This is a Tug of War activity to spur the conversation about the controversy of the potential danger of cell phone usage. Prior to this, the students would have learned about the structure and energy of electromagnetic radiation.
Competition in Telecommunications provides an introduction to the economics, business strategies, and technology of telecommunications markets. This includes markets for wireless communications, local and long-distance services, and customer equipment. The convergence of computers, cable TV and telecommunications and the competitive emergence of the Internet are covered in depth. A number of speakers from leading companies in the industry will give course lectures.
This course is broad, covering a wide range of topics that have to do with the post-pc era of computing. It is a hands-on project course that also includes some foundational subjects. Students will program iPAQ handheld computers, cell phones (series 60 phones), speech processing, vision, Cricket location systems, GPS, and more. Most of the programming will be using Python®, but Python® can be learned and mastered during the course.
This course was also taught as part of the Singapore-MIT Alliance (SMA) programme as course number SMA 5508 (Pervasive Computing).
What do technology and innovation mean from Africa? This is the central question of this course, which tackles a double absence: Of the meanings and role of technology in African history, on the one hand, and of Africa’s place in the global history of technology, on the other. This course alternates between technologies from outside and technologies from within Africa and their itineraries in everyday life, and it is designed to provide students with grounded understandings of technology in Africa for intellectual and action-oriented purposes.
This lesson plan was created by Jani Randall, a sixth grade teacher at Elkhorn Public Schools in Nebraska. The attached Remote Learning Plan is designed for Grade 6 English Language Arts students. Students will read the article and then answer a prompt using text evidence in paragraph form. Students will read the text, and then support claims from the text with their writing. This lesson plan addresses the following NDE Standard: NE 6.1.6IIt is expected that this lesson will take students 60 minutes to complete.