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In 1992, 1.5 million people in the UK had mobile phones, but by 2012 that number increased 50 times so that over 75 million UK residents now use mobile phones. The document shows how the number of mobile phone users in the UK has grown enormously over the past 20 years, from 1.5 million users in 1992 to over 75 million users in 2012.
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This document summarizes the evolution of the overhead projector in education. It describes how overhead projectors were widely used from the 1940s-1980s but have now been replaced by newer technologies like LCD projectors and document cameras. The document interviews educators and administrators who discuss how technology needs are identified and budgets determined. While newer technologies can engage students more, some teachers only use technology if necessary. Overall, it shows how educational technology has advanced over time but depends on teachers' willingness to learn and use new tools.
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This document reviews obsolete and emerging technologies in education. It examines the obsolete overhead projector and the emerging smart board technology. For each, it identifies enhancements, obsolete technologies it replaces, and how it retrieves or reverses previous methods. The smart board enhances learning through interactivity between students, teachers, and online content. It makes chalkboards, dry erase boards, and overhead projectors obsolete. Smart boards retrieve how teachers previously displayed work and pictures while reversing 3D interactive display boards of the future. Decision makers chose smart boards for their benefits, despite costs, while teachers prefer smart boards for enhancing student learning and interactivity over projectors.
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This document discusses the development and integration of computer technology in K-12 schools. It outlines how competition with Russia's space program led to a need to introduce technology in schools. Various organizations worked to develop computer solutions for classrooms. Apple Computer Inc. was a pioneer, donating some of the first computers to schools. The document then examines Rogers' innovation-decision process model and how computers have diffused through schools over time, from initial knowledge and experimentation to widespread adoption and confirmation in classrooms by the 1990s. It provides a timeline of key developments and considers how different groups adopted innovations at different rates.
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Validation and verification techniques are used to check that data is plausible and correct. Validation checks if data follows rules, like date formats, while verification checks that the intended data was entered, like confirming passwords. There are several types of validation checks such as format, length, and range checks.
Different types of output include graphs, reports, presentations, sound, video, images and animations. Each has advantages and disadvantages depending on the target audience. Backing up copies data to ensure it is not lost if hardware fails, while archiving stores old data that is not needed daily in a secure location for future reference. The key difference is backed up data may be restored while archived data is preserved long-term.
C:\documents and settings\sandy.hawkins\my documents\anne frank powerpoint
Anne Frank was a Jewish girl who died in the Holocaust. She was born in Germany but her family fled to the Netherlands to escape Nazi persecution. In 1942, the Frank family went into hiding in Amsterdam to avoid deportation. They hid for over two years in a secret annex before being arrested in 1944 and sent to concentration camps, where Anne and her sister died at Bergen-Belsen in 1945. While in hiding, Anne kept a diary that described her experiences and was later published.
Cut, copy and paste
Cutting removes information from its original location, while copying leaves the information in the original location and makes additional copies. Information cut or copied remains on the clipboard until replaced, and can be pasted an infinite number of times. To cut, copy, or paste, you can select text and use menu options or right-click, or use keyboard shortcuts like Ctrl-C to copy and Ctrl-V to paste.
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This document summarizes the evolution of the overhead projector in education. It describes how overhead projectors were widely used from the 1940s-1980s but have now been replaced by newer technologies like LCD projectors and document cameras. The document interviews educators and administrators who discuss how technology needs are identified and budgets determined. While newer technologies can engage students more, some teachers only use technology if necessary. Overall, it shows how educational technology has advanced over time but depends on teachers' willingness to learn and use new tools.
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Validation and verification techniques are used to check that data is plausible and correct. Validation checks if data follows rules, like date formats, while verification checks that the intended data was entered, like confirming passwords. There are several types of validation checks such as format, length, and range checks.
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Cutting removes information from its original location, while copying leaves the information in the original location and makes additional copies. Information cut or copied remains on the clipboard until replaced, and can be pasted an infinite number of times. To cut, copy, or paste, you can select text and use menu options or right-click, or use keyboard shortcuts like Ctrl-C to copy and Ctrl-V to paste.
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This document summarizes the evolution of the overhead projector in education. It describes how overhead projectors were widely used from the 1940s-1980s but have now been replaced by newer technologies like LCD projectors and document cameras. The document interviews educators and administrators who discuss how technology needs are identified and budgets determined. While newer technologies can engage students more, some teachers only use technology if necessary. Overall, it shows how educational technology has advanced over time but depends on teachers' willingness to learn and use new tools.
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This document summarizes the evolution of the overhead projector in education. It describes how overhead projectors were widely used from the 1940s-1980s but have now been replaced by newer technologies like LCD projectors and document cameras. The document interviews educators and administrators who discuss how technology needs are identified and budgets determined. While newer technologies can engage students more, some teachers only use technology if necessary. Overall, it shows how educational technology has advanced over time but depends on teachers' willingness to learn and use new tools.
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The document discusses different types of computers including palmtop, laptop, and mainframe computers. It defines hardware as the physical components of a computer and software as programs that run on hardware. The main hardware components are the central processing unit (CPU), memory, input devices, output devices, and storage devices. The CPU consists of a control unit and arithmetic logic unit. Memory includes both random access memory (RAM) and read-only memory (ROM). Software includes operating systems, application software, and utility software. An operating system controls the computer and allows other programs to run.
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The document provides an overview of basic computer systems. It discusses the main types of computers including personal computers, mainframes, minicomputers, and supercomputers. It then describes the typical components of a computer system including the central processing unit, memory, control unit, arithmetic logic unit, and input/output devices. Finally, it discusses operating systems and how they control the hardware and allow users to interact with applications and the computer.
