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High School Business UbD Course Design
 

High School Business UbD Course Design

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    High School Business UbD Course Design High School Business UbD Course Design Document Transcript

    • Legal Environment of Business Unit: Advancements in Computer TechnologyIntroductionOur selected classroom is found within Coffee County school system and is located in ruralDouglas, Georgia. The county itself has approximately 48,700 residents and consists of nineelementary schools, one middle school, a freshmen campus and one high school. Coffee CountySchools employ over 400 teachers and are currently educating over 8,000 students. The learningenvironment serving as primary context for our learner analysis is best described as rurallydriven, public, and secondary level classroom that consists of 28 students. Most importantly,classroom instruction is held in a computer lab, giving all users access to the internet and basicMicrosoft Office applications.The standard we will be using for our Legal Environment of Business class is as follows: BCS-LEB-11: The student explains how advances in computer technology impact business law. Ourmain goal is to educate our students in regard to both ethical and unethical behaviors regardingtechnology, thus giving them the tools necessary to protect themselves in both a personal andprofessional regard.DemographicsStudents vary in terms of age, gender, race and socio-economic backgrounds. This particularclass consists of 8 seniors, 17 juniors and 3 sophomores. There are 11 males and 17 females inthe classroom. Infinite Campus, Coffee High School’s administrative software, identify 46% ofthe students as African-American, 28% as Caucasian, and the remaining 26% as being of
    • Hispanic or Latino descent. According to school documentation, 13 of the 28 students arerecipients of Free and Reduced Price Meals, thus determining that approximately 48% ofstudents possibly come from low-income households. Clearly, this diverse classroom is a primeexample of a heterogeneous group of students.Variety continues in terms of student achievement levels and preferred learning styles. Pleaserefer to the following charts for information in terms of current grade point averages andindividual learning style preferences. Grade point averages were collected via Infinite Campusand learning style preferences are reported in response to an electronic classroom surveycompleted by each student during their first week of enrollment. 2
    • Additionally, 4 students have IEPs for specific learning disabilities and 3 students are within thetop 5% of the current senior class. Therefore, instruction is best designed for multilevel studentsand various types of learning styles. Every student should be made as part of the lesson; howeverstudents must be reinforced for completing tasks at their own pace.Entry Skills and Prior KnowledgeLegal Environment of Business is the second requirement in the Career, Technical, andAgricultural Education pathway of Small Business Development. All students must complete theintroductory course requirements within the prerequisite Business Essentials class prior toenrolling in this course.It is evident that students are exposed to technology from an early age. The use of research sites,social networking sites and file sharing sites are accessed daily by our students. But do ourstudents possess the knowledge they need to ethically downloading files, share programs orusing another’s work? Are they motivated to learn the proper way to conduct their selves inregard to technology and business law? 3
    • A pretest in regard to the standard “BCS-LEB-11: The student explains how advances incomputer technology impact business law” was administered to our group of students prior tobeginning the unit. This pretest was used to measure both prior knowledge and identify academicmotivation toward our standard and goals. Results let us know that although students were highlymotivated toward using technology over more traditional resources, they didn’t quite understandwhy some of the more common unethical issues is regard to copyrights, technology andplagiarism were wrong. 4
    • Academic MotivationA survey (Appendix B) was administered to this population of students and overwhelminglyindicates that these students are actively utilizing technology in their day-to-day lives, whether itis for academic purposes or personal/social activities. The survey indications also reveal that asa whole these students are not always mindful of the ethical or legal ramifications of theirtechnology activities in regards to copyright.These students embrace technology and it is an integral part of their daily lives which indicatesthat incorporating activities merging technology with classroom learning will enhance andencourage the students to gain a further understanding of the lessons that are promoting thestandard being addressed.