An Information Acrostic

 

Intellectual Acces
Networks of knowledge
Foster real-world learning
organize infromation for practical application
Recognize that accurate and complete information is the basis intelligent decision making
Models for information
Assessment of outcome
Teach students to use information
Integrate approach to teaching information skills
Organize
New uderstandings
A SSCC Acrostic

 

Students shape ideas by
Synthecising a
Choosen topic and
Communicating information
A DEAPR Acrostic

 

Desifer the information with flowcharts
Express your ideas using graphics or sotry format
Add the bridges from idea to idea
Post your work to received critizism
Review and rewrite
Reflections on Ethical Issues
First Topic Chosen
General/Overview of issues
Description of the Issue
Computer Ethics refers to the rules and regulation pretended to the professional practice, codes of conduct, aspects of computer law, public policy, corporate ethics.
Five to Ten Central Ideas
1.copyright. 2.privacy. 3.censorship. 4.plagiarism. 5.profesional responsibility
What Students Can/Should Learn
Any Student should learn the ten commandments of Computer ethics by the Computer Ethics Institute. 1. Thou shall not use a computer to harm other people. 2. Thou shall not interfere with other people's computer work. 3. Thou shall not snoop around in other people's files. 4. Thou shall not use a computer to steal. 5. Thou shall not use a computer to bear false witness. 6. Thou shall not use or copy software for which you have not paid. 7. Thou shall not use other people's computer resources without authorization. 8. Thou shall not appropriate other people's intellectual output. 9. Thou shall think about the social consequences of the program you write. 10. Thou shall use a computer in ways that show consideration and respect.
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Second Topic Chosen
Safety and Student Use of the Internet
Description of the Issue
The danger of our children to be exposure to inappropriate material like sexual, hateful, or violent in nature, or encourages activities that are dangerous or illegal  
Five to Ten Central Ideas
1.Parent Education. 2. Child risks : Physical Molestation. Harassment and bulling. Viruses and Hackers. Legal and Financial. 3. Children Education. 4. Teacher Education. 5. Local Education Agencies with safety policies. 6. Violation of the law. 7. Violation of the Children rights.
What Students Can/Should Learn
The students should learn that the internet is a wonderful tool, but at the same time is a dangerous place. They will need to learn certain procedures in order to keep their wellbeing. For example: to never disclosure personal information, ethical behavior, and discourage criminal behavior, blocking and censorship.
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Third Topic Chosen
Netiquette
Description of the Issue
Because the online interaction is a new culture we need to take in consideration that we interact with many cultures that we can easily offend.  For this reason n etiquette complies a set of rules created in order to behave properly online that any culture can follow in order to avoid the mistake of offending or hurting other people.
Five to Ten Central Ideas
  1. Respect others. 2. To help people. 3. To avoid social blunders. 4. Create standards online not matter which culture, religion or political preference. 5.Safe Online environment.
What Students Can/Should Learn
1.Web etiquette. 2. Chat etiquette. 3.e-mail etiquette. 4. Criticism online. 5. Blogging etiquette.
 
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Fourth Topic Chosen
Plagiarism
Description of the Issue
With today’s access to the information via Internet more and more people have mane a popular choice to select their resources for their assignments and research paper. This also has created the concern of how to avoid plagiarism from this source.
Five to Ten Central Ideas
1. Code of Student Rights, Responsibilities, and Conduct. 2. Penalties. 3. Ethics. 4. Benefits of citing sources. 5. Educate your students about plagiarism . 6. Educate yourself about plagiarism.
What Students Can/Should Learn
1.How to put in quotations. 2. How to paraphrase. 3. How to use common knowledge
Designs for Literacy
Poor Richard's Thoughts on Literacy
1. A man of letters is a man of culture.
2. Opinion, criticism and judgment are the fruits of Learning opportunities.
3. A symbol is worth more than a 1,000 letters.
4. With words we fill out pages, with symbols we fill them with ideas.
5. The key element for a good resolution is the discourse.
6. Wisdom is not the product of reading and writing, wisdom is the product of learning by reading and writing.
Description of Literacy Concepts
The students will learn the application of technical skills to address business emerging technologies. This includes business principles and ethics, programming, operations, design and testing, network, sales, maintenance and training.
Content Standards Included/Addressed
(4) The student solves problems using different types and levels of programming languages. The student is expected to: C) solve business programming applications using appropriate software; (D) produce business programs using structured coding with appropriate style and clarity of expression; (E) develop code with correct and efficient use of constant and variable data; (F) develop code with correct and efficient use of sequential, conditional, and repetitive control structures; (G) demonstrate skill in testing for program correctness using effective coding, design, and test data; (H) compare computed results with estimated results to determine the reasonableness of the solutions; (I) recognize, describe, and predict patterns of data; (J) troubleshoot technological problems; and (K) import, export, and merge data stored in different formats.
The ABCS of Activity
Activity:
The students will from groups of 4 in order to examine business problem solving case study. The Groups will evaluate the problem and establish a concept map and flow charts of the solution. Using the Concept map they will design and test a program for the business.
Background Building Activity:
The Teacher will explain different case scenarios and describe how business principles and ethics, programming, operations, design and testing, network, sales, maintenance and training are inter-related.
Sharing Activity:
Each group will present their solution and train the other users how to use their new application program. They will have a session of “Questions and Answers” to clarify concerns.
Constructed Activity:
Each team will carry out the same case study. As groups, they will discuss, compare, contrast, criticize, and evaluate the differences in their software and procedures developments.
Tools
* Computer. * Programming software. * Reference Material (book). * Business Case Study. * Projector. * Laptop. * Concept maps.
 This is Miguel Molina's page.

