Effective Use of Technology



Here is a complete list of all the recommended assignments for all the modules in this E-course.

Module 1:

Technology Inventory – Complete the Technology Inventory form.  Place a copy of the form in your course portfolio for Module One.


Digital Assignment – Use a digital camera to photograph steps or parts to tell a story.  The series of photos can later be added to a PowerPoint or web site.  A minimum of six (6) sequential photos are required to satisfy this assignment. 

Suggestions include but are not limited to:

Photograph the pages of an Outstanding HOSA Chapter scrapbook, Community Awareness portfolio, National Recognition Program portfolio, or other HOSA documentation. 

Photograph the steps to be taken in illustrating a critical skill. 

Photograph a clinical site and create a virtual tour.

Assignment requirements:

Transfer the pictures into a software program that allows the photos to be printed.  Print out the digital pictures (6 to a page or fewer if possible) and include a written summary of the overall project (what the pictures depict) and place the pictures/summary in your course portfolio for Module One.

NOTE:  If you already know how to use PowerPoint, use the software to complete this assignment.  If you are not familiar with PowerPoint, the photos can be attached to a bulletin board or chart for classroom display to tell the story.

Technology Procurement (Optional Assignment) – Write a technology grant OR write a purchase order for an LCD projector or digital camera.  If this is chosen, you are expected to research your options and choices using the web sites provided in the Module One Readings.

Upon completion of this assignment, a copy of the grant or detailed purchase order should be added to the course portfolio for Module One.

Technology Inventory:

Technology Inventory

The purpose of this activity is to encourage the teacher to determine the technology tools that are available for use in the classroom and HOSA chapter.


How many PCs in the HSTE classroom? ________

What brands of PCs are available? _________________________________

Is Internet access available? ______________________________________

Does the teacher have a dedicated PC or laptop? _____________________

What peripheral devices are available, and how many? (printers, scanners)


What other technology tools are available in the classroom?




Media Center

You may be surprised at the variety of technology tools available in the school’s media center.  Talk with your media specialist to determine what tools and support are available to faculty and students.  (School media centers have equipment for video editing, teleconferencing, and other advanced technology application.  Media centers often have a technology specialist.)

What types of technology tools are available in your media center.  Be sure to indicate the quantity (#) of each tool.




Computer Lab

Do you have access to a computer lab?  If so, list the number of computers in each lab




What is the process for accessing computer lab(s)?



Other Resources (Use the back of this page if necessary)



What other resources are available through your department, Career and Technical Education office, school administration, or health industry partners?



For a copy, click here

Module 2:

A E-mail to Health Professional - Send an E-mail to a health care professional and ask he/she to speak to your class or HOSA chapter about his/her profession and career opportunities.  Reply if they have any questions or wish to confirm arrangements.  Place a copy of your E-mail transaction in the course portfolio for Module Two.
B Group E-mail – In the Address Book Manager, set up a group for local HOSA officers.  Send a message to the officers using group E-mail about an upcoming meeting or event.  Ask the officers to reply when they receive the message.  Place a copy of your E-mail and replies in the course portfolio for Module Two.

List Serv – Demonstrate your understanding of the use of List Servs through one of the following options:

·        Join an existing List Serv – write a short summary of the experience.

·        Create an E-mail group – describe the details of what was done and why in a written summary.

·        Write a summary of a List Serv to which you belong.

In your written summary, describe the details of the List Serv (web address, number of participants, purpose, why you joined, etc.) to which you belong and an evaluation of the value of the List Serv.  The summary should be less than one page in length, and should be included in the course portfolio for Module Two.

