Technology & Society
Essential Curriculum 7 Days
Essential Curriculum 7 Days
Even though other standards may be evident, CBE Standards have been set for this unit. The instructor may add more or eliminate depending on their teaching style of the unit.
This unit is a pure Problem-based learning? (PBL) student-centered pedagogy unit in which students investigate a futuristic technology and experience solving an open-ended problem. Students learn both thinking strategies and content knowledge.
The entry event is provided, but you could substitute something that is going on now. Entry Events
A Need to Know (aka Kickstart) - The students should analyze all the controversies that deal with the technology? The “need to know” generally has some kind of entry event to get students' curiosity up and questions going. There are multiple entry events that can be utilized daily to engage the students and include: Videos, Articles, & Interviews.
Driving Question - A good driving question will capture the project’s focus, be easy to understand, provide a sense of challenge. All the activities will combine to help provide an answer to this question.
Voice and Choice - Allow students some voice and choice. You don’t have to relinquish control; that comes from good class management. This is how students become invested in a project. Wouldn't it be great if each child could set their own learning path and style on which they march down to success?
21st Century Skills - Communication, collaboration, creativity, and critical thinking are the highlights of 21st Century Skills.
In-Depth Inquiry - When solving a problem or answering a driving question, more questions are created. Rather than spout off answers from your knowledge base, allow students to dive deeper into the subject and find their own way.
Reflection and Revision - Sometimes called “Critique,” there has to be an opportunity for students to review their own work and the work of others.
Lesson Plan - Is Failing Failure? - students will create a plan for creating a culture of successful failure in the classroom
YouTube Video resource
Instructors should play Day 1 Entry Event and have a discussion on the impact of technology.
Students will select a technology issue from the list below OR find something that interests them. The four impacts of technology will be focused on in the analysis.
Impact of Technology on Society article
Lesson Plan of Teenagers and Technology Addiction
Use the discussion points of the article in your analysis of each question
1. People can upload their brain to a computer, will they do it?
2. People can edit their baby's genes, would you do it, will they do it?
3. Driverless cars will saves lives, but which ones?
4. What morals should we program into our intelligent robot machines?
5. How can we trust a Robot, Can We Really Trust Them or NOT?
6. Wearable technology-Should people "view" other people's actions?
INFO ON TH EVENTS ARE BELOW
PBL Student Investigation Template
Assign to a Group Leader
Assign to each student the Dilemma Letter
Imagine this: Your future self uploads your brain to a computer, creating a complete digital replica of your mind. But that version of you is smarter — learning faster than you ever could — and starts to have experiences that the “real” you has never had, in a digital world that you have never seen.
Would you be game to try it, and why? Would that the digital version of you still be “you?” Should you be free to have a relationship with someone’s digital replica? Are you responsible for the choices the replica makes?
Driving Question: You are the designer of the "future" self. You are presenting to the board of directors and stockholders the benefits of the "perfect" person knowing the future will not involve their true selves or opinion. Create a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis to present to the board of directors and stockholders.
If you had a baby with a congenital heart defect and a doctor could remove the gene, would you do it to save your baby’s life? Most people probably would.
But take that another step further: Would you make your baby a little more intelligent? A little more beautiful? Should you be able to choose their sexuality? Their skin tone? What if only the rich could afford it? What if you chose not to edit your child, but other parents did?
Driving Question: You are the public relations advisor to this new technology. How do you present the benefits of creating the "perfect" baby knowing that parents worry about how their decisions will affect their child's future? Apply the 8 steps of the Engineering Design Process in your analysis.
Introduction to the 8 Steps of the Engineering Design Process
A driverless car is on a two-way road lined with trees when five kids suddenly step out into traffic. The car has three choices: to hit the kids, to hit oncoming traffic or to hit a tree. The first risks five lives, the second risks two, and the third risks one. What should the car be programmed to choose? Should it try to save its passenger, or should it save the most lives?
Would you be willing to get in a car knowing it might choose not protect you? What if you and your friend were in the car, would you get in then? And should every car have the same rules, or should you be able to pay more for a car that would save you?
