IMPROVED PLAN

Activity 2=

The teacher will divide the group into groups and guide them through the steps to carry out the final task. 

Step 1: (Decision-making) 

The teacher will ask each group to select the technology product they would like to compare. The teacher will project a Google doc with the three options and will write the name of the group as they select them.

• 4G networks vs 5G networks 

• Windows 11 vs Windows 10 

• Wifi 4 vs Wifi 5 vs Wifi 6 

Step 2: Planning & Research Design (Problem-Solving)

The teacher will have learners make 2–3 research questions about their chosen technologies, such as:

• How do the versions differ in terms of reliability and maintenance requirements?

• What new technologies or materials were introduced in the latest version?

• Based on the evidence, which version performs better overall—and why?

Step 3: Data Collection

The teacher will ask ss’ to gather information from multiple reliable sources (academic papers, industry reports, expert interviews, etc.).

They should create an organized data collection file that includes:

• The title and type of each source

• Important facts and key data extracted

• The research method employed (when relevant)

• How the information relates to their specific research question

Step 4: Evaluation of sources (Critical Appraisal)

The teacher will give ss the following guiding questions to evaluate the sources: 

• Who is the author or organization, and are they credible?

• What type of evidence is presented (data, expert opinion, case study)?

• What is the main takeaway relevant to your research question?

Step 5:Data Analysis & Synthesis

Ss’ will be asked to create a simple table with 3 columns: 

• Source / Author

• Key Fact / Data (1–2 points)

• Relevance / Theme (e.g., Battery Life, Cost, Accuracy)

Step 6: Drawing Conclusions (Decision-Making)

Ss’ should: 

• Pick 1–3 main points that answer your research question.

• Use 1–2 pieces of evidence to support each point.

Step 7: Sharing Findings (Communication)

Ss’ should write a paragraph explaining conclusions and findings. Such a paragraph should be posted on a padlet board. 

Activity 3: 

The teacher will give instructions on how to use StoryboardThat. The teacher will explain: 

1. how to create an account on the platform

2.  how to create a storyboard

3. how to choose the number of cells/panels

4. how to add a scene/background for each panel

5. how to save a storyboard 

6. how to edit a storyboard

T will also provide ss with this tutorial on how to use StoryboardThat: storyboardThat.mp4 This video will be useful when creating their storyboards. 

Activity 4:

Ss’ will create the storyboard on StoryboardThat. Instructions for learners: 

Step 1: Plan Your Story

Think about daily scenarios at college where technology is used, e.g.:

• Attending online classes

• Submitting assignments

• Connecting to the campus network

Decide on 2–6 key scenes/panels for your storyboard. 

Step 2: Create the Storyboard in StoryboardThat

For each panel, include 

• Where and what is happening (classroom, library, office)

• What struggles occur with the old tech

• How the newer version improves the experience

• Short text or dialogue highlighting the key point

Step 3: Edition of the storyboard 

• Review your storyboard: Is it easy to follow?

• Make sure the advantages of the new technology are clear.

Step 4: Sharing 

• Submit your storyboard link onto our online campus. 

• Be prepared to explain your story in 1–2 sentences: what problem it shows and why updating technology is important.

Activity 4: 

When ss’ present their storyboards,  T will have a rubric ready to assess their performance. 

Rubric=