Contact Me

Where Can You Find Me?

You’ll find me at Beamsville District Secondary School:

4317 Central Avenue
Beamsville, ON
L0R 1B0

Semester 1

Pd 1 – TEJ3M/4M Computer Engineering Technology
Pd 2 – TEJ2O Computer Technology
Pd 3 – prep period 
Pd 4 – Co-op
All classes are in room 3-209.

Semester 2

Pd 1 – ICS3C/3U/4C/4U Computer Science
Pd 2 – prep period 
Pd 3 – BTT1O ICT In Business
Pd 4 – TGJ2O/3M/4M Communications Technology

All classes are in room 3-209.

Contacting Me

There are a number of options for you to contact me.

  1. You can email me directly at pbeens@gmail.com,
  2. Leave me a message (voice or text) at (716) 299-8526, or
  3. Fill in this form.
 

AML EULAs in Plain English

I recently had the pleasure of being in the audience for a presentation from Carol Arcus, Vice-President, The Association for Media Literacy (AML).

AML has many amazing resources for teachers at both their website and their YouTube channel.

One of the highlights for me was their “EULA Project”, where they have taken many social media end-user licence agreements and converted them to plain English posters that can be displayed in your classroom for your students, all for free.

Here’s an example, posted in low-res only (see the link below for full-sized PDFs):

Snapchat EULA
Snapchat EULA in Plain English

To see AML’s EULA Project in its entirety, visit http://www.aml.ca/i-agree/ where you can download PDF versions of each EULA poster.

(Also see http://www.aml.ca/agency-and-privacy/ for additional information about this project.)

Archiving Your Google Data

I always encourage students to use the personal Google account for school work so they still “own” the data after they leave high school.

But what if they haven’t, and they’re above to move on to a postsecondary school or the workplace?

There are basically two options:

  1. Move your data to your personal account
  2. Download your data

To move your data to a new account, just visit https://takeout.google.com/transfer and enter the relevant information. Just be sure you have enough disk quota in your personal account or you may run into trouble.

To download your data, visit https://takeout.google.com/settings/takeout and select the data you want to download. Note that this can take a long time, depending on how much data you have in your Google account.

 

Cool Tech

Assignment

Over the semester, you will be required to do two informal presentations related to “Cool Tech”. Most students will choose to present on something technological (computer hardware, software, game platforms, entertainment hardware, etc.) that is relatively new, but you may also choose something else with the permission of your instructor.

For grade 9’s and 10’s, your presentation will be very informal. All you have to do before the presentation is submit your topic on the form below, and of course research the topic well enough that you can talk about it to the class.

For grade 11’s and 12’s, your presentation must be based on a Google Docs slideshow. You must also submit the form, but you will also need to prepare a short slideshow and share it with your instructor (filename: Full Name Course Code Cool Tech – Name of Topic).

Note that these two assignments must be done in each half-semester—one in the first half of the semester and one in the last half.

Sources of Material

Relevant Expectations

ICS3C

  • D3.1 explain how emerging technologies can affect personal rights and privacy (e.g. video surveillance, cyberbullying, identity theft);
  • D3.2 describe some emerging technologies and their implications for, and potential uses by, various members of society;
  • D3.3 describe some of the solutions to complex problems affecting society that have been or are being developed through the use of advanced computer programming and emerging technologies (e.g., monitoring and regulating electrical supply and demand; using facial recognition programs to verify the identity of persons entering a country; analysing criminal activity by overlaying crime data on satellite imagery; analysing large-scale meteorological data to predict catastrophic storms).

ICS3U

  • D2.1 demonstrate an understanding of emerging areas of research in computer science (e.g., cryptography, parallel processing, distributed computing, data mining, artificial intelligence, robotics, computer vision, image processing, human–computer interaction, security, geographic information systems [GIS]);
  • D2.2 demonstrate an understanding of an area of collaborative research between computer science and another field (e.g., bioinformatics, geology, economics, linguistics, health informatics, climatology, sociology, art);
  • D2.3 report on an area of research related to computer science, using an appropriate format (e.g., website, presentation software, video).

