Socially Responsible Uses for Technology

Do Now:

Please find a partner that you would like to work with.  Choose carefully.  With your partner, brainstorm a list of objects you use in daily life that require microprocessor technology.   Please use chart paper and markers.  Be creative.

With your partner view at this slide show.

Answer the following on your chart paper:

• What makes the use of the technologies highlighted in the slide show interesting or new? 
  
• What needs might they fulfill? 
  
• In what ways might they represent new ways of thinking about computer technology?
  

We will discuss your responses together.

Next, we will, as a class, read this article entitled My Life in a Video Game (Batteries Not Included).

Questions for Group Discussion:

a. What is the purpose of each technology highlighted in the article?
b. How does each work?
c. What populations of users might benefit from this technology?
d. What social or personal need does it fulfill?
e. Why privacy issues are raised by the increased use of the technology?
f. Why does Tom Igoe suggest that embedded computing might not always be worthwhile?
g. Why do some students in his degree program leave "more Luddite than when they come in?"
h. What products do you think would benefit from advanced microprocessor technology?
i. Why might the widespread use of microprocessors become overwhelming or boring for users?

 

Click on the picture to your left.  This shows a script that controls a bouncing ball.    To import the script and the sprite, Click Here.

You will want to examine the script, and, using the diagram, make your own adjustments to what you want your sprite to do.  Again, this program is hands on and you will need to continue to explore and learn is pairs.

FYI, here is a screen shot of Scratch with the important features labeled.  

Scratch Basics

This is a sprite

It can be any thing, person, or place you want it to be. You can control what a sprite does. They can only do those things if they know how to do them. Sprites already know how to do some things, but it is your job to make sprites do more complicated things by using the few simple things that they already do know how to do. So in a way, you are teaching the sprite what to do. You can teach it to walk, run, jump, talk, or anything else you are clever enough to teach them to do.

You can tell a sprite to do something it already knows by putting a Script Block into the Script Window. To pick which Sprite you are controlling, select it from the window on the bottom right. Your sprites can be seen in action in your World Preview Window.

To give the cat a simple walk, you must tell the sprite how to do the following:

1. Move in the direction you want to walk
2. Move your legs
3. Move to the keyboard
4. Turn around

Tell the cat to move by dragging  to thescript window. 

A positive (+) # number moves →to the right. A negative (-) # number moves ←to the left.

You can activate script blocks by double clicking their colored areas. Try it out.

Sprites can have different costumes. They can switch between →← costumes to change the way they look. This sprite has 2 costumes already. The cat’s legs are in different positions. If it switches back ← and forth→ between these costumes, the cat will look like it is taking steps. 

Click 

 i

n the Top Left Menu.

Find 

 

and drag it into the script window.

You can connect blocks on their tops and bottoms. 

These two blocks tell the cat take one cat-step to the right.

Why does the block say 10 steps?

Here, ‘steps’ means: # number of pixels → to move in the direction that the sprite is facing. You will learn more about this in Lesson 3.

Pixels are tiny blocks of color that are combined together to make images.

When Script Blocks are connected, they activate together, starting from the top.

One way to respond to the keyboard is to

 add

to the top of a list of commands. The commands will then start when a certain key is pressed.

      

  you can find this command by clicking control in the Top Left Menu  

                   

Drag 

to the script window and snap it to the top of your list.

Change the keystroke to right arrow instead of space.  

Click the Green Flag to start your scripts.

From here on, you will start seeing this image: 

 

When you see this, it means that you should click the Green Flag and test out your program.

Now that there is a cat sprite that can walk to the right, you need to make one that can walk to the left.

The Stamp is a World Tool. Stamping a sprite makes a copy of it.

Make a copy of the cat sprite by stamping it.

Select Sprite 2. You can use this new sprite to walk left.

Each sprite has its own Scripts, Costumes and Sounds. Everything gets copied when you used the stamp tool.

It is best to name a sprite after what it is.

Change the name to “catLeft”.

Click the Costumes Tab

Click the Edit button to edit costume2.

The editing window will open.

Click the Flip Horizontally button to make the cat face the other way.

You must do the same thing for the other costume.

If you have not done so already, rename the sprite that is facing right, to catRight.

To make the sprites work together, you have to only have one showing at a time. It is easy to hide and show sprites as long as you can figure out when to do it.

You want catLeft to show when the left arrow is pressed and hide when the right arrow is pressed.

