Society and Information Technology Module 1 Index

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Module 1: Time Continuity and Change

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

Module 1 Introduction

Time Continuity and Change are the primary foci in this module. Over 5 lessons students are introduced to interactions between systems, economy and business, decision-making, citizenship, government and access to power through analysis of key areas of information technological dependence in western societies.

In this module students will research the changes that information technology brings or may bring to our lives.  Working either independently or in groups (based on Teacher / or student preference) students will choose from amongst  options including housing, communication, entertainment, daily responsibilities, transportation, medical advances, currency/money exchanges or government policy, and then research these areas.  

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:  

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:  

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 research so as to consider not only the positive points of technological change, but also to pay particular attention to the the antithesis. (Note: Al students should be encouraged to consider both positive and negative elements of IT History - therefore what we are talking about here is an issue of 'degree' and 'depth'.)

The advanced student may choose to explore in detail an advanced technology idea.

The advanced student will also be encouraged to analyse the implications of one of the technological advances. They will extensively research and critically think about how these advances will negatively impact their community and/or society.


1. Students will brainstorm information technology changes and consider whether or not they represent advances, are destructive or are simply new clothes for old.

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

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

4. Students will analyse the data they have found and then evaluate the implications of the historical changes. 

5. Students summarise their findings in a 250 word (approx) essay

Curriculum Learning Outcomes:

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

Core Learning Outcome:

TCC 6.2 Students use their own research focus to analyse changes or continuities in the Asia-Pacific region.

Discretionary Learning Outcome:

BY6.3 Students make reference to values and peer-generated visions of preferred futures to suggest how they might contribute to creating better futures.  

ResourcesSee Below or view Resource List 

Lessons for Module 1

Lesson 1

Introduction to Unit. What is Information Technology? An Introduction to Information Technology from a historical perspective. 


Resource 1 Timeline PDF File. Information Technology from a historical perspective. 

Resource 1a Computing History Web Links

Lesson 2

Information technology in Industry and Education. Information Technology and government. 


Resource 2 Government and the Internet Web Links 

Lesson 3

In this and the following lesson students research a system of technology (eg: communications, security, or other electronic networks) in relation to how these systems operate in either a regional, national or international area.


Resource 3 Systems Web Links 

Lesson 4

Students continue research of system structures for information technology (eg: communication, security, international distribution of information) and begin to develop a written summary (approx 250 words) of how these systems operate in a regional, national or international area.


Resource 4 Report Proforma 1. 

Lesson 5

Students continue research of system structures for information technology and conclude a written summary (250 words) of how these systems operate in a regional, national or international area.


Resource 5 Global Region Maps

Nth America  |  Africa and Europe  |  South America  |  North Asia (including USSR)  |  Asia Pacific  |  Asia  |  


Assessment Module 1: Students formulate a Core Question related one of the core or discretionary learning outcome questions and then write a two hundred and fifty word essay in which they answer the question they have posed. This essay will form a component of their later group work. For a marking mechanism see Module 1 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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