many students and adults are accustomed to just clicking the Save button without regard
to the file name or location. This can cause some disappointing situations when students
are not able to find the file later. Students do not always pay attention to where they are
saving a file, so even if a student has a personal folder or USB drive, the file might end up
in a common area. The teacher should assign the student a location where the database
will be saved. If the teacher must look at the file on the computer, as would probably
be the case with a database, the location should be one the teacher can easily access. In
the case of the Foreign Cultures database, the records are merged by the teacher, so all
students can later search the database. Note that Access does not permit a database to be
saved in two locations using the Save As option, as one can do in other Microsoft applications. If the database must be saved in two locations, however, it can be copied to another
location. For the Access files on the accompanying CD, is important to copy and paste
the files. Do not drag the files to copy them. I found that doing so might create shortcuts instead of copying the file. Lastly, if a student saves a file on any removable storage
media, the file must be exited before removing the disk. Removing the disk too soon
results in the file not being finalized and the data could be lost. Similarly, students must
use the “safely remove hardware” icon before removing a flash drive from the USB port.
20
Database Magic
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Database Magic
Using Databases to Teach Curriculum in Grades 4–12
Sandra A. Dounce is certified in Elementary Education and
Instructional Technology. She has a BA in French and an MA in Student
Personnel Work. Her diverse interests have made it possible for her to
work with databases in most curriculum areas. These interests include
traveling to three continents on a semester at sea, working with Girl
Scouts, camping, hiking, writing, enjoying crafts, participating in choirs
and orchestras, and working on the Technology Committee for the
Archdiocese of Philadelphia. She grew up in the San Francisco Bay Area
and currently lives in the Philadelphia suburbs. She is married and has
two grown daughters.
180 pp. 8 ½ x 11
Illustrations, CD
Paper
Product code DATMAG-927
978-1-56484-245-9
Order now by phone, fax, or online. Single copy price $39.95. ISTE
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Call 1.800.336.5191 or go to www.iste.org/datmag/.
Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce
1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.