D Chat Room or Message Board – Review the Chat Room and Message Board sites on Web MD.  Write a one-page review titled, “The Pros and Cons of Chat Rooms and Message Boards in HSTE.”  Include the review in the course portfolio.
E IM Survey – Create and administer a survey to determine the impact of Instant Messaging on your students.  Data you may wish to collect might include - % of students with access to Instant Messaging, how many days a week, how many hours a day, purpose of use, etc.  Place a copy of the survey and results in the course portfolio for Module Two.
F National HOSA Web Site – log on to the National HOSA WebSite at www.hosa.org.  Look at the links and complete the related worksheet.  Place the original in the course portfolio for Module Two.

  Local HOSA   Chapter OR Teacher Web Site – Create a Home Page (or Web Site) for a local HOSA chapter or the HSTE program. 

If you create a chapter web site, it should be one that members and others in the community can access news and information about HOSA chapter activities.  Chapter members should know the address of the web site.  You may use your server or become a link on the school’s web site.

You may work with chapter members in completing this project.


Possible Links to Include:


§         Information about HOSA


§         Meeting Dates and Program Topics  (HOSA Program of Work)


§         Community Service Events


§         HOSA Officer Team and How to Contact Them


§         Regional, State, and National Competition Information


If you create a Teacher Web Site - Create a site that your students and parents can access to access information about the program and courses. Publicize the web site news and address to students and parents/guardians.  Make sure you update the web site on a weekly basis.


Possible Links to Include:


·        Your Teaching Philosophy


·        Career Pathway Information


·        Assignments for Each Class  (By class periods)


·        Calendar of Class Events  (tests, field trips, etc.)


·        Student Work Showcase


·        Links to other parent-related sites (college board, financial aid site, etc.)


Print between 3-10 pages from the web site and place them in the course portfolio for Module Two.  The web site address must be provided.

Instructional Resources – Review the resource chart provided in the course content section.  Select at least one lesson plan that can be modified and used in classroom instruction.  Include a copy of the lesson plan in the course portfolio for Module Two.  Be sure to include the site from which you obtained the lesson plan, and an explanation of the modifications for classroom use.



National HOSA Web Site 

  1. The purpose of this activity is to identify the features of the HOSA Web Site.

  2.   What is HOSA – How many states have HOSA charters and how many members there are in HOSA?

  3. State Affiliates – List the name of your state advisor and state president.  Name two states that are not affiliated with National HOSA.

  4. HOSA NLC – Where will the National HOSA Leadership Conference be held the next two years?

  5.    Member Services – What is the competitive event topic for Biomedical Debate this year? 

  6.  Advisor Services – (If appropriate) Go to “Chapter Advisors” and affiliate your chapter online.  (You will need your charter number and chapter password to   complete this activity.  Contact National HOSA for this information.) Print out a membership directory and an invoice upon completion of your online  affiliation.

  7.   Executive Council –What are the E-mail addresses of the National HOSA president and the president-elect?

  8.  Links – Name three (3) HOSA Business Partners.

  9.  Career Center – What is available at the Career Center?  How would you evaluate the Career Center?  (Will it be helpful to your students?  Why?)


Module 3


HSTE PowerPoint – Create and deliver an instructional presentation (lesson) using PowerPoint.  Use a design template and at least one chart, one photo, and one graphic (clipart.) The presentation must be at least twelve (12) slides in length.  Run out a copy of the presentation (6 slides per page) to include in the portfolio for Module Three. Include a copy of the daily lesson plan showing how the PowerPoint was incorporated into classroom instruction.



HOSA PowerPoint – Teach and support HOSA members in the development of a “Review” using PowerPoint.  Students should take digital pictures of a HOSA event.  If a digital camera is not available, regular photos may be developed and a disk of those photos ordered as part of the film developing process.  The “Review” will include a series of pictures from the HOSA event – set to music.

                        Have a HOSA member write a one-page summary of what they did, how they did it, when it was used, a critique of the “Review”, and what will be done to improve the next time.  Place a copy of the HOSA Member Summary in the course portfolio for Module Three.



