Challenge
There are many environment problems currently being addressed using different ways. This unit will examine, apply and use of information technology solutions in addressing some these environment concerns. Your task is to identify a problem that can be addressed using IT solution. The problem should be clearly described and the client's current way of caring for the environment described. The problem description should include the current limitations the client is facing and detailed explaination of why you think an IT solution will be the best.
Example:
-The SRC is concerned with the way students are littering the school premises; What can be a better IT solution to this? An Online forum to educate students; A well developed Music piece that can be played during assemblies; Detailed monthly Magazine with littering facts and education; or a Comic book with lessons littering;
The final investigate stage should not exceed 6 pages of font 12 Times New Roman. All responses should be in paragraphs with sub-headings for identification. APA in-text citation and APA format of referencing should be applied. The process journal must be used throughout the design cycle
The investigation document should use the following sub-heading where possible: Description of the problem, Design Brief, Secondary research (problem and Technology), Primary research, Design specification, Test strategy, Bibliography.
Assessment criteria
Level 0: The student does not reach a standard described by any of the descriptors given below.
Level 1–2: The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
Level 3–4: The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
Level 5–6: The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.
Sunday, 18 March 2012
OUR TURF UNIT
Introduction
The environment we live is in most cases not cared for by those entrusted. The environment is that space which surrounds wherever you are. How then can information technology be used to make our environment safe to us now and for others in the future? Are there IT solutions that be used to create awareness,or remind people of their responsbilities to the environment?
Question to ponder: Which environment concern bothers you a lot? What IT solution can be used to address that concern? Why do you think IT is the best way to go?
This unit is aimed at investigating and understanding the digital technologies in used for our environment protection, their impacts and solution to any problems arisng from their use. Below are the details of our next unit
Unit Title: Our Turf
AOI Environment: Student will develop digital products that can be used to care for the environment.
Significant Concept: Technology use effectivley can reach many and change perception.
AK Focus
Ethics: How ethical are our actions to the environment?
Unit Question: To what extend has information technology be used to influenced our actions to the environment?
The environment we live is in most cases not cared for by those entrusted. The environment is that space which surrounds wherever you are. How then can information technology be used to make our environment safe to us now and for others in the future? Are there IT solutions that be used to create awareness,or remind people of their responsbilities to the environment?
Question to ponder: Which environment concern bothers you a lot? What IT solution can be used to address that concern? Why do you think IT is the best way to go?
This unit is aimed at investigating and understanding the digital technologies in used for our environment protection, their impacts and solution to any problems arisng from their use. Below are the details of our next unit
Unit Title: Our Turf
AOI Environment: Student will develop digital products that can be used to care for the environment.
Significant Concept: Technology use effectivley can reach many and change perception.
AK Focus
Ethics: How ethical are our actions to the environment?
Unit Question: To what extend has information technology be used to influenced our actions to the environment?
Monday, 23 January 2012
Online payment methods.
This will be a group activity. You will be assigned one payment method which you will research on and present your findings in 7 mins. In each of presentation you should;
- Describe how they method of payment works
- Examples of people that use them
- the Benefits of the method of payment
- Problems related to the problem of payment
- Using diagrams for illustration is recommended
- Paypal
- Credit card payment system
- Online bank transfers
- Mobile payment system
- Web Certificate
- MPESA
- PesaPal
- Merchant account
Create Stage: Business Quest Unit
You will start creating the product/ IT solution by following your Plan and taking into consideration the choosen design. The Created product should show
- Thorough competence in using IT tools
- Fully justified any modifications to the original design in Journal
- Original and outstanding solution with many IT techniques applied.
The process journal should be used frequently to document progress in this stage.This should be done at the end of each class and any time you have done some work at home or at school. Ideas in the journal could include:
- A description of what you accomplished and/or learned last class and/or for homework; any changes you made to your original plan (and why you made the changes; Any limits (of the software, your time, or your skills) that have prevented you from following your plan; Any new ideas you’ve had while creating the product. Mention what gave you the idea; any successes you’ve had, especially something you figured out on your own
· any difficulties you’ve run into (and how you solved them).
· your plans for next class (and any work you plan to do at home)
· how you feel about the project now, and/or
· anything else that’s relevant
Appropriate quality: Ensure that the best possible product / solution is produced, taking into account the resources available, the skills and techniques used. Also, show how the product/solution addresses the identified need.
Assessment criteria
0
The student does not reach a standard described by any of the descriptors given below.
1-2
The student considers the plan and creates at least part of a product/ solution.
3-4
The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5-6
The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.
- Thorough competence in using IT tools
- Fully justified any modifications to the original design in Journal
- Original and outstanding solution with many IT techniques applied.
