Student Handout 3 - Reference Page: Technology History Project
Re-capturing the 20th Century
Your task as a 21st century historian is to capture a firsthandaccount of life before the Digital Revolution. The goal is to see technology progress from the vantage point of a personwho has used analog forms of technology. Use evidence in this account to determine whether the changes in technologyhave altered human culture (attitudes, beliefs, values), or has simply sped up the way that people communicateand exchange information. Evaluate whether the analog or digital version is better. Capture the interview with videoor audio media.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
Student Handout 1 - Worksheet: Guided Class Discussion about Technology Types
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
Student Handout 3 - Reference Page: Technology History Project
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
Student Handout 4 - Reference Page: 20th Century ICT Research
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
Student Handout 5 - Worksheet: The Guide to an Awesome Interview
The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. In this lesson, students conduct interviews with adults who have been impacted by the evolution of technology for them to learn about the concepts of invention and innovation. They discuss how changes in technology, throughout history, have impacted society.
Internet search engines are devoted to helping people find information stored on Web sites. Search engines can work in different ways, BUT they all perform these three basic tasks: 1. They search the Internet or parts of the Internet based on keywords. 2. They index their searches. This means they keep track of the words they find and where they find them. 3. They allow users to look for words or combinations of words that they have indexed.
Students learn how to develop effective search queries that produce higher quality results. They identify relevant and valid information from credible sources when using the Internet for information and research. Students acquire age-appropriate technical knowledge by learning about various types of search engines and operations.
Students learn how to develop effective search queries that produce higher quality results. They identify relevant and valid information from credible sources when using the Internet for information and research. Students acquire age-appropriate technical knowledge by learning about various types of search engines and operations.
Students learn how to develop effective search queries that produce higher quality results. They identify relevant and valid information from credible sources when using the Internet for information and research. Students acquire age-appropriate technical knowledge by learning about various types of search engines and operations.
Students learn how to develop effective search queries that produce higher quality results. They identify relevant and valid information from credible sources when using the Internet for information and research. Students acquire age-appropriate technical knowledge by learning about various types of search engines and operations.
Students learn how to develop effective search queries that produce higher quality results. They identify relevant and valid information from credible sources when using the Internet for information and research. Students acquire age-appropriate technical knowledge by learning about various types of search engines and operations.
Students learn how to develop effective search queries that produce higher quality results. They identify relevant and valid information from credible sources when using the Internet for information and research. Students acquire age-appropriate technical knowledge by learning about various types of search engines and operations.
Students learn how to develop effective search queries that produce higher quality results. They identify relevant and valid information from credible sources when using the Internet for information and research. Students acquire age-appropriate technical knowledge by learning about various types of search engines and operations.
Students learn how to develop effective search queries that produce higher quality results. They identify relevant and valid information from credible sources when using the Internet for information and research. Students acquire age-appropriate technical knowledge by learning about various types of search engines and operations.
Think about it Why might someone provide slanted or inaccurate information as a source?
Try it Select a topic below and see if you can find a questionable source of information for it. • Shakespeare • The Big Bang Theory • Ants • The best children’s toy • Top movies ever
Activity List your source, and list the process you went through to come to the conclusion that it is a reliable source.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Student Handout 1 - Worksheet: Reliability and Validity
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Student Handout 2 - Reference Page: Website Evaluation Process
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Student Handout 1 - Worksheet: Reliability and Validity
Someone once said you can’t believe everything you read. That is certainly the truth. Just because something is in print, on the TV, posted on the Web, etc., does not make it fact. So how are you supposed to figure out what is valid and reliable? • Valid: Well grounded in fact or based on support • Reliable: Worthy of reliance or trust – dependable source of information
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Students come to understand that online resources are not always reliable. They conduct a Web search on a number of given topics and use a set of criteria to determine whether an online source is valid, reliable and credible. They ensure that information is accurate. Students support their conclusions with reasoning and examples.
Student Handout 1 - Reference Page: Instructions - Running Code as a Digital Classmate
Prepare to Run the Program Label the 25 unit x 25 unit coordinate system on the second grid provided on your Game Layout Worksheet. 1. Write the name of the game developer in the space provided. 2. Label the x and y axes. Identify the origin (0, 0). 3. Label the x-axis coordinates from the origin to 25. Label the y-axis coordinates from the origin to 25.
Students come to understand the security and privacy issues involved in downloading apps. They design a game by plotting (x,y) coordinates; use a symbolic code to write a set of instructions; "debug" the code, and relate to principles of coding to game development and programming in a class discussion. The lesson may serve as an introduction to STEM/STEAM programs.
Students come to understand the security and privacy issues involved in downloading apps. They design a game by plotting (x,y) coordinates; use a symbolic code to write a set of instructions; "debug" the code, and relate to principles of coding to game development and programming in a class discussion. The lesson may serve as an introduction to STEM/STEAM programs.
Students come to understand the security and privacy issues involved in downloading apps. They design a game by plotting (x,y) coordinates; use a symbolic code to write a set of instructions; "debug" the code, and relate to principles of coding to game development and programming in a class discussion. The lesson may serve as an introduction to STEM/STEAM programs.
Students come to understand the security and privacy issues involved in downloading apps. They design a game by plotting (x,y) coordinates; use a symbolic code to write a set of instructions; "debug" the code, and relate to principles of coding to game development and programming in a class discussion. The lesson may serve as an introduction to STEM/STEAM programs.
Students develop digital literacy skills. They determine ways that organizations effectively use webcams to promote a cause by evaluating a series of websites. They learn that these sites may allow online ads to generate financial support, and develop guidelines for public websites to follow.
Student Handout 1 - Worksheet: Webcams in Our World
Students develop digital literacy skills. They determine ways that organizations effectively use webcams to promote a cause by evaluating a series of websites. They learn that these sites may allow online ads to generate financial support, and develop guidelines for public websites to follow.
Student Handout 2 - Reference Page: Sample Website - The North American Bobcat Rescue
Students develop digital literacy skills. They determine ways that organizations effectively use webcams to promote a cause by evaluating a series of websites. They learn that these sites may allow online ads to generate financial support, and develop guidelines for public websites to follow.