Evaluation of Presentation Tools – Review selected web sites and complete the “Presentation Tools” chart.  Place a copy of the completed chart in the course portfolio for Module Three. For the chart, click here:

Optional Activities to Use With Publisher

For any completed assignments, a copy of the publication should be added to the course portfolio for Module Three. 

HOSA Newsletter

Using Microsoft Publisher, help students create a HOSA newsletter.  This newsletter can be distributed to HOSA members, faculty members, school board members, parents, etc.  One issue can also be submitted to National HOSA and entered into Chapter Newsletter Competition.  Use the Chapter Newsletter Rubric http://www.hosa.org/natorg/sectb/cat-v/chptnew.pdf to grade the project.  Items to include:

·         Local Chapter News  (Community Service Projects, Social Activities, and Elections)

·         Professional Articles (Articles related to the health care profession, career development, etc.)

·         Calendar of Events


Brochure for Health Education Event

Using Microsoft Publisher, assist students in creating an informational brochure as part of their Health Education Event.  This brochure can be distributed to those taught and included in their notebook.  Students should download images from the Microsoft Clipart Gallery, download photos from a digital camera, or scan photos. 




Brochure to Promote Health Occupations/Health Science Technology Education and             HOSA

Using Microsoft Publisher, create a recruitment brochure that promotes Health Occupations/Health Science Technology Education and HOSA.  These brochures can be distributed to students in science classes to market the HSTE program.  Include clipart and/or photos from a digital camera or scanner in the brochure.  Items to include:

·         Course Names and a Brief Description

·         HOSA Information

·         Honors and Awards

·         Registration Procedure

·         Contact Person


Flier Announcing a HOSA Event

Create a flier announcing a HOSA meeting or event.  Fliers should be distributed to students.  Include clipart in the fliers.  The flier should provide the date, time, and place of the event. 

Module 4


Biomedical Search – Ask students to conduct a Web search to gather information about the HOSA “Biomedical Debate” topic.  Give them a copy of the M4-A search form to gather information or design your own form.  As a HOSA chapter advisor, sites should be previewed prior to this assignment, and include some suggested sites as part of the instructions.  Have students debate using the information they gained from the search engine.  Students should complete the Biomedical Search form.  Place a sampling of the forms in the course portfolio for Module Four.

                        Option:  Using the same form, assign a topic related to an instructional objective and have students research the assigned topic.

B Web EvaluationConduct a web site evaluation by searching for a web site to supplement content to be taught.  Complete the Web Evaluation form and place a copy of the completed form in the course portfolio for Module Four.
C Database Build and use a database on a personal computer.  This can be an Access database or the HOSA Conference Management System.  Whatever is used, the database should relate to the HSTE classroom or HOSA chapter. Upon completion of this assignment, include a print copy of the table or sampling of reports, and a one-page summary of the experience in the course portfolio for Module Four.  (What did you do, how did you do it, what did you learn, and do you plan to use the database for future classroom or HOSA management?) 
D Databases on the Web There are multiple databases on the Internet that can support HSTE classroom instruction.  Locate a database that could be integrated into instruction and include the use of the database in a lesson plan.  Make a copy of the lesson plan and include it in the course portfolio for Module Four.

Spreadsheets Teachers use spreadsheets for recording and calculating grades.  HOSA uses a spreadsheet for HOSA Bowl seeding - http://www.hosa.org/advisors.html.  The assignment is to either: 1.  Write a one-page summary on how you currently use spreadsheets, or 2. Write a recommendation on how HSTE or HOSA could use spreadsheets to increase efficiency, creativity, or inquiry.  Include a copy of your summary or recommendation in the course portfolio for Module Four. 

Module 5

Module Five is an optional unit for course participants seeking University credit. The only assignment for this Module is to read and study text content in chapters 5-9 of  Burke, Lillian and Barbara Weill. Information Technology for the Health Professions. Prentice-Hall Inc., 2000.Upon completion of this unit, the participant should make arrangements with the professor of record to take the final exam.