Society and Information Technology Module 2 Index

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Module 2: Systems, Resources and Power

| Introduction | Duration | Pre-requisites | Differentiation | Processes | Curriculum.Outcomes | Resources | Lessons | Assessment |

Module 1 Introduction

Introduction

Systems, Resources and Power are explored through investigation of the implications of a threat to information technology systems. While such a scenario may have a global basis, students focus on the implications to their own Asia-Pacific region. 

The objective of this exercise is to consider the implications of the chosen scenario and develop an 'appropriate response' to the conditions this scenario would imply. Students may develop a response based on furthered 'fantasy' provided their response has some basis in current technological or sociological realities. i.e. Superman cannot solve the problem.

This section of the course should be conducted in a fashion that allows student access to computers and the Internet. It is possible to undertake this section of the course without internet facilities, but it is not ideal. 

Approximate Time Needed:  

Approximate Duration: Three weeks (5 lessons @ 70 minutes) The module is designed to run over 5 lessons. Each lesson is expected to be of seventy minutes duration. The module has been structured in such a way as to allow for lessons of 34-45 minutes with a reduced set of expectations, or alternatively to be expanded to include 10 lessons with a set of outcomes similar to the original structure. 

Prerequisite Skills:  

Pre-Requisite Skills:

1. Students have a working knowledge of basic research skills.

2. Students have a working knowledge of word processing skills.

3. Students have a working knowledge of accessing Internet Explorer / Netscape Navigator.

Modifications for Differentiated Instruction:  

Modification for Differentiated Instruction

For the special needs student:

Examples of modification techniques include: extending time on computer, extending time requirements for completion of assignments, providing a template, dictating information to a scribe, reducing the number of areas to research and offering of individual teacher or instructional aide assistance.

For the gifted student:

The advanced student will be encouraged to organize their persuasive speech considering not only the positive points of their argument, but also pointing out the weaknesses of the antithesis.

The advanced student will also be encouraged to analyse the implications of the history, funding or structure of one of the technological scenarios researched. They will critically think about how these systems will positively or negatively impact their community and/or society.

Processes:  

Processes:

1. Students will brainstorm the implications of a chosen scenario and develop a position on the implications, ramifications and possibilities inherent in their chosen scenario.

2. Students will surf the web to find sites that relate to their research advances.

3. If students base their response on one web site then they must evaluate the web site (Download PowerPoint Zip File) for biases, content validity and authorís purpose.

4. Students will gather and interpret the information for their project following a research method which includes: questioning, planning, researching, analysing, synthesizing, and evaluating.

5. Students will analyse the data they have found and then evaluate the implications within the scenario that has been chosen and develop a response paying particular attention to the long term ramifications of their position.

6. Students may also interview by email any 'experts' they are able to establish contact with regarding advantages and disadvantages of the technological systems they are researching.

7. Students will create a written or diagrammatic report to share the information that they have evaluated. In Module 4 this will be incorporated into a group project multimedia presentation.

Curriculum Learning Outcomes:

Curriculum Learning Outcomes:

The Core Questions in this module should be based on the following:

a) Core learning outcomes  

SRP 6.1 Students develop and test a hypothesis related to a relationship between global economic and ecological systems.

SRP 6.3 Students advocate to influence Australia' s role in the future global economies or environments.

SRP 6.4 Students communicate informed interpretations to suggest reforms to an economic, political or legal system.

SRP 6.5 Students apply an understanding of social justice and democratic process to suggest ways of improving access to economic, political and legal power.

b) Discretionary Learning Outcomes

BY6.1 Students predict the consequences of attempts to reform economic, political or ecological systems.

BY6.4 Students propose changes to economic, political or legal systems to make them more democratic and socially just.

BY6.5 Students suggest solutions to problems involving inequitable distributions of power and resources in a global context. 

Resources

Resources: See Below or view Resource List 

Lessons for Module 1

Lesson for Module 2

Lesson 6

Students are formed into groups to undertake this next module and will remain in these groups throughout the remainder of the course. Students are introduced to three scenarios and dialogue is encouraged about what possible consequences are likely from each scenario. 

Students need to develop the ability to participate effectively in groups to pursue a generally agreed goal. This will be demonstrated by the ability to develop a creative analysis of the information exchanged within group  collections . 

Resources

Resource 6 At this point video provides a good resource and the array of possibilities is enormous. I have chosen an Odyssey Chronicles film on the 1939 New York World Fair as it addresses futurism in a very interesting light. 

Another strong contender was the Warner Bros video 'The Matrix', directed by The Wachowski Brothers.  There are a number of short clips in this film appropriate to this stage of the unit. Other appropriate videos may include certain scenes from 2001, Blade Runner etc. Many other forms of stimulating material would be appropriate at this point.

Lesson 7

Students (in groups) choose which of the three scenarios they will explore.  

Resources

Resource 7 Three storyline scenarios. 

Lesson 8

Students should begin to develop an outline that can specify the particular complications that will arise within the scenario they have chosen. Students use their own research focus to analyse changes to continuities arising from their chosen scenario as it applies to the Asia-Pacific region. Students begin to make reference to their values and peer-generated visions of preferred futures

Resources

Resource 8 Hackers and Virus Web Links. 

Lesson 9

Students continue to research and begin to compile a written or diagrammatic report in which they outline their research focus, show how they analysed changes to continuities arising from their chosen scenario especially as it applies to the Asia-Pacific region. 

Resources

Resource 9  

Statistics: Australian Business Use of Computers 1997  

Statistics: Australian Business Use of Internet 1997 

Lesson 10

Students finalise their report include the material they have developed as a methodology to best deal with the situation for the future. 

Resources

Resource 10 Report Proforma 2

Examination

Assessment Module 2: Students formulate a written or diagrammatic in which they answer one of the core or discretionary learning outcome questions. This essay will form a component of their later group work. For a marking mechanism see Module 2 Assessment This module is developed on the premise that students will be informed of the outcomes by which they will be assessed, before they commence the unit. This allows students to consider from the beginning what process they wish to take through this course and be fully informed. All criteria, both learning outcomes and assessment instruments should be supplied to each student. 

 

 

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