You want catRight to show when the right arrow is pressed and hide when the left arrow is pressed.

Click in the TOP LEFT Menu.  Find  

 and 

.

Make the sprite hide and show when it needs to for both sprites.

Both of the sprites are just different views of the same cat so you want both sprites to move at the same time even if they are not showing.

Now you need to make sure that both sprites are in the same spot.

If both sprites are not showing, you can show the one that is hiding by right-clicking the sprite’s button (control click for Mac) and clicking ‘show’.

You can drag and move sprites. A good way to put them in the same spot is to align the tips of the ears.

 

Test out your program by pressing the left and right arrow keys.

Save your project so you can use it later. Save it as “Lesson 1” in a new folder “Lessons”.

To make a new folder, click the new folder button in the save window.

Scratch Tips and Tricks

Open up the scratch program. In your Internet Explorer Browser, please go to the Scratch Tips and Tricks document.  Please try the tips within Scratch.

Ms. B

Gaming Trends

You will be paired in groups of two according to the information you gathered on Wednesday. Your work will be handed back to you and you are to sit with your partner. Together, you will:

Review the following article: NY Times Gaming Trends focusing on the following questions:

a. What have been some common stereotypes about video games and video game users?
b. What has changed and why?
c. What new audiences are being drawn to gaming? Why?
d. Who changed the trend?
e. How have users responded to the shift?
f. Why have consumer companies been surprised by the shift?
g. What might this shift suggest to companies about their understanding of consumers who use their products?
h. How might the online gaming trend mirror the popularity of social networking sites?
i. How do you think players from different countries communicate when playing the same game?

ALSO....
View snippets of the games featured in the article at Harmonix (http://www.harmonixmusic.com/), Activision Blizzard (http://www.activisionblizzard.com/) and Vivendi (http://www.vivendi.com/corp/en/home/index.php); or other popular games on a Web site such as Game Rankings (http://www.gamerankings.com/), Game Trailers (http://www.gametrailers.com/player/22768.html) or Spike TV's 2007 Video Game Awards (http://www.ifilm.com/show/23733).

THEN....
Groups should work toward formulating predictions about future trends in gaming. On chart paper, write short statements, two or three sentences, describing the trends you will consider in greater detail. For example, you might decide that the next trend is an online version of Wii in which global participants compete in tennis or bowling, and hold a Wii World Series. If so, you might cite reports of the role of Wii in combatting couch-potato syndrome in kids, the trend toward intergenerational, international gaming and the stock prices for Wii.

Third World Farming: It's Really Not a Game

Since we have been simulating the life of a third world farmer, it is time to take a look at these countries using Google Earth.  You should already have Google Earth installed on your computer.  If not, please let me know and I will install it.

Click on the link below and map out the countries I assign to you individually.

Third World Countries

You will then take a "thumbtack" to create a place mark on the Google Earth.  In the details, you will include the country name, population, the Gross National Income (GNI) and the natural resources.  

Ms. B

Horowitz and Zinn in China

http://www.askasia2.org/china08/

Check out the comments left by our fearless leaders and their colleagues.  Please reply to Ms. Horowitz in particular.  Hers is entitled Second Time Around.

Ms. B

Third World Farmer

Click here for Third World Farmer Experience

New Google Feature!

Gmail custom time

Do Now:  Read the above feature that has been added to Gmail and then read on.  Be sure to read the testimonials from other users.

Using Google Docs, describe three ways in which the Custom Time feature could benefit you.  Also, describe three ways in which the Custom Time feature could possibly cause more harm than good.  Please share your document with me at iburgos2@schools.nyc.gov.

Ms. B

Storyboarding your PSA

Do Now:

Go to the following site:

Learning PSA's

Midway down the site, you will find a post called "Don't use drugs PSA" from January 4, 2008. Please review the PSA, the storyboard and the script individually.

Once you have done that, please discuss the PSA regarding drugs with your group. Using this google doc, please work on section 2 entitle Research. Be sure your research matches these requirements.

Then go on to the Data Representation portion of the document and complete the task stated as a group.

Global Issues Public Service Announcements (PSA)

Do Now:

Go to the following site:

adcouncil

View a Public Service announcement and consider the following questions:

How do the actors portray the message?

What persuasive methods are used in the video?

Were voiceovers used?

Did the PSA use text on the screen?