“Even though one clings to the romantic notion that education provides the building blocks in astraight line to a meaningful future, the reality is that mixed goals and instructional messagesprevail. A much richer vision of comprehension and literacy is necessary for students to succeedfor the here and now and for their future, one that incorporates all of the changing options anddemands for education and the workplace,” Mark W. Conley and Antoinette Wise.In their journal article “Comprehension for What? Preparing Students for Their MeaningfulFuture,” Conley and Wise of The University of Memphis’ College of Education discuss theirfindings and studies on the connection of IPad’s and other mobile tablet technologies in theclassroom. They find links between increased classroom participation and student confidencethrough observations and surveys. Their recommendation is for teachers to introduce a “multipleliteracies” approach to their classrooms. 5
    • “Multiple literacies involve the many different ways readers interact with texts (including print,graphic, and digital), as well as many different ways of comprehending (including reading,writing, speaking, listening, viewing, drawing, word processing, and using PowerPointpresentations and database programs to represent information; no longer get their news in paperform, preferring, instead, electronic media sent through electronic tablets. Books and magazinesare widely available on electronic tablets like the iPad and the Kindle. With social medianetworks, blogs, and wikis, adolescents are experiencing whole new worlds of textualrepresentations.Motivational StrategiesThere are several motivational strategies that may be implemented into the curriculum to achievethe desired results – which is this student population strengthening their understanding oftechnology use and how to properly (ethically, professionally, etc.) utilize it.According to Keller there are four types of complimentary motivational strategies that areeffective when used together to meet a particular learning objective: Attention (gets and holdsthe student’s attention), Relevance (correlates practical examples to the particular objective),Confidence (keeps the student engaged while providing positive feedback) and Satisfaction(encourages the student to continue learning about the subject matter beyond the classroom).The three motivational strategies targeted (entailed below) are all a reflection of Keller’s ARCSModel of Motivational Design, as well as incorporating the multiple literacies approach toinstruction to appeal to this generation’s learner.Motivational Strategy #1: Access to Technology 6
    • Grant supervised student access to advanced technological resources in the classroom setting.Not all students are products of homes with ample access to advanced technologies. In theirhome environments, many students have very basic computers/technology or a single computerthat they must share with family members. Furthermore, they often do not have personal accessto mobile technologies, such as iPods (or other portable digital music players), iPads, Kindles,Nooks, etc.Students will work individually or in small groups to complete assigned activities using iPad’s(or any of the above mentioned mobile technology resources based on the teacher’s access or onthe nature of the lesson for the day). This will provide the students with a feeling of pride thatthey are being entrusted with the privilege of using high-tech devices which will instillconfidence in their approach to the subject matter. The students will be enticed to work on theassigned activities as this involves hands on exposure to cutting edge technologies that they maynot have had the opportunity to experiment with at home. This will also provide them with theconfidence and foundational knowledge of using and caring for these types of technologiesshould they attend a university or technical college after high school graduation – where theywill be expected to complete independent work in technology resource labs that implementMACs, laptops or iPad and iPod check-out stations.Before these supplemental technology teaching aids will be introduced into the classroom, theteacher will provide the students with a lesson on how to use the particular device, how toproperly care for the device and any other basics. Additionally, each student will sign a contractoutlining the expectations of using the technology and the repercussions based on any misuse, 7
