High_School+Strand+6

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: · understand and use technology systems · select and use applications effectively and productively. · troubleshoot systems and applications. · transfer current knowledge to learning of new technologies (Obtained from: [] )
 * __ Strand 6: Technology Operations and Concepts __**

// Concept 1: Knowledge and Ideas // Use technology to generate knowledge and new ideas.

// PO //// 1. Analyze, evaluate, and synthesize information to generate new ideas, processes, or products. //

The Research Topic Triangle illustrates how a broader topic can be focused by adding keywords to concentrate upon a specific research area. []
 * The "Research Topic Triangle" Worksheet. **

// PO //// 2. Evaluate diverse information sources. //

A lesson for English that has students search for Mideval ballads in a variety of media (print and electronic) and compare them to modern ballads. Students need to examine the variety of information sources to determine whether or not they are experts or not, whether the information is factual or opinion, and if they are valid for the project. []
 * Analyzing and Comparing Medieval and Modern Ballads **

You can begin evaluating a physical information source (a book or an article for instance) even before you have the physical item in hand. Appraise a source by first examining the bibliographic citation. The bibliographic citation is the written description of a book, journal article, essay, or some other published material that appears in a catalog or index. Bibliographic citations characteristically have three main components: author, title, and publication information. These components can help you determine the usefulness of this source for your paper. (In the same way, you can appraise a Web site by examining the home page carefully.) []
 * Critically Analyzing Information Sources **

// Concept 2: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. //

// PO //// 1: Locate and synthesize information utilizing advanced search strategies including a variety of search engines, metadata search engines, deep web searches and databases. //

Simple Keys To Search the Internet More Effectively []
 * Tips to Effective Internet Searching **** (High School) **

// PO //// 2: Defend the authority of primary and/or secondary sources used in research. //

You can begin evaluating a physical information source (a book or an article for instance) even before you have the physical item in hand. Appraise a source by first examining the bibliographic citation. The bibliographic citation is the written description of a book, journal article, essay, or some other published material that appears in a catalog or index. Bibliographic citations characteristically have three main components: author, title, and publication information. These components can help you determine the usefulness of this source for your paper. (In the same way, you can appraise a Web site by examining the home page carefully.) []
 * Critically Analyzing Information Sources **

As students work with primary sources, they have the opportunity to do more than just absorb information; they can also analyze, evaluate, recognize bias and contradiction, and weigh the significance of evidence presented by the source. []
 * Primary Sources Overview **

A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include… []
 * What is a Primary Source? **

This lesson is intended to show students how hard it is to verify information that is presented as true on the Web. It makes use of a popular website, News of the Weird… []
 * Using Weird News to Teach About Verifying Information on the Web **

// PO //// 3: Evaluate information identifying facts, opinions, bias, inaccurate and misleading information by analyzing multiple sources. // // Overview: This brochure assignment follows another writing assignment, giving students the opportunity to see how shifting purposes and audiences creates changes in their strategies as writers—in the stance they take, in the information they use or leave out, and in the processes they follow to complete the task. //
 * Brochures: Writing For Audience and Purpose (High School) **
 * [] **

// PO //// 4: Synthesize research information to create new understanding and innovative solutions. // Overview: This brochure assignment follows another writing assignment, giving students the opportunity to see how shifting purposes and audiences creates changes in their strategies as writers—in the stance they take, in the information they use or leave out, and in the processes they follow to complete the task.
 * Brochures: Writing For Audience and Purpose (High School) **
 * [] **

// PO //// 5: Apply ethical use of information and media by respecting the principles of copyrights, intellectual freedom and property rights, using information and media technology responsibly, and citing resources appropriately. // Overview: A lesson for debate over the issue of downloading music from the internet. Can be expanded to other areas of downloading (software, etc). []
 * Copyright Infringement or Not? The Debate over Downloading Music (High School) **

Overview: An exploratory activity geared towards economics that deals with Metallica's fight with Napster over intellectual property. []
 * Online Mayhem I: Metallica Versus Napster (High School) **

Overview: An exploratory activity that looks at the issue of downloading music from various perspectives and shows the arguments for and against it. []=
 * Debating Music Downloads (High School) **

Overview: A site that explains what media is acceptable for student projects and how to cite it. Explores acceptable use for educational use []
 * Copyright for Students (Middle and High School) **