Carbon Footprints

Read this NY Times article and answer the following questions in the form of a google notebook document. Share your document with me at iburgos2@schools.nyc.gov.

a. What is the mission of the Westport Green Energy Task Force?
b. What actions, according to the article, can people easily take to reduce their individual carbon footprint?
c. In your opinion, are most people willing to do these things to reduce their impact on the Earth? Why or why not?
d. What evidence is there that Americans’ attitudes toward climate change are evolving?
e. In the article, Kimberly Lake is quoted as saying that “trickle up isn’t enough. You need trickle down if you want to make massive change.” What does she mean by this statement?
f. In your opinion, what steps, if any, should national, state and local government take in order to reduce emissions?
g. What obstacles continue to face groups like the Westport Green Energy Task Force in their efforts to make a difference?


Wait until instructed before moving on.

Brainstorm individually in your journals in response to the following prompt: “Think about some of the ways that carbon-based natural resources, such as coal, oil and gas, are used within our local area. Make a list of examples under the four categories written on the board.”

Podcast Deadline Approaching!

Just a reminder to you all, your podcasts are due on Friday March 7th, 2008.  I suggest that between today and tomorrow you present to me a near finished draft for me to evaluate.  I want to be sure you are using all the tools we learned about to make the best podcast possible.  

As always, please see me if you have any questions or concerns.

Ms. B

Podcast Rubric

Here is the link. Check it out and compare your work to what the rubric describes.

Continue your great work!

February 25, 2008 Student Resources for Lesson

Please click here to continue

Podcasting Guidelines

How to build a 10 minute podcast

The first rule of podcasting is that there are no rules in podcasting. Trust that rule, and you'll have a lot less stress in your life.

I've created guidelines for creating short, organized shows that can help you either get started in podcasting or organize your existing podcast into manageable, predictable chunks. As a society, people have become conditioned over generations to expect certain patterns in radio-like content. Podcasting is no exception. Even if your podcast sounds like radio, the most important piece of the podcasting puzzle is that it's made by everyday folk.

With this model I've created, there is room for flexibility and expandability in the event that you are either missing some of these elements or have longer content (like interviews) that tends to take up more space.

The 10 Minute Podcast Recipe

These are not time codes, they are lengths of time for each segment.

00:10 date/promo/tease/banter/ad

Some believe in identifying the show and the date at the beginning of the podcast. Others like starting off with an endorsement. You can even state the underwriter of the show in ten seconds (think of the public television model). What we had done with many of our older pre-podcast shows, was lead in with banter or commentary that happens before the show officially starts.
QUICK TIP: Stressed about saying 'um' and 'ahh'? Don't be. You're human. Relax. Just don't do it in the intro to your show. You should never, ever, ever, ever have a reason to hesitate when you are saying your name and your show. It's an absolute! Practice saying, "Hello, my name is ____, and welcome to _____, the show about ______ and _____!"

00:20 theme music/intro

If having a theme song feels too 'produced' for you, take note that one thing is certain: everyone needs to know who you are, what your show's name is, what it's about. Creating a theme song or intro gives you an audible sound or brand that gets recognized over and over again. Consistency is key.

00:60 preview

The :60 preview is derived from the old rule of thumb for giving a presentation: Tell them what you're going to tell them (followed by 'tell them' and 'tell them what you told them') This is only 90 seconds into the podcast, and is the only time that needs to be invested if your specific show's topic is not of interest for the listener. After this preview window, a listener will either stay or go. (Note: this pertains to people who automatically download your show as opposed to picking your show a la carte based on the the show notes/show summary posted around your show on your blog or web site.

00:30 ad/promo

If you don't have an advertiser or sponsor, or perhaps don't have an interest in advertising, then use this additional 30 second window for the preview or for your show's content. If you do have a sponsor, use this 30 second window to speak the ad. Only use a pre-produced spot from an advertiser IF YOU ARE COMFORTABLE THAT IT WILL FIT WITH YOUR LISTENERS. Generally speaking, the higher the relevancy or the funnier the advertisement, the less offensive it can be (this is a rule of moderation, which does not accommodate the fringe of advertising-haters).

05:00 small stories/top story

The type of podcast you are making will dictate how you approach this first five minutes. If you have a more linear approach (no set topics, more free-flowing), then start with the little content first--the trivial, the amusing, the less-serious--leading into the main piece of information you are delivering (whether it's an interview, a major comment on current events). In the model of the 10 minute podcast, this space could be filled with just one piece of content.