ICS4C

  • D3.1 describe the evolution of some emerging programming languages;
  • D3.2 investigate and report on innovations in information technology (e.g., webcasting, VoIP, multiplayer online gaming) and their potential impact on society and the economy;
  • D3.3 describe programming requirements for a variety of emerging technologies (e.g., web programming, smartphones, embedded systems).
ICS4U

  • D3.1 explain the impact of a variety of emerging technologies on various members of society and on societies and cultures around the world and on the economy;
  • D3.2 investigate an emerging technology and produce a report using an appropriate format (e.g., technical report, website, presentation software, video).

TDJ3M

  • C2.1 research and compare technological eras (e.g., agricultural, industrial, information), and describe ways in which societal needs influenced these eras;
  • C2.2 research and describe cases where technological design has improved the quality of living (e.g., fireproofing, prosthetic limbs, air purifiers, catalytic converters);
  • C2.3 demonstrate an understanding of ways in which history, trends, culture, and geography have inspired technological design.

TGJ4M

  • C2.1 independently research and report on political, economic, cultural, and/or environmental issues that affected technological innovations in the past (e.g., traffic congestion spurred development of compact vehicles, increasing population density led to the construction of taller buildings);
  • C2.2 describe examples of how culture, economics, and politics could influence the future design of products and/or processes (e.g., environmental awareness and rising costs for fossil fuels could increase the development and use of alternative energy sources);
  • C2.3 describe how technological change affects society (e.g., developments in telecommunications, health care, and robotics).

TGJ2O

  • C2.1 demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions (e.g., including people from different races, cultures, and backgrounds in media productions; portraying minority groups with respect and sensitivity; avoiding sexism, homophobia, and cultural or racial bias);
  • C2.2 describe the effects of recent changes in communications technology and applications on society and the economy (e.g., effects arising from the use of devices such as cellular phones, personal digital assistants [PDAs], and portable media players and from the emergence of computer-based social networks, user-generated web content such as wikis and blogs, and easy-to-download music file formats);
  • C2.3 identify emerging communications technologies and describe their potential impact on society and the economy;
  • C2.4 describe legal concepts and issues relating to communications technology and media production (e.g., copyright, privacy rights, consent);
  • C2.5 describe social and ethical issues relating to the use of communications technology (e.g., promotion of hatred, irresponsible use of the Internet, cyberbullying, cultural appropriation).

STL SketchUp Extension

Download the STL Export extension from here. Remember which folder you downloaded it into.

Open SketchUp.

Open the Window menu, then choose Preferences.

Click on Extensions, then Install Extension.

Browse to where  you downloaded the file, then follow the instructions to install it.

The export extension will now be usable from the File ► Export STL… menu.

Keytag Instructions

We are going to make personalized keytags using SketchUp, which can be downloaded free of charge from http://www.sketchup.com/download.

Download the template from here and remember where you saved it!

Double-click on the downloaded file to open it.

Choose the top top template (“Simple Template – Feet and Inches”) when SketchUp starts.

Insert your name, with a height of 16 mm and an extrusion height of 2 mm. When inserting, try to insert it close to one of the corners of the blank rectangle (not directly into the keytag itself).

  • Tools > 3D Text
  • Height: 16mm
  • Extrusion: 2mm

Size your text (using the Scale tool “S”) your name to the approximate size of the rectangle.

Make a copy (Ctrl-C) of your name and paste it (Ctrl-V) near the keytag. The Orbit tool “O” will be your best friend when doing this! (hint: Shift-O lets you pan the screen)

Move “M” the text down to the rectangle in the keytag.

Once you are are confident your model is correct, delete the original rectangle so you are only left with the keytag.

Save your keytag in your M drive with a filename similar to:

  • Full Name – Name of School – Keytag Text.skp (where Keytag Text is the actual text on the Keytag if it is different than your name).

Example:

  • Britney Smith – Senator Gibson – Leafs.skp

Once you have saved your  SKP file with the proper filename, export it as an STL file using the File ► Export STL… menu. If you do not have this menu, follow these instructions to install it.

To submit your STL file for printing, look for the assignment in Google Classroom.