My Eyes on Technology an Introduction to Technology

1. My Eyes on Technologyan Introduction to Technology Unit Portfolio Presentation Susan Nichol

2. Unit Summary For the next 7 weeks, students will work on the Lab Volt Module titled, Introduction to Technology and, in tandem, focus on specific aspects if the Second Industrial Revolution that took place during the late 19th and early 20th century in the United States of America. The students will work in pairs to research the Industrial Revolution, in general (i.e. what, where, when, how, why, and where) and present their findings using through the use of an online journal / Class Wiki and the Lab Volt Modules. In tandem with Lab Volt Module, Lessons 4 and 5, the students will explore how industry influences the environment in both positive and negative ways, critically analyze these elements, and then present the issues in the form of a persuasive public service announcement. Journaling and revisiting the TKWL Chart throughout the unit will be an ongoing activity. The capstone celebration of the Industrial Revolution will include student presentations and project sharing with an audience of classmates, parents/guardians, and teachers.

3. CFQs Essential Question: How does technology produce change in a society? Unit Question: How do I view technology? How can I make a difference in the way technology is used? Content Questions: Who are the significant leaders of the Industrial Revolution? Who are the significant leaders of technology today? • What has changed because of Technology? • How does technology influence the environment in both positive and negative way?

4. Vision for Unit By creating this unit, I want to • Try out new methods that create ethical awareness and foster empathy towards global technology. • Think of ways for my students to voice their opinions regarding current technological events. During this unit, I want my students to • Learn how technology affects people who are not as fortunate. • Use technology as a communication medium in order to share their concerns.

5. Project Approaches As my students work on this unit, they • Connect technology to the real world • Collaborate with peers and local community leaders • Create a product that demonstrates what they have learned • Voice their concerns with a real audience

6. 21st Century Learning Students will develop higher-order and 21st century skills in this unit as they • Use the Essential and Unit Questions to guide their analysis of technology to identify current issues that raise concerns. • Communicate their ideas to a community audience • Reflect on their Introduction to Technology module activities while critically analyzing their own stand on current news and events.

7. Gauging Student Needs Assessments • Use CFQs to learn • Students’ ideas about how technology influences society • Student schema about how technology affects their world • Assess 21st Century skills • Ability to see common elements in early technological inventions versus current technology

8. Gauging Student Needs Assessments I can use the information from these assessments to: • Focus on parts of the technology timeline that students have prior misconceptions about • Plan activities through the “I Can Statements” in which they will answer their own questions Students can use the information from these assessments to: • Compare their questions to those in other classes (LA/SS/Science) and with Applied Technology Modules • Set literacy goals that correlate to technical reading

9. Requests for Feedback • Need ideas on how to help students understand technology (impacts in our society) without paraphrasing and summarizing it for them (quick formats) • Need help assessing students’ higher-order thinking skills

11. Assessment