    • i.e. accessing inappropriate content or intentionally defacing the product would revoke theindividual’s access. Students who master using the new technology while properly caring for thedevice will receive encouragement and positive feedback for doing so.Students who consistently exhibit superior skills and care of the handling of the device may begranted special access to check out the iPad to work on a homework assignment or class projectoutside of the classroom.Motivational Strategy #2: Music MondaysStudents may listen to music on Mondays while completing individual work after meeting certaincriteria the previous week.Students who complete their assignments in a timely manner and achieve a score of 75% orhigher on each of their weekly assignments will be allowed to listen to their digital music playerwhile completing individual work on the following Mondays.Students who do not possess a personal music player but who meet the weekly criteria will beentered into a raffle at the beginning of class on Music Mondays to allow use of the class iPodfor that class period.Motivational Strategy #3: Social Networking InitiativeSocial networking tools will be utilized to generate an increased interest in keeping up withassignments and class activities.Students will have access to a class networking page (or other similar site that can be decided onby the teacher and her students based on the class’ social networking preferences) that outlinesclass objectives and materials while keeping the students abreast of assignments, activities and 8
    • projects. The teacher will create and monitor the page daily. The teacher will periodically postquestions at the beginning of the week that the students will have until the end of the week toread and comment on in 2-3 sentences with their own reflections to the question or statement.The students will not be graded on the content of their posting, but it will be included in theirclass participation score at the end of the term. Occasionally the teacher may post a bonusquestion at a random time and the first student to respond with the correct answer receives abonus point or other incentive. This measure will encourage the students to interact on the pageat times outside of their class period. Students may also post questions about the content on thepage that the teacher or classmates can respond to in order to encourage classroom discussion.As stated above, the teacher will monitor the page daily to verify that any misinformation iscorrected or any spam posting is deleted. 9
    • Educational and Ability LevelsThe student population and ethnicity are both identified in the two graphs within thedemographics section. The graphs show the diversity of the population is a heterogeneousgroup. Additional research suggests that cultural differences can have a negative effect onstudents’ participation if the lesson is scud towards one ethnic background. This factor and thestudent’s education and ability levels charted in the graphs, provide a better picture how todesign the classroom lessons for a multilevel diverse group.Collis (1999) and Henderson (1996) proposed the “flexible” approach, which suggests that thecourses should be flexible enough to cater to diverse cultural perspectives, rather than simplycontaining pre-determined content. The central notion of the flexible approach is that the keyaspects of course design should be contingent on the cultural dimension of the course, and shouldbe flexible enough to allow the students and instructors to choose their own learning andteaching styles as the course progresses.Children’s ethnic background and cultures influence the manner in which they learn conceptsand process information. Curricular and instructional methodologies, therefore, must be adaptedto accommodate alternative learning styles (Clark, 1999). In addition, students today do not havetechnology barriers which impede accessing technology in their daily lives. The major point forthis lesson will be to help them to “understand” the ethnical implementations of how to usetechnology properly. The need to cover the ethnical practices in this setting is not only necessarybut will only make the students better technology citizens.Learner Characteristics 10
    • Two of the most valuable components in the learning process are the individuality of the teacherand the individuality of each student. Yet those individual differences often interfere withacademic achievement unless teachers attempt to understand the implications of learning styleresearch and incorporate students learning style preferences into their lesson planning(Campbell, B.J., 1991). Differences in teaching styles may also impact on areas such asclassroom arrangements, the organization and assessment of activities, teacher interactions withstudents and pedagogical approaches, such as the use of questioning (Evans, 2004). In order tomove from a “pedagogy of poverty” to a “pedagogy of plenty” (Tomlinson, 2005) and to cater tothe increasing diversity of student learning needs, effective teachers need to be aware of and usea variety of teaching styles (Kulinna & Cothran, 2003).Next identify what the learner characteristics are in the classroom for each student. The studentswere given a learning style survey to assist the teacher in planning for differential instruction.The data provided from the survey allows her to modify her instruction and classroom to meetthe student’s needs. The survey results are listed in Entry Skills and Prior Knowledge section.In the graph the learner styles show the majority of the students were higher in visual andkinesthetic styles, verses the auditory and combination of the styles. Therefore, the lesson needsto be directed not to just these learning styles but for all learning styles so each student willmaster the lesson.Gardner Learning characteristics are excellent guide to formulate and meet the diverse learnersin this setting. Howard Gardner initially formulated a list of seven intelligences. His listing wasprovisional. The first two have been typically valued in schools; the next three are usually associated withthe arts; and the final two are what Howard Gardner called personal intelligences (Gardner 1999: 41-43). 11
    • Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages,and the capacity to use language to accomplish certain goals. This intelligence includes the ability toeffectively use language to express oneself rhetorically or poetically; and language as a means toremember information. Writers, poets, lawyers and speakers are among those that Howard Gardner seesas having high linguistic intelligence.Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry outmathematical operations, and investigate issues scientifically. In Howard Gardners words, it entails theability to detect patterns, reason deductively and think logically. This intelligence is most often associatedwith scientific and mathematical thinking.Musical intelligence involves skill in the performance, composition, and appreciation of musicalpatterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.According to Howard Gardner musical intelligence runs in an almost structural parallel to linguisticintelligence.Bodily-kinesthetic intelligence entails the potential of using ones whole body or parts of the body tosolve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardnersees mental and physical activity as related.Spatial intelligence involves the potential to recognize and use the patterns of wide space and moreconfined areas.Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations anddesires of other people. It allows people to work effectively with others. Educators, salespeople, religiousand political leaders and counselors all need a well-developed interpersonal intelligence.Intrapersonal intelligence entails the capacity to understand oneself, to appreciate ones feelings, fearsand motivations. In Howard Gardners view it involves having an effective working model of ourselves,and to be able to use such information to regulate our lives. 12
    • In Gardners view, learning is both a social and psychological process. When students understandthe balance of their own multiple intelligences they begin  To manage their own learning  To value their individual strengthsIn this view, as Gardner (1999: 24) puts it, intelligence is better thought of as "distributed" in the worldrather than "in the head". Some of those advocating the importance of distributed cognition place astronger focus on distribution than others. They argue that while the individual is significant,psychological analysis should focus on the joint, socially mediated activity in a cultural context (seeSalomon 1993: xv for a discussion).Many steps can be taken to begin a learning style approach to teaching depending upon thesubject being taught. The following is a list of strategies that can be successful in most businessclasses (Campbell, B.J., 1991). 1. Allow students to select their own seats--front or back, near the windows or the door, or near friends. 2. Make some short-term assignments (due at the next class meeting) and some long-term assignments (due in 2, 3, 4 weeks). 3. Combine individual assignments with some group assignments. 4. Give step-by-step instructions when they are needed, but encourage students to experiment on their own when that is appropriate. 5. Vary written feedback on papers with verbal comments to individual students. 6. Allow students to help each other learn and work together when possible. 13
    • 7. Give at least one major oral assignment. 8. Allow students to talk to each other while they are working at their individual assignments, when it is appropriate to do so. 9. Allow extra credit for special creative endeavors. 10. Use a game or crossword puzzle for review. 11. Give many chances to earn grade points other than paper-and-pencil tests. 12. Give some directions orally, some in writing. 13. Provide constant encouragement for students who are slow in understanding or performing or who have trouble expressing themselves in writing 14. Allow students to complete some assignments outside of class. 15. Make class assignments as relevant as possible. Show how readings and projects fit into real-life situations.Based on the lessons for Legal Environment of Business, the ISTEs NETS for Students (2007)should be incorporated in the lesson to help students prepare to work, live, and contribute to thesocial and civic fabric of their communities. The new ISTE (2007) standards identified severalhigher-order thinking skills and digital citizenship as critical for students to learn effectively for alifetime and live productively in our emerging global society. These areas include the ability to:  Demonstrate creativity and innovation-  Communicate and collaborate  Conduct research and use information  Think critically, solve problems, and make decisions  Use technology effectively and productively 14
