CTE Scoring Rubric - Technology & Society

• 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.

Technology & Society is written in a High Quality PBL Format, providing students choice of investigation and presentation.

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.

We’re on the brink of a future beyond what we can fathom — a future with driverless cars, designer babies, intelligent robots, and digital doppelgangers. Who will you choose to be in that future? How will it change you?

*** Resource: 4 thought-provoking questions to spark conversation

5. How can we trust a Robot, Can we?

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.

6. Wearable technology-Should people "view" other people's actions?

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. "

Students will focus on the following questions:

• 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

Unit Assessments

• 1A 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
• 1B 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
• 4B 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
• 2C Follow correct procedures for use of tools, technology, and equipment and follows the correct maintenance protocol (Development of a Graphic Organizer) - Formative
• 4A 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
• 3A 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.

• 1A 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
• 1B 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
• 3B 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
• 5C 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
• 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.) - Summative