This course will consider the ways in which technology, broadly defined, has contributed to the building of American society from colonial times to the present. This course has three primary goals: to train students to ask critical questions of both technology and the broader American culture of which it is a part; to provide an historical perspective with which to frame and address such questions; and to encourage students to be neither blind critics of new technologies, nor blind advocates for technologies in general, but thoughtful and educated participants in the democratic process.

The first video in series 5 Telecommunications. This introduction to telecommunications covers the foundations we need to know.

We look at the basics of electricity, as well as analog and digital signals.

Links from video:
-http://youtu.be/zYS9kdS56l8
-http://www.freemosquitoringtones.org/

In this video we take a look at how devices connect to each other. We take a quick look at the Open System Interconnect Reference Model (OSI), Coaxial cable, Twisted Pair Cable, and Fiber-optic Cable.

We conclude out look at telecommunications and computer networks. We also give our list of additional resources to check out.

Links from Video:
-Wifi Analyzer https://play.google.com/store/apps/details?id=com.farproc.wifi.analyzer
-Cisco Networking Academy https://www.netacad.com/
-Monoprice http://www.monoprice.com

This free, standards-based website developed for elementary teachers provides hand-picked, reviewed, on-line resources to enhance teacher content knowledge regarding reasons for the seasons.

This resource contains the 7 units that are inside of quarter 1 of my Web Development I course at Mountain Heights Academy. This course was written to align Utah's Web Development I Standards (quarters 3 and 4 have not been written yet). Each unit provided takes up about a week. At the end of each unit, I assess my students with an assignment (provided) and quiz (not provided). At the end of the quarter, I assess my students with a midterm exam (not provided). In the first week of my course, I go over my syllabus and other class procedures.

This resource contains the 10 units that are inside of my quarter 2 of my Web Development I course at Mountain Heights Academy. This course was written to align Utah's Web Development I Standards (quarters 3 and 4 have not been written yet). Each unit provided takes up about a week. At the end of each unit, I assess my students with an assignment (provided) and quiz (not provided). At the end of the quarter, I assess my students with either a final exam (not provided) or a project (provided). 

The web gives us many strategies and tactics and tools, which, properly used, can get students closer to the truth of a statement or image within seconds. For some reason we have decided not to teach students these specific techniques. As many people have noted, the web is both the largest propaganda machine ever created and the most amazing fact-checking tool ever invented. But if we haven't taught our students those capabilities is it any surprise that propaganda is winning?

This is an unabashedly practical guide for the student fact-checker. It supplements generic information literacy with the specific web-based techniques that can get you closer to the truth on the web more quickly.

This activity helps students evaluate their own authority on a particular subject so that they can begin to understand how authority is created and effectively evaluate the authority of other sources they encounter. Additional evaluation criteria is also introduced.

Through an adult-led field trip, students organized into investigation teams catalogue the incidence of plastic debris in different environments. They investigate these plastics according to their type, age, location and other characteristics that might indicate what potential they have for becoming part of the Great Pacific Garbage Patch (GPGP). Students collect qualitative and quantitative data that may be used to create a Google Earth layer as part of a separate activity that can be completed at a computer lab at school or as homework. The activity is designed as a step on the way to student's creation of their own GIS Google Earth layer. It is, however, possible for the field trip to be a useful learning experience unto itself that does not require this last GIS step.

In a student-led and fairly independent fashion, data collected in the associated field trip activity are organized by student groups to create useful and informative Google Earth maps. Each team creates a map, uses that map to analyze the results, adjusts the map to include the analysis results, and then writes a brief summary of findings. Primarily, questions of fate-and-transport of plastics are are explored. If data was gathered in the field trip but the teacher does not desire to do the mapping activity, then alternative data presentation and analysis methods are suggested.

Overview:  In this lessopn students will use Google Docs, Search and Drive to research, organize, write, and defend a point of view essay. Content/Context: The content area for this is writing for History/Social Studies, Science, and Technical Subjects. In addition several key digital literacy skills will be put into practice. Length of lesson:  Multiple lesson sessions up to a couple of weeksNorthstar Digital Literacy Standards: Locate potentially relevant information in media found online, including text, video, images, etc. Locate the source of the information.File/store information in a format that facilitates ease of access for future use (e.g., file naming, folder organization, bookmarking, etc.)Synthesize relevant information from one or more sources.Integrate new information into current knowledge and use it to support understanding, views, perspectives, or opinions.CCRS Standards addressed:W.9-10.1WHST. 9-10.1Lesson Objective(s): At the end of this lesson, students will be able to:Search For and bookmark relevant and reliable sources for a persuasive essay.Be able to navigate in Google Search and save links and information to a Google DocFormat and write an essay in Google DocSave to a Google Drive folderAssessing Mastery of the Objective(s):  By the end of this lesson, students will be able to access information, format and write an essay, with sources cited and make the essay available in a shared Google Drive folder  Materials/links:computersPen and PaperOutline:Introduction:Explain that students will be writing a persuasive essay of their choice of topic using sources cite from the internet..  Explanation/Modeling:Demonstrate on a computer (projected if needed) the workflowIdentify topicSearch for sources; assess reliability and relevanceSave citations and relevant quotes or notes in a Google DocFormat and write essay in Google DocSave essay to a Google folderGuided Practice:Start by asking for topic ideas. Have students pair up, with each taking an opposing view point. When students have a topic, have them each list 4 or 5 points in support of their idea and organize them in a logical order. Discuss how to identify and assess the reliability and relevance of information found on the WebAllow time for searching sources, aiding the students in refining their search terms to find information supporting their claim and refuting it. Use pen and paper to take notes and refine essay plan.Have students open their Google Doc and begin formatting and writing a 5 paragraph essay in support of their idea. Make sure they use the points against to acknowledge some potential weaknesses in their argument.Walk students through the process of creating and sharing a Folder with their partner and the teacher. Partners are then encouraged to read and comment on their opponents essay. Students should continue to refine their essay in response to comments.At end of lesson, have students share folders with all students and vote on which ones are most persuasive.

Yamli Search enables users to search the internet in Arabic while using numerals and Latin characters. Yamli's search essentially runs transliterated phrases through Google's search engine, in order to allow users who have not memorized or activated the Arabic keyboard to search the internet in Arabic.

Cyber crime, or computer related crime, is crime that involves a computer and a network. The computer may have been used in the commission of a crime, or it may be the target.

Science advances through rich, scholarly discussion. More than ever before, digital tools allow us to take that dialogue online. To chart a new future for open publishing, we must consider alternatives to the core features of the legacy print publishing system, such as an access paywall and editorial selection before publication. Although journals have their strengths, the traditional approach of selecting articles before publication (“curate first, publish second”) forces a focus on “getting into the right journals,” which can delay dissemination of scientific work, create opportunity costs for pushing science forward, and promote undesirable behaviors among scientists and the institutions that evaluate them. We believe that a “publish first, curate second” approach with the following features would be a strong alternative: authors decide when and what to publish; peer review reports are published, either anonymously or with attribution; and curation occurs after publication, incorporating community feedback and expert judgment to select articles for target audiences and to evaluate whether scientific work has stood the test of time. These proposed changes could optimize publishing practices for the digital age, emphasizing transparency, peer-mediated improvement, and post-publication appraisal of scientific articles.