Driving question: What is the standard rubric used to decide which choice to implement when needed to know that stockholders have different opinions and morals? Apply the 8 Steps of the Engineering Design Process
Picture a world with intelligent robots — machines smarter than you’ll ever be — that have no idea how to tell the difference between right and wrong. That’s a problem, right? But giving machines moral values poses an even stickier problem: a human has to choose them.
If we’re going to program morality into intelligent machines, which values should we prioritize? Who should decide which moral beliefs are the most “right”? Should every country have to agree to a set of core values? Should the robot be able to change to change its own mind?
Driving question: You are the inventor of the new "intelligent" robot machines? How do you present the differences between right and wrong to the stockholders knowing there are vast differences in opinions and morals?
*** Resource: 4 thought-provoking questions to spark conversation
Advances in artificial intelligence (AI) and robotics have raised concerns about the impact on our society of intelligent robots, unconstrained by morality or ethics.
Driving Question: Can we trust robots if we supply them with all of our intelligence? What possible negative ethical behavior will result when "trusting" a robot? What possible positive ethical behaviors will result when "trusting" a robot?
Discussion Point: Students will create a pros and cons argument analysis of the impact on our society of intelligent robots.
We are currently attached to (literally and figuratively) multiple technologies that monitor our behaviors. The fitness tracking craze has led to the development of dozens of bracelets and clip-on devices that monitor steps taken, activity levels, heart rate, etc., not to mention the advent of organic electronics that can be layered, printed, painted, or grown on human skin. Google is teaming up with Novartis to create a contact lens that monitors blood sugar levels in diabetics and sends the information to health care providers. Combine that with Google Glass and the ability to search the Internet for people while you look straight at them and you see that we’re already encountering social issues that need to be addressed. The new wave of wearable technology will allow users to photograph or record everything they see. It could even allow parents to view what their children see in real time. Employers are experimenting with devices that track (volunteer) employees' movements, tone of voice, and even posture. For now, only the aggregate data is being collected and analyzed to help employers understand the average workday and how employees relate to each other. But could an employer require their workers to wear devices that monitor how they speak, what they eat, when they take a break, how stressed they get during a task, and then punish or reward them for good or bad data? Wearables have the potential to educate us, protect our health, as well as violate our privacy in any number of ways.
Driving Question: You are the manager of the employees who review the recordings of the daily actions. How do you reassure the investors that there is no violation of The Privacy Act of 1974, which "establishes a code of fair information practices that governs the collection, maintenance, use, and dissemination of information about individuals that is maintained in systems of records by federal agencies. "
1) What particular challenges could be faced by all parties if this type of technology is used on a daily basis?
2) What potential attitudes could be developed by all parties if this type of technology is implemented on a daily basis?
3) What possible and negative impacts will be created by the use of this technology?
4) What safety standards need to be reviewed by the manager of the employees to implement a safe workable environment?
5) What, if any, knowledge is required for industry certification?
6) How will you as the manager communicate and interact with the staff? How will you as the manager to make sure the staff are active listeners and understand the rules and regulations?
7) How will you as the manager demonstrate the ability to handle possible challenges and adversity from the staff of new regulations?
8) What means will be provided to the staff to positively impact the direction and actions of newly, implemented regulations?
Background of the Privacy Act of 1974
Day 3:
Instructor could do rotation where they are meeting with (2) groups at a time to develop the students driving question. (Each Group should be somewhat unique) - Attacking a Driving Station
Groups will review and discuss the importance of trademarks and patents. Students will identify the rights and obligations of using and sharing digital information.
Day 4
Instructor could assist the students with TASK 4 on the PBL Student Investigation Template which is to develop a a “need to know” list ,(preferably in a small group.
Day 3: Students will select their topic and document Task 1 & 2 on their PBL Student Investigation Template & Complete the Technology Dilemma Investigation
Students will begin their research. Students will identify the following:
Name of Product
Purpose of Product
Mission and Vision Statement
Target Audience
Patents vs. Trademarks
Make sure you provide the students the requirements (It is on the Investigation Template)
CTE Rubric Assessment Possibilities
Responsible Citizen - Contribute effort as a responsible member of the classroom and understands the obligations of being a productive member of a community. (Teamwork in PBL overview documents & brainstorming) - Formative
Responsible Citizen - Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online, intellectual property, or when using networked devices.. (Completion of the Dilemma Investigation) & (Review of the student investigation into their topic)- Formative
Innovative Designer - Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, and solving authentic problems while understanding the criteria and constraints. (Completion of the Dilemma Investigation) - Formative
Day 4
Instructor should check the Technology Dilemma Investigation and make sure the groups have the foundation for their presentation (Checkpoint)
Day 4
Complete Task 5, 6, & 7 of the Student PBL Student Investigation Template
Focus on 3 Key Points
Begin to Think about how you are going to present your product to the audience. You may want to utilize the Student Multimedia Page for ideas.