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This document introduces peripherals and describes them as input, output, or storage devices that connect to a computer system. It discusses having students identify and research various input devices, then populate a table with information about features, advantages, disadvantages, and uses of different peripherals. The learning objectives are to describe common peripherals and justify appropriate hardware for given applications.
L3 how do images work
Images are represented as a grid of pixels, with each pixel storing a binary color value. Higher resolution images have more pixels, resulting in larger file sizes. Metadata is additional data stored with images that provides information about the image such as size, camera settings, and date. Color depth also impacts file size, as more bits per pixel allow more possible colors but increase the binary information that needs to be stored.
Describe primary and secondary memory inc
Primary memory like RAM can be read and written to and is used to store operating systems and active programs and files. ROM is read-only and stores boot programs. Secondary storage like hard disks and USB drives stores inactive programs and files long-term as it is non-volatile. Buffers temporarily store data during transfers between devices like printers and memory that operate at different speeds, allowing the processor to do other tasks, while interrupts signal the processor to refill buffers.
L9
This document provides guidance for students on evaluating video projects. It includes:
1) A list of evaluation keywords for students to use like "assess", "evaluate", and "interpret".
2) Learning outcomes for the lesson around adding elements to videos and providing constructive peer feedback.
3) Examples of stronger and weaker feedback and how to improve feedback.
4) Instructions for students to peer review videos using evaluation keywords and suggestions.
5) A checklist for finishing their own video based on criteria.
6) A prompt for students to self-assess their learning progress.
L8
The document provides instructions for a lesson where students will add soundtracks to video ads. It outlines that students will find sounds online, save them, and add/edit the sounds in their videos. The learning outcomes are that all students will use sound, most will edit sound properties, and some will combine multiple sounds. Students will then self-evaluate how their chosen sound enhances their ad.
L7
The document provides instructions for students to create a video advertisement for a company called JogsTech using the software Serif MoviePlus. It outlines learning objectives which include importing images, using images, video, and text, and applying effects and transitions. It also lists attributes of a professional video and the tasks and success criteria for the student video project, which is to include a logo, images, text, transitions, and effects. Students will then review and grade their own work.
L6
The document outlines a lesson where students will create logos for a fictional company called JogsTech to advertise a new piece of technology. The learning outcomes are that all students will create a basic logo, most will combine images and text effectively, and some will use advanced software features to create a professional logo. Students are provided criteria for professional logos and instructed to design a 5x5 inch logo with a white background, at least one shape or image, the text "JogsTech", and professional colors. Upon completion, students should export their logo and fill out an evaluation form.
Systems software and applications packages
This document describes systems software and applications packages. It defines systems software as programs that control hardware operation including the operating system, utility programs, programming tools, and library programs. It provides examples of utility programs. It explains programming tools and library programs. It defines applications packages as programs consciously used by users to perform tasks. It provides examples of general purpose, specialist, and bespoke application software. Finally, it provides instructions for an assigned task to design a set of playing cards with computer system information.
Key database terms
A relational database contains multiple tables that are linked together through key fields. For example, a library database could have tables for customers, books, and book lendings that are connected using unique IDs. This avoids data duplication and allows easy access to and reporting on customer and book information.
Key database terms include: attributes, which are the field names and data types in tables; primary keys, which uniquely identify rows; composite keys, which identify rows using multiple fields; foreign keys, which link tables and are primary keys in other tables; and referential integrity, which ensures consistent updates across related tables.
Normalisation
By the end of the lesson, learners will understand the concepts of 1st, 2nd, and 3rd normal form and practice designing databases according to those forms. Specifically, all will understand the different normal forms, most will design databases in each form, and some will convert databases between the normal forms. The document then provides examples and tasks for learners to practice normalizing databases.
More from listergc (20)
L1
- 1. Mobile Usage In 1992 1.5m people In 2012 50 times more in the UK had people in the UK use mobile phones. mobile phones. How many people in the UK now use mobile phones?
- 2. Learning outcomes By the end of today’s lesson; • All students will research how computers have developed in the world in the past 50 years (level 3) • Most students will explain why computer technology has changed (level 4) • Some students will identify the benefits and limitations of existing technologies (level 5)
- 3. Look at this photo… What is happening in this photo? How long ago do you think this was? How has technology changed this situation in 2012?
- 4. Look at this photo… What is happening in this photo? What year do you think this photo was taken? What technology is being used in this photo?
- 5. Which is best? vs Visit www.wallwisher.com/wall/ and create a post it note that DESCRIBES how technology has either improved this situation, or how it has made it worse.
- 6. Your Main Task You will need to log onto your classes TimeToast account and create an interactive timeline to show how computing technology has changed. Use your success criteria to help; • L3 – list 2 pieces of computing tech from the last 50 years, 2 pieces from today, and 1 future prediction. • L4 – you should explain each of your points and include details about how each piece of tech has improved the world. • L5 – you should explain who the audience for each piece of tech is and how they find it useful.
- 7. Your Main Task You will need to do some research on the internet and create a timeline to show how computing technology has changed. Use your success criteria to help; • L3 – list 2 pieces of computing tech from the last 50 years, 2 pieces from today, and 1 future prediction. • L4 – you should explain each of your points and include details about how each piece of tech has improved the world. • L5 – you should explain who the audience for each piece of tech is and how they find it useful.
- 8. Review Learning Have a look at your neighbours work and give them some feedback on what they have done well in the WWW EBI format.