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St. Angela's College - SNA Certificate Course - Text for Word Activities 

Exercise 1 - Formatting




Brer Tortoise looked very wise when they asked for his opinion but, luckily, he wasa frienc of Brer Rabbit and wanted to hlp him.
"This is a very fifficult case," he said at last when both animals had explained what had happened, "but we must be certain that the law isn’t broken. before I decide, I must see the sene where this took place.
so off went the three animals.
Brer Tortoise poked the boulder and walked around it.
"There is only one way to decide, he said to Brer Wolf, "I must see just how u were traped". 
so Brer Wolf crawled under the boulder and the tortoise and the rabit rolled it him.



  • Save this piece on your computer calling it "Formatting + Your Name"

  • Left justify. Click - Home/Align text left. 

  •  Change text to Tahoma – Size 14.

  • Check for capital letters, speech marks, word spacing, spellings (red), grammar (green) throughout the text. The title of the story should be all capitals. BRER is spelt correctly so select IGNORE from    Spelling menu but   add to dictionary which then prevents it showing up as an error again. 

  • Change the words as indicated in finished story by adding bold, italics or underlining.

  • Format the spacing of the story to 1.5.

  • Do a spelling and grammar check of the document at this stage - click Review/Spelling and Grammar.

  • Add your name below Signed:  and underline it.




























Exercise 2 - Tables

  • Create a table in a blank Microsoft Word document - Insert, Table - 5 columns by 7 rows.

  • Widen the fifth column. Then select all four other columns, right click and click on "Distribute Columns evenly"

  • Drag the table down the page using the loop on the bottom right of the table - drag until word cell size has been reached (as in image above)

  • Move the table down from the top of the page by grabbing and dragging the + tab o the top left of the table. This allows room for the title

  • Insert the title in two rows as shown, centre both lines and underline. Tab between Pupil and Date to create space.

  • Format the cells by selecting the cells (with nothing in them), select Comic Sans, Size 14 and centre align.

  • Insert the words shown in the diagram by starting in the first cell, typing word and then tabbing for the rest.

  • Save your file to your folder in My Documents - Call it "Exercise 2"

















Exercise 3 - Formatting a Longer Document

Text for Exercise 3


For this exercise  what is required is that the text below will look like this when formatted:






1.      Copy the text below to a new document.


2.      Make the titles bold as shown in the picture above.


3.      Select all the text (Ctrl+A) and increase the line spacing to 2 (currently at 1). (Paragraph/Line Spacing)


4.      With all text selected (Ctrl+A) – fully justify the full text.


5.      Add the bullet points on second page as shown in picture.


6.      Add the header “Technology Integration in a Primary School” and left justify (Font size 10).


7.      Add in a footer – page number and centre justify.




Chapter 1 – Introduction: The Importance of Information and Communication Technologies (ICT’s).



"Regardless of the community or culture where it is used, technology seems to have the same vitality and forceful attention-gathering effects. Most people like it. They respond to it. They soon depend on it.” (Sikula, Buttery and Guyton, 1998, p.138)  This "magic" the authors go on to say exists in few classrooms. Teaching methods must change and adapt to ensure active participation by pupils “who have spent the greater portion of their lives staring at tubes of one kind or another... the 13-inch screen, not the printed page, offers the dominant learning environment”  (p.138).



The NCCA (National Council for Curriculum Assessment) (2000) draft guidelines on ICT’s in primary schools state in unambiguous terms that “importance of ICT integration cannot be overestimated” (p.3). The guidelines point out that children will need to develop the attitudes, knowledge, understandings and skills in ICT to enable them to be successful in their future lives. Galbreath (1999) agrees: “Students need to be comfortable with and be able to effectively manipulate technology in their daily living – regardless of their chosen career – not just to use it in the classroom as an instructional tool” (p.19). Eraut (1991) maintains that anyone who does not know how to use a computer will immediately be placed in a position of inferiority. How do we adapt our current teaching methods to fully utilize the advances for the benefit of our pupils?




Schools Integration Project.


The Schools Integration Project (SIP) is the third phase of an ambitious national ICT programme put in place by the Irish Department of Education and Science for primary and secondary schools. Phase One involved the allocation of grants to allow schools purchase computers and peripherals. Phase Two involved the training of teachers to ensure the hardware would be utilized and Phase Three was to select forty projects from submitted proposals which would be serve as examples of good practice. The lessons learnt, it was hoped, would shed light on the most effective use of ICT’s in an Irish context.



The school in this research submitted a project design centred on the area of local history. The submission involved classes researching different areas of local history leading to the production of a CD of children’s work using a multimedia authoring tool (see Glossary) called Hyperstudio and the expansion of the school’s website to include audio and video files from history dramas staged in the school. Twelve teachers expressed a desire to participate. Free time was arranged for these teachers to develop their action plan following five simple guidelines as proposed by Harrison (1998) which are: consult with colleagues, draft a scheme of work, organize the resources, try out the scheme in action and review and revise. At the end of the free time each teacher was requested to present a copy of his or her scheme of work to the project coordinators. These schemes involved ICT integration in many curricular areas apart from history:



physical education - in the form of games from long ago.


art and craft work – many pictures and sketches drawn and some models made. Some of the pictures were scanned into Hyperstudio stacks and used as card backgrounds.


drama - several historical scenes were re-enacted and included in video and audio form on the school web site.


language development - including Irish and French which were both used in the plays.


music - writing, playing and recording of theme music.

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