Use a graphic organizer to plan your Presentation
Choose a graphic organizer
Skilled Professional - Follow correct procedures for use of tools, technology, and equipment and follows the correct maintenance protocol (Development of a Graphic Organizer) - Summative
Innovative Designer - Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. (Teamwork) (Development of a unique driving question and necessary investigation criteria) - Formative
Checkpoints for Teacher
Presentation Mode
Name of Product and Organization
The Purpose
Knowledge of the 4 Impacts on Technology (Social, Political, Cultural, Environmental)
Knowledge and understanding of the Presentation Rubric
Students will work in their groups and research information on their topics to convince the investors that the selected technology will have positive benefits for society, politics, environment, and culture. Use the following website to review and choose the most appropriate media to present to the investors: 40 Presentation Software & PowerPoint Alternatives Since 2017
Students will review the following website:Top Tips for Effective Presentations
Creative Communicator - Choose the appropriate medium or tools for meeting and have the ability to publish or present original content for the desired objectives. (Student Message from the presentation) - Summative
Creative Communicator - Communicate complex ideas clearly and effectively including the use of a variety of digital objects such as visualizations, models or simulations that are original. (Creativity and uniqueness of the final presentation) - Summative
Computational Thinker Demonstrates the ability to handle challenges and adversity by being persistence and utilizing Growth Mindset, the Power of Yet, and Grit. (Develop a persuasive message for the selective technology) - Summative
3C Skilled at interacting with others; they are active listeners and speak clearly and with purpose. - Formative
6B Use a variety of means to positively impact the direction and actions of a team, school, or workplace, and they apply insights into human behavior to change others’ actions, attitudes and/or beliefs. (Presentation of the ethical considerations of their technology and completion of their PBL self-reflection.)
Responsible Citizen - Contribute effort as a responsible member of the classroom and understands the obligations of being a productive member of a community. (Teamwork in PBL overview documents & brainstorming) - Formative
Responsible Citizen - Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online, intellectual property, or when using networked devices.. (Completion of the Dilemma Investigation) & (Review of the student investigation into their topic)- Formative
Computational Thinker Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, and solving authentic problems while understanding the criteria and constraints. (Completion of the Dilemma Investigation) - Formative
Skilled Professional - Follow correct procedures for use of tools, technology, and equipment and follows the correct maintenance protocol (Development of a Graphic Organizer) - Formative
Computational Thinker - Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. (Teamwork) (Development of a unique driving question and necessary investigation criteria) - Formative
Creative Communicator - Choose the appropriate medium or tools for meeting and have the ability to publish or present original content for the desired objectives. (Student Message from the presentation) - Formative
Project Completion - You do not need to wait until presentation day to enter the data below. At any point in the unit you can complete the summative score if you feel confident you have a measurement for the competency.
Responsible Citizen - Contribute effort as a responsible member of the classroom and understands the obligations of being a productive member of a community. (Teamwork in the development and execution of the presentation) - Summative
Responsible Citizen - Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online, intellectual property, or when using networked devices.. (Positive, safe, & ethical behavior during the project )- Summative
Creative Communicator - Communicate complex ideas clearly and effectively including the use of a variety of digital objects such as visualizations, models or simulations that are original. (Creativity and uniqueness of the final presentation) - Summative
Computational Thinker - Demonstrates the ability to handle challenges and adversity by being persistence and utilizing Growth Mindset, the Power of Yet, and Grit. (Develop a persuasive message for the selective technology) - Summative
Empowered Learner - Use a variety of means to positively impact the direction and actions of a team, school, or workplace, and they apply insights into human behavior to change others’ actions, attitudes and/or beliefs. (Presentation of the ethical considerations of their technology and completion of their PBL self-reflection.) - Summative