INTRODUCTION

Teaching Guide

How Does Technology Shape Our Lives?

Introduction

This WebQuest is designed for 6th grade students finishing up their introductory technology course in their Allied Art class, Applied Technology.

Aim

The purpose of this WebQuest is to give students insight into technology from the perspective of a scientist. They will be asked to assume the identity of an educated, experienced scientist who is considered to be an expert on the topic. Students will research various aspects of technology and create a multimedia presentation that examines the ways in which technology impacts society.

It is designed as a means for students to use previously learned skills and tools in the inquiry process directly related to the main concept in this class, technology.

Rationale

This quest is designed as a guide to assist students in combining technology concepts with computer and communications technology tools.

It will help students connect internet search skills, software manipulation skills, digital media file manipulation, research, using evidence to back up a point, concept mapping/storyboarding, and decision-making skills in order to connect their “expert” explanation and personal understanding to the abstract concept referred to as technology.

Goals and Objectives

The goal of this quest is to provide students with the opportunity to demonstrate their understanding of the abstract concept referred to as technology, their ability to put it into the context of their lives, and communicate their understanding to others using computer and communications technology tools previously taught in the class.

This quest meets the following NETS*S stardards:

1. Basic operations and concepts – students will investigate technology concepts, history, and relationships in order to identify the implications of technology on society. Students will demonstrate their proficiency in using internet research tools, manipulating images, downloading data, and using one of three multimedia presentation tools.

2. Social, ethical, and human issues – through research, students will identify, review, and understand the relationship between technology and society. Credibility of information by citing sources and reinforcing a “scientist” and expert perspective reinforce responsible internet and technology use. Freedom to create their own unique presentations using the tools of their choosing promotes positive attitudes towards technology.

3. Technology productivity tools – students will use internet searching tools such as search engines and queries to provide research data, images, charts, and other means to help them create their own interpretation of technology.

4. Technology communications tools – students will use a variety of media sources to convey their understanding of how technology shapes society.

5. Technology research tools – students will use a variety of computer and communications technology tools to locate, evaluate, and collect information from different sources. Students will critically evaluate and select information based on their appropriateness (from a scientists’ perspective) for defining technology, the history of technology, and its’ relationship with society.

6. Technology problem-solving and decision-making tools – Students will use a variety of computer technology resources such as email, forums, blogs, searches, help-desks… for solving problems and making informed decisions.

Audience

This quest was designed for 6th grade students who have previously had computer experience with the internet, PowerPoint, and iMovie in elementary school as well as their core subjects within 6th grade. They have performed internet searches in the past and have spent considerable time learning about Boolean logic search engines and crawlers in library research as well as the beginning of this intro to tech class. Successful students have no fear of computer technology and are willing to try new things.

Subject Matter

Students will concentrate on interpreting the abstract concept known as technology and looking at relationships between technology and society over time.

Instructional Plan

Students will review multiple interpretations of technology, create a working definition of technology, decipher what it means for technology to “shape” our lives, investigate the history of technology through tools and inventions over time, (the technology and society connection), and create a personal, yet “expert” multimedia interpretation based in fact.

The teacher will assist students by asking questions in an attempt to help students think and ask themselves THE questions that will lead them to identifying pertinent and personally relevant materials.

Materials

This WebQuest requires the use of the internet and a browser, PowerPoint, iMovie, and Keynote, and paper and pen for notes.

Other resources and files are listed as follows:

internetsearching.pdf

http://del.icio.us/about

storyboard.pdf

concept web2.pdf

Internet Searching

http://www.allsearchengines.com

http://www.searchenginewatch.com

http://www.searchengines.com

http://www.metacrawler.com

Definitions of Technology on the Web:

http://www1.worldbank.org/disted/glossary.html

http://www.bergen.org/technology/whatech.html

http://www.sparc.airtime.co.uk/users/wysywig/gloss.htm

http://www.tldsb.on.ca/schools/huntsvilleps/99/lessons/trade/dictionary.htm

http://ccs.mit.edu/21c/iokey.html

http://sln.fi.edu/franklin/glossary.html

http://www.stanford.edu/group/eventservice/techdefinitions.htm

http://www.spaceforspecies.ca/glossary/t_u.htm

http://www.home.earthlink.net/~ddstuhlman/defin1.htm

http://www.doe.mass.edu/frameworks/scitech/2001/resources/glossary.html

http://www.modernhumanorigins.com/t.html

http://www.rwater.com/glossary/gloss_mz.htm

http://www.wordnet.princeton.edu/perl/webwn

http://www.en.wikipedia.org/wiki/Technology

Inventions and Inventors

http://inventors.about.com/od/famousinventions

http://www.kidinfo.com/American_History/Inventors_Inventions.html

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ab23

http://www.krysstal.com/inventions.html

http://library.thinkquest.org/C002942/home.shtml

Assessment

Presentation Checklist

Content

· Have I double-checked spelling and grammar?

· Is the print format neat?

· Is the text understandable? Informative?

· Is my message clear?

· Is my presentation logical and interesting?

· Does it stay on target?

· Are the transitions between slides/frames logical?

· Do I understand it?

· Does this presentation follow the assignment guidelines?

· Have I done enough research?

· Do I have enough evidence to back up my message?

· Is my message appropriate for my audience?

Graphics

· Is everything labeled?

· Are graphics helpful to my audience?

· Are they appealing and neat?

· Have I decided when and how to use my visuals?

Adapted from a chart in Social Studies Projects: Learning on Your Own. by Phil Schlemmer. The Center for Applied Research in Education, Inc. 1987.

The final multimedia project will be graded based on a 100-point rubric.

	Poor (5)	Unsatisfactory (10)	Satisfactory (15)	Excellent (20)
Personal Connections (20 pts)	No identifiable connection to topic.	Connection to topic is mentioned but is not the focal point.	Connection to the topic is clearly stated throughout.	Connection to the topic is used as the framework for all aspects of the presentation.
Academic Content and Credibility (20 pts)	No factual elements or evidence are provided.	Some factual elements or evidence are provided. Limited sources are provided. Expertise is unclear.	Factual elements and evidence including sources are provided for each point presented. Expertise is identified.	Clearly sited evidence and facts from various sources are provided for each point, complete with possible bias.
Consistency (20 pts)	No logical flow of information.	There is some logical flow of information, but some areas seem out of place.	Information follows a logical progression.	All information is clearly organized, logical, and builds up to a final expert perspective.
Depth of Exploration (20 pts)	Messages are based only on opinion and facts on hand.	Some messages are based on researched data.	Messages have a foundation in fact and/or research from a variety of sources.	Messages and connections are rooted in research and data from a variety of sources and perspectives.
Appropriate use of Technology (20 pts)	Limited or no use of digital resources.	Digital resources used do not enhance the presentation.	Digital resources and tools are used consistently and effectively to enhance the presentation.	Digital resources and tools are used to add value and power to the messages in the presentation.