00:30 IDENTIFY

Take a break. Podcasting is still young, and we're seeing podcast content distributed over real-time channels like satellite and terrestrial radio. In these environments, there is very little time-shifting hardware on the market (note: it is my belief that 'time-shifting' is a term used to describe the pausing and resuming of content that is happening in real-time, and using 'time-shifting' to describe the on-demand nature of podcasting is inaccurate).

Identifying who you are, what the show is, what the email address/phone number is, will help those that might come into your content mid-way. And it's a good, non-intrusive way to take a breath. It helps you get to your point faster and reduces the chances of rambling (unless your show's very nature is to ramble ;-)

02:00 feedback/secondary stories If you solicit feedback and interaction from your listeners (and I highly encourage you do). If you have secondary content, commentary on something you might cover on a future show, or have something else outside of the episode's main focus, do it in this window.

00:15 thank sponsor Again, if you don't have a sponsor, then add this to the previous block of time. If you do, be sure to thank them and point people to the sponsor's web site.

00:15 outro End the show, whether it's by voice or by playing a 'closing theme', something that's similar to your podcast's intro (consistency!).

Congratulations, you've reached the 10 minute mark. If you want to be a little bit more creative and extend the show, add some music. Music provides a nice break between podcasts and gives your listener the ability to keep everything playing while he or she goes for a refill on coffee.

Again, I stress that these are guidelines and not a decree. Have fun and build upon them and do something that feels right for you. YOU know your content and you know WHO is listening.

Class assignment for February 5, 2008

INFORMATION NEEDED BEFORE YOU PROCEED:
PLEASE SIT WITH YOUR COUNTRY TEAM PRIOR TO BEGINNING THE ACTIVITY!

Ethiopia Jonathan Cheung, Ama Kwakye, Rachel Geissler, Michela Infantino, Mariel Elia
Jordan John Harden, Bernard Jones, Samantha Goodman, Maria Gonzalez, Ashley Aydin
Israel Lianna Inzarillo, Veronica Geager, Dominique Johnson, Melissa Laurore, Michelle Shed
India Janell McBean, Katherine McGrann, Steven Rivera, Jaclyn Mallozzi, Sarah Berfond
Sudan Kaitlin Moriarty, Maria Vasquez, Emily Marks, Kristina Catanese, Anam Baig

(If your name is missing, please see the teacher covering the class and make sure you are added to a group. DO NOT switch groups if you see your name.)

So, here we are. My first absence and I am trusting you will all conduct yourselves as if I were there. I have told you that your assignment will be waiting for you on the blog and here it is, posted for you all.

Materials needed: computers with internet access; group list.
Time Allotted: Two full class periods. You will not be finished on Tuesday, this will continue Wednesday.

Introduction:
Water is essential to all forms of life on earth and it is central to many of the world's religions. Although most of the world's surface is composed of water, only 1% of that water is fresh water. As the world's population grows, as available sources of fresh water begin to disappear, or as nations pollute the water supply, a lack of fresh water will no longer remain an isolated issue. It threatens the quality of human life by causing crop failures, transmitting water-born diseases, and creating violent conflicts as governments, unable to cope with such complex economic and social issues, become more aggressive in an effort to satisfy their peoples or search for 'scapegoats' to justify their own failed policies.

World Bank officials have suggested that the next world war might very well be fought, not over oil or politics, but over water. As world population figures increase and water resources become more scarce, water will become a matter of national security. Where problems caused by access to fresh water become mixed up with religion and power politics, the situation can become explosive.

How can the world prepare itself to deal with problems as these? One way to understand better the importance of water on politics is to focus on a few countries where the situation is becoming acute and to simulate the problem solving process which might be used by world leaders.

Task:
In the following simulation you will first be organized into what diplomats refer to as a 'country team'. You will examine the forces which shape policy within that Third World nation, examine the problem of water scarcity globally, come to consensus on a national water policy, write a proposal to solve the problem, and, finally, debate the various proposals prepared by your classmates in a simulation of a United Nations Task Force set up to resolve issues related to water scarcity.

Ask yourself the following questions to help you identify with your role as a citizen of the world.

What do you think it would be like to live where you did not have adequate water to survive?

How would you survive?