 

 

 

 

 

 

Foundations

 

Literacy: Commercial multimedia developers may be hired by governmental and nonprofit services to design applications such as multimedia presentations. As the learners center themselves on a topic for this application, they should analyze the specific standards for this type of services.
Problem-Solving: The learners will need to ask themselfs several questions such as: How have you solved similar problems in the past? What strategies do you know? Try a strategy that seems as if it will work. If it doesn’t, it may lead you to one that will. and use several problem-solving strategies like analyzing, synthesizing, inventing, communicating. In order to persuade and inspire.
Knowledge: Creative industries: use multimedia for a variety of purposes ranging from fine arts, to entertainment, to commercial art, to journalism, to media and software services provided for any of the industries listed below. The students may cover designer may cover the spectrum throughout their career. Request for their skills range from technical, to analytical, to creative.
Using Information: The students will be researching their community in order to create an integrated instruction. This will give them the skills for integrating matters that concern with their study and real life situations.
Community: The learners will be assigned to work in collaborative groups of four in order to even out the differences in their ability to research,to write, design, and use the software application.

Activities

Authentic Activities: The students will create a multimedia presentation and post it on their organization web site in order to promote awarness of the endangered species, design a funraising activity, and begin the process of creating a voluntary preservation community. 1. Research endangered species in their community 2. desing multimedia presentation 3. Produce multimedia presentaiton 4. Present product. 5. Evaluate Effectiveness.
Background Building Activities: 1. The students will be given a tour of the library and an overview of the steps for conducting research online. 2. The students will receive an examples of a Multimedia presentation to serve as a model for their own. 3. The students will receive a step by step handout on the topic to be used during the class lecture on how to create effective multimedia presentations.
Constructing Activities: * Students utilize the library and the internet for research porpuses. * Student will produce multimedia presentation designs. * Students build consience about theirr environment. * Students exhibit their multimedia presentation on Earth Day.
Sharing Activities: Presentations are displayed at campus and posted on the school web site for Earth Day.

Contents

Contents: Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and to make a successful transition to the workforce and/or postsecondary education. Students apply technical skills to address business applications of emerging technologies. (6) The student exchanges information via telecommunications technology with appropriate supervision. The student is expected to: (A) identify and describe the different components of the telecommunications industry; (B) send and receive information using electronic methods, such as mail, image transfer, remote bulletin board access, access of on-line information services, and emerging technologies; (C) evaluate telecommunications methods for specific business needs, including: (i) cost (locally, nationally, and internationally); (ii) convenience; and (iii) availability; and (D) model acceptable telecommunications ethics and etiquette and follow guidelines and laws. (8) The student applies presentation management technology. The student is expected to: (A) identify the guidelines for using graphics, fonts, and special effects in presentations; (B) analyze the effectiveness of multimedia presentations; and (C) determine the appropriate technology to create and deliver an effective presentation.

Tools

Tools: Learners will utilize the following list of applications: * Print/Books * Concept Maps * Word Processor * Desktop Publisher * Multimedia/Presentations (PhotoStory, PowerPoint) * Web Developer * Internet * Graphics Program * LCD Projectors

Systems of Assessment

Assessments: A rubric system will be generated for the teacher and learners with the competencies listed will be used at the completion of the assingment. An oral presentation. The multimedia presentation (final Product)

Learning Environment

Environment: The students will have the opportunity to get a 1-1 student/computer ration, and all the application software on their systems. Even thought the studnets will have all the facilities and equipment for them, the layout of the classroom create some constrains on the teams grouping layout. Also the students will count with the opportunity to visit the library on campus.

 

 

Designs for Knowledge
Case Study One
Weather - Disciplinary Structures
1. Elements of water cycle. 2. Air Masses and Fronts 3. How the sun is the most important influence on Earth's weather and climate. 4. Thunder and lightning.
Weather - Disciplinary Processes
1.Temperature determine whether precipitation falls as rain, or sleet, or snow. 2.Low and Higher air preassure. 3.Season according to the earth axis. 4.The positive and negative electrical charges in the cloud
Case Study Two
Economics - Disciplinary Structures
1. Trade 2. Impact of Increasing Productivity 3. Competitive/Noncompetitive Markets 4. Economic Systems: Role of Government
Economics - Disciplinary Processes
1. Defined as a trade where both parties voluntarily take part. 2. Unemployment levels, and inflation, and discuss the effects of these changes on households, and businesses. 3. Identify the costs and benefits of competition, and evaluate the effects of government regulation on the economy. 4.Monetary policy (why the Federal Reserve System influences interest rates and money supply), b. fiscal policy (government and taxation), c. how monopolies affect people's life and how they are regulated.

Designs for Knowledge

Knowledge Captured as Burma-Shave-Like Jingles

Content and the Disciplines - The Concept

The High School Teacher

 tried to teach

 He's now in hell

 Trying to Preach.

Content and the Disciplines - Importance

Technology is

 where the world is going

 if you stay behind

 your head will be rolling.

Disciplinary Structures - The Concept

Lying Larry

 said clear skies

 the sun went home

 and the red cross hear our cries.

Disciplinary Structures - Importance

Lying Larry

 came down with Alzheimer’s

 had he passed meteorology

 he would been a prodigy.

Disciplinary Processes - The Concept

The dark clouds

 needed to drain

 the low pressure came

 and cause the rain.

Disciplinary Processes - Importance

Little Mary countered days

 the month she miss her cycle

 she was force to marry psycho.

Discourse and the Disciplines - The Concept

Knowing the disciplines

 of this course

 will improve the skills

 you must have for dis-course.

Discourse and the Disciplines – Importance

Chip and dale

Needed a tutor

They ate all the chips

And nibbled their computer.


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