    • In addition, given the groups learning styles, ability levels, and ethnic diversity by implementing into thelesson the suggested classroom strategies’ above will create a learner driver lesson. The learners analyzedin this study can then walk away with a better “understanding” of copyright use and laws.AccommodationsThe IEP’s provided students with the following Learning Disabilities. The students were in thetenth, eleventh or twelfth grades. One student failed Environmental Science twice and had aGPA of 1.70 in which the overall GPA should be 2.5. The student reading fluency andcomprehension were at the 8th grade level. The student was three grades levels below peers inthe class. Student does not have needed vocabulary to meet 11th grade GPS standard-listening,speaking, and reviewing skills. Additionally, work was needed in the area of auditory skills.Accommodations- 1. Assistive Technology device/services (computer software) 2. Alternative format for instructional material 3. Read-along techniques 4. Tape lessons, video tapes, DVD’s, captioned TV programs 5. Educational videos and films/talking books 6. Student developed file of vocabulary words, word webs, visual organizer 7. Sufficient “wait time” 8. Utilizing dictionary for building vocabulary, spelling and reading comprehension 9. Audio versions of the text in English and Science-Read test questions orally 10. Extended time to complete reading assignments 11. Extra help with word problems 12. Small group settings 15
    • 13. Visual Representations 14. Peer TutoringThe areas of deficiency for these students were sequential processing (short term memory),simultaneous processing and fluid reasoning. The cognitive processing skills are deficient andseverely impact one’s ability to achieve in the areas of reading, written expression and math.There were areas of discrepancy between achievement in the areas of math, language arts andwritten expression and intellectual ability. The student did not meet the graduation requirementsin Writing, English and Mathematics.Accommodations- l. Assistive Technology Devices (computer software) 2. Preview of New Concepts 3. Extra time to complete assignments 4. Should be allowed to volunteer answers 5. A table of facts or calculator 6. To develop listening skills and memory- poetry, rhymes, songs, audiotape material, and mnemonics 7. Multi-sensory approach-spelling aloud and writing words 8. “Hands-on” concrete material 9. Draw illustrations and representations 10. Small group work 11. Self- Instruction 12. Peer Tutoring 13. Visual Representations 16
    • References Campbell, B.J. 1991. Planning for a student learning style, Journal of Education for Business; Jul/Aug91, Vol. 66 Issue 6, p356, 4p. Clark, J. (1999). Minorities in science and math, Columbus, OH; Clearinghouse for Science Mathematics and Environmental Education, (ERIC Documentation Reproduction Service No. ED 433 216). Collis, B. (1999). Designing for differences: Cultural issues in the design of WWW- based course-support sites. British Journal of Educational Technology, 30(3), 201-215. Conley, M., & Wise, A (2011). Comprehension for what? Preparing students for their meaningful future. Theory Info Practice. 50:93–99 Cunningham, Patricia and Allington, Richard (1998). Classrooms That Work, Addison-Wesley. Evans, C. (2004). Exploring the relationship between cognitive style and teaching style. Educational Psychology, 24(4), 509-530 Foundation for Success: The final Report of the National mathematics Advisory Panel, http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf Gardner, H. 1999. Multiple Intelligences and Education, http://www.infed.org/thinkers/gardner.htm Henderson, L. (1996). Instructional design of interactive multimedia. Educational Technology Research and Development, 44(4), 85-104. ISTE (International Society for Technology in Education, 2007. NETS for Students (2007), Journal of Research on Technology in Education. Kilpatrick, et.al. (2001). Understanding and Procedural Fluency. Kulinna, P. H., & Cothran, D. J. (2003). Physical education teachers’ self reported use and perceptions of various teaching styles. Learning and Instruction, 31(6), 597-609. Nace, T. & Kathy, A. (1993). Rethinking the basic of Public Speaking Course for African American Students and Other Students of Color. The Journal of Negro Education, 62, 448-457. National Commission on Mathematics and Science teaching for the 21st Century-Before It’s Too Late, http://www2.ed.gov/inits/math/glenn/toc.html National Commission on Mathematics and Science Teaching for the 21st Century-Before It’s Too Late, http://www2.ed.gov/inits/Math/glenn/toc.html 17