The process journal should be used frequently to document progress in this stage.This should be done at the end of each class and any time you have done some work at home or at school. Ideas in the journal could include:
- A description of what you accomplished and/or learned last class and/or for homework; any changes you made to your original plan (and why you made the changes; Any limits (of the software, your time, or your skills) that have prevented you from following your plan; Any new ideas you’ve had while creating the product. Mention what gave you the idea; any successes you’ve had, especially something you figured out on your own
· any difficulties you’ve run into (and how you solved them).
· your plans for next class (and any work you plan to do at home)
· how you feel about the project now, and/or
· anything else that’s relevant
Appropriate quality: Ensure that the best possible product / solution is produced, taking into account the resources available, the skills and techniques used. Also, show how the product/solution addresses the identified need.
Assessment criteria
0
The student does not reach a standard described by any of the descriptors given below.
1-2
The student considers the plan and creates at least part of a product/ solution.
3-4
The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5-6
The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.
Monday, 16 January 2012
Class Activity
Watch the following animations created to advertise businesses.
http://www.youtube.com/watch?v=u6lfysNnVTc
http://www.youtube.com/watch?v=_mAubIEVNz0
Sign up for free in www.goanimate.com and create a 2 minutes business advert aniamtion of any product or business.
http://www.youtube.com/watch?v=u6lfysNnVTc
http://www.youtube.com/watch?v=_mAubIEVNz0
Sign up for free in www.goanimate.com and create a 2 minutes business advert aniamtion of any product or business.
Friday, 13 January 2012
Plan Stage: Business Quest Unit
Based on your Problem and the chosen Design, you will develop a suitable plan that will contain a number of detailed, logical steps that describes the use of resources and time in the creation of your product. You will also critically evaluate the plan and justifies any modifications to the design.
0
The student does not reach a standard described by any of the descriptors
given below.
1-2
The student produces a plan that contains some details of the steps and/or
the resources required.
3-4
The student produces a plan that contains a number of logical steps that
include resources and time. The student makes some attempt to evaluate
the plan.
5-6
The student produces a plan that contains a number of detailed, logical
steps that describe the use of resources and time. The student critically
evaluates the plan and justifies any modifications to the design.
NB:
· Your final planning tool to be submitted should be in hardcopy but the evaluations of the plan can be emailed to the respective teachers in softcopy
· The evaluation of the plan and justification of any modification to the design should be done this time round immediately after the planning is completed. Please NOTE that this evaluation is for plan stage only.
· Also the date for submission of plan stage has been moved forward to Tuesday 24th at the end of the lesson.
Useful reference link (Thanks to overseas school of Colombo) http://technologyatosc.wikispaces.com/file/view/How+to+get+a+7+in+Technology.pdf
Assessment Criteria · Also the date for submission of plan stage has been moved forward to Tuesday 24th at the end of the lesson.
Useful reference link (Thanks to overseas school of Colombo) http://technologyatosc.wikispaces.com/file/view/How+to+get+a+7+in+Technology.pdf
0
The student does not reach a standard described by any of the descriptors
given below.
1-2
The student produces a plan that contains some details of the steps and/or
the resources required.
3-4
The student produces a plan that contains a number of logical steps that
include resources and time. The student makes some attempt to evaluate
the plan.
5-6
The student produces a plan that contains a number of detailed, logical
steps that describe the use of resources and time. The student critically
evaluates the plan and justifies any modifications to the design.
Monday, 28 November 2011
Banking Quest: Investigate Stage
Please respond to the following activities in MS word ensure that it does not exceed 5 pages of font 12 Times New Roman. All responses should be in paragraphs with sub-headings for identification. APA in-text citation and APA format of referencing should be applied. The process journal must be used throughout the design cycle.
Challenge
Many businesses have problems that can be solved by introducing information technology solutions.Your challenge is to identify a client with business type problem that can be addressed using information technology solution.
Our AOI on focus is Human ingenuity. You will identify a problem linked to AOI and one client who is not a student.
Your investigate should have the following headings
Level 0
The student does not reach a standard described by any of the descriptors given below.
Level 1–2
The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
Level 3–4
The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
Level 5–6
The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification
Challenge
Many businesses have problems that can be solved by introducing information technology solutions.Your challenge is to identify a client with business type problem that can be addressed using information technology solution.
Our AOI on focus is Human ingenuity. You will identify a problem linked to AOI and one client who is not a student.
Your investigate should have the following headings
- Description of the problem.
- Design Brief
- Research
- Design Specification
- Test Strategy
Level 0
The student does not reach a standard described by any of the descriptors given below.
Level 1–2
The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
Level 3–4
The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
Level 5–6
The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification
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