How would you feel if a country which bordered yours began to build a dam that would divert water upon which you depended for survival to serve the citizens of that other country?

What problems would such a dam create within your country?

How do you think leaders of your government might respond to such a move on the part of the neighboring government?

Can these problems be solved by organizations like the United Nations ?

What happens if citizens from your country begin to invade the borders of another in search of scarce resources?

Resources:

The issue of managing the world's water sources is not just important to scientists. It is vital to your survival and is likely to affect the way you will be living in the 21st century. But, you may ask, where do I look for the specialized information I need? Below are a few suggestions which all of you are expected to read and study:
Managing fragile ecosystems:Combating desertification and drought

http://www.fao.org/WAICENT/FAOINFO/SUSTDEV/EPdirect/EPre0031.htm

Stage One:

Read the articles assigned for the entire class, and identify a few of the most serious problems which are connected to water rights.

Stage Two:

The class will be divided into 'country teams' (see above) and you and your team will represent one of the following developing nations:
Ethiopia
Jordan
Israel
India
Sudan

At this stage of the process you must begin to gather information about your assigned country which will help you understand its problems and represent its viewpoint effectively. This information might include:

identifying your major sources of fresh water;
identifying any problems which your nation is having such as ethnic conflicts within your nation or disagreements with other countries in your region;
briefly describe how decisions are made in your country

Stage Three:

Part A
The members of your team or delegation will be composed of individuals who have special responsibilities or roles to perform. These are listed below. Assign the specific jobs indicated below and complete the tasks assigned to that 'character'. The success of the coming debate will depend on how well you play your part. Since there are more roles than group members, I would like you to decide, as a group which roles you will research together.

Delegate to the United Nations
The Environmentalist
The Human Rights Activist
The National Leader
The Religious Leader
The Zero Population Growth Expert

Part B
After reading the links assigned to your 'character', meet in a 'job alike' (that is, with those who were assigned the same character as you in other countries). In the 'job alike' phase, discuss the information you gathered, your viewpoint,and your assigned task. The purpose of this phase is to make sure that you can be a strong advocate for your character's views and insure that the discussions and debate which follow will have sufficient depth and complexity to reflect the real world situtation.

Part C
Now return to your country teams. The National Leader is to guide the discussion at this stage. Every member of the group should be a strong advocate for your viewpoint as you develop a consensus on about 4-5 points which you believe your nation can support in a resolution.
Stage Four: In your country team, formulate a position in the form of a United Nations Resolution which proposes a workable way to solve the problem of water scarcity while insuring that each (Your delegate to the United Nations should be prepared to teach you the correct format!)

Stage Five

Defend your nation's position in an imaginary United Nations Committee meeting.

Stage Six

After completing the United Nations simulation, we will conduct a 'debriefing' in class to evaluate what you have learned about the importance of water to sustainable communities and make some observations about policy options.

World Leaders and Social Networking

Welcome to your first homwork assignment!

As discussed in class, I am asking that you create an online Social Networking profile using myspace.com. You are to select from the personalities of the world leaders we mentioned. Some are listed here:

Mahmoud Ahmadinejad
Fidel Castro
Vladimir Putin
Ariel Sharon
Saddam Hussein
Kim Jong-il
George Bush
Queen Elizabeth II
Hugo Chavez

Remember our discussions regarding what goes into an online profile:

Your leader's name
Create a screen name
Would this person list their birthdate or age range? If so, would it be accurate or embellished?
What type of picture would this person use to portray their personality? Would it be a recent photo, an old photo, an icon, an avatar, etc?
What political or religious views might be conveyed in the profile?
Is this person married, single, divorced? Would he or she tell the truth lie about his or her status?
What privacy settings would this person use to control this profile? Would he or she allow open access or require selective availability?

DETAILS
What adjectives would you use to describe this person's behavior? How might this subject's personality affect the information found in this profile?
What are the person's strengths and weaknesses? How might these weaknesses be recast as strenghts for an online networking profile?
What education, if any, would this character or person list?
How might this person describe his or her work?
What might be listed under the prompt "What are you doing right now"?

NETWORKS AND GROUPS
What other people would be part of this person's network or group?
What would other people write in their comments to this person?

FOR FUN
What personal info would be listed? Include activities, interest, music, tv shows, movies and books, and fav. quotes.
What photos or videos would be posted to the profile? (explanantions can be written)
What virtual gifts would this person have received?