    • National Research Council-Adding It Up: Helping Children Learn Mathematics,http://www.nap.edu/catalog.php?record_id=9822RAND Mathematics Study Panel-Mathematical Proficiency for All Students,http://www.rand.org/pubs/monograph-reports/MR1643/index.htmlSalomon, G. (ed.) (1993) Distributed Cognitions. Psychological and educational considerations,Cambridge: Cambridge University Press.Steedly, Kathlyn, Dragoo, Kyrie, Arefeh, Sousan & Luke, Stephen (2008). EffectiveMathematics Instruction. “What Students Need to Know and We Need To Teach: HowDisabilities Can Affect Mathematics.” Evidence for Education. Volume III.Tomlinson, C. A. (2005). Differentiated instruction as way to achieve equity andexcellence in today’s schools. Building inclusive schools: A search forsolutions. Conference Report Canadian Teachers’ Federation Conference(19-21). Ottawa, Ontario.Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of RepeatedReading. Remedial and Special Education. 25 (4), 252-261. 18
    • Appendix A DISCOVER YOUR PREFERRED LEARNING STYLEThis questionnaire will help you discover what kind of learner you are. Read each row and click the ONE option that is most like you. I prefer lessons I prefer lessons I prefer lessons where we can where there is where we can do discuss things. something to look something at (like a picture, practical – or at chart, diagram or least move video) or around. something to draw. I often fiddle with I often sing or hum I often doodle in things in class (a to myself in class. class. pen, paper clip or rubber band.) When learning a When learning a When learning a new skill, I prefer new skill, I prefer new skill, I prefer to just get on with someone to to watch someone it. explain to me else show me how how to do it. to do it. When the When the When the advertisements advertisements advertisements come on the come on the come on the television – I like television– I get up television – I like to watch them. and do something. to sing along with them. I would prefer I would prefer I would prefer to listen to a to see a comic to act out a story. strip of a story. story. 19
    • I am good at I have a good I have a goodlearning physical memory for memory for faces. skills. people’s names. I prefer teachers I prefer teachers I prefer teacherswho use diagrams who get us to do who explain thingsto show us things. something. to us.If I get in trouble If I get in trouble If I get in trouble in class, it’s for in class, it’s for in class it’s for talking. drawing on the fidgeting. desk or all over my books. On a long On a long On a long journey I like to journey I can’t journey I like to look at the wait until we stop listen to music or scenery or read a so I can walk talk to the other book. around. travelers.I use my hands a When I am When I am lot when I am discussing discussing talking. something, I something, I like to sometimes use doodle. words my friends don’t know. If I could be If I could be If I could be famous, I would famous, I would famous, I would be a sports- be a film-star. be a singer. person (or dancer).I would rather go I would rather I would ratheroutside and play. watch my favorite listen to my TV program. favorite music. 20
    • I get distracted in I get distracted in I lose class if I can see class if I can hear concentration if I something something have to sit still outside the happening for a long time. window. outside. I am good at I am good at I am a good drawing. making things. listener. Out of these 3 jobs Out of these 3 jobs Out of these 3 jobs - I would prefer to - I would prefer to - I would prefer to be a radio DJ (or be a mechanic. be an artist (or presenter) designer). In my spare time I In my spare time I In my spare time I would prefer to do would prefer to would prefer to something watch TV or a listen to music or physical, such as video. chat with friends. sport or dancing. The type of puzzle The type of puzzle The type of puzzle I would prefer is I would prefer is I would prefer is "Spot the "Name that tune". "Rubiks cube". difference". If I needed to build If I needed to build If I needed to build a Lego model, I a Lego model, I a Lego model, I would get someone would try to work would follow the to explain how or out which bits fit diagram or the to read the together. picture on the instructions to me. packet. When you have clicked one option in each row, count up how many buttons of each color you scored. If you scored mainly buttons, you are a VISUAL learner.If you scored mainly buttons, you are an AUDITORY learner. If you scored mainly buttons, you are a TACTILE learner. 21
    • Appendix BTechnology Use Survey 1. Today is your friend’s birthday. How do you first congratulate her? a. Make a unique birthday card to give her before school. b. Leave a comment on her Facebook page. c. Call and sing “Happy Birthday” to her over the phone. 2. You made the track team! As a reward, your mom has offered to buy a new pair of running shoes to replace your old pair. She gives you a budget on how much she is willing to spend. She cannot go with you to purchase the shoes until Saturday. Today is Monday, what do you do in the meantime? a. Go online to check out the latest styles of running shoes, read reviews and print a couple pictures of your top choices to show mom what you want. b. Find the Sunday newspaper ads and look through the pages to see what is on sale this week at the stores. c. During the week, go to the mall with your friends after school to look at the selection in all of the shoe stores and get their opinions. 3. You most often listen to music: a. On the radio (at home, in your car, at work, etc.). b. On your IPod or another portable device. c. Online through sites such as YouTube or MySpace Music. 4. You are on summer break and your grandmother asks you to drive her to her doctor’s appointment. Afterwards, she will take you to lunch at your favorite restaurant. You know you will have to sit forever in the waiting room. You… a. Bring your new magazine and your summer reading book with you. b. Take your laptop, because you know there has to be a WIFI connection that you can pick up in the area. c. A pillow. This will be a great time to take a powernap. 22
    • 5. For your end of the year project in Biology class, you have to make a presentation to your class on an assigned biological topic. a. You make a beautiful poster detailing the structure of a flower that you drew from hand and colored with magic markers. b. You create a PowerPoint presentation with slides filled with graphs and awesome pictures from National Geographic to educate the class on Bengal Tigers. c. You wing it with note cards. You review some websites the night before on the subject and write down a few keys words. When it’s your turn, you tell the class about your topic and refer to your notes.6. Do you use social media every day? How much time do you spend on an average day connecting with friends and family online? a. 0 hours b. 1-2 hours / day c. 3-4 hours / day d. 4+ hours / day7. When you watch TV, you most often are: a. On the computer at the same time doing homework and chatting with friends through social networking sites like Facebook or Twitter. b. Sitting on the couch eating dinner with your brothers or sisters. c. Lying on your bed doing as little as possible.8. You are adding new tunes to your music collection. You are most likely to… a. Buy the CD format at Wal-Mart or a local music store. b. Purchase the song or album through your ITunes account. c. Download the album from a file sharing site, like Napster or LimeWire. d. Copy it from a friend or sibling’s music collection. 23
    • 9. You are working on a class assignment on the Civil War. Your chosen topic is “Clothing Styles of the Civil War Era,” but there is almost no information in your textbook or class handouts. What you do? a. Go to the school media center or public library for help finding resources through online databases and reference books. b. Google the topic and print the first few articles that adequately cover the information. c. Google the topic and select articles that are from academic sources or have an .edu address. d. Use an encyclopedia or book you find on your parent’s bookshelf.10. The movie everyone is talking about opens in theaters this weekend. a. You buy your advance ticket now so that you can be sure to make the midnight showing before it sells out. b. You don’t want to spend the cash on the ticket right now. You will wait until it comes out on video and pick it up at a video store or Redbox. c. You won’t make the midnight showing but will stream it next week online even if the quality is not the best. d. Who cares about the movie? The books are always better and you have it on reserve at the library.11. If you read a book or magazine for fun, you: a. Check it out at the school media center or public library. Or buy it at a store. b. Download it to either your Kindle or Nook, or your computer or IPad, etc. c. Reading for fun? That’s not fun! d. Borrow it from a friend or family member.12. You completely forgot that your English essay is due tomorrow! You really want to watch the season finale of American Idol with your friends tonight. Your best friend’s mom has even planned an Idol party and is ordering pizzas for everybody. What now?!? a. You’ve got this! You use your free period to get organized and print a few literary critiques online. After school you lock yourself in your room and write for the next 3 hours…and still make the finale. b. You search online for topic ideas but come across a site with free essays. You find the perfect one. You copy and paste the entire text into a Word document, change up a few words here and there and add your name and the date to it. 24
    • c. You go home after school and start writing. You knock out a few paragraphs, but time is ticking! You realize a couple paragraphs from your reference articles will blend nicely with your own words. You copy and paste a few sentences from each article and add it to your own work. You click save and are out the door.d. You text your sister at college. She owes you a favor. You explain your dilemma and ask her to e-mail a copy of one of her freshman comp papers. Your teacher will never know the difference anyway, since it can’t be traced on the internet. 25