Daily Reminders

  • Use your organizer keep track of tasks and deadlines. My own preference is Google Keep but many students also seem to like Google Tasks, which is built into Gmail.
  • Check the daybook (or Classroom, whichever is being used in class) and your email at the beginning of every class.
  • Use your organizer to record your tasks and deadlines. Get in the habit of working from your organizer. If you are starting a new assignment, put it on your organizer first.
  • If you’ve received a mark update, check it for any errors or outstanding items. If you have any concerns, talk to me immediately or make a note of it on your to-do list.
  • Is your mark below 60%? If it is, expect me to talk to you about spending some lunch hours in the class to catch up.
  • If one of your class assignments is a ePortfolio (all classes except ICS), ask yourself if there is anything you can add to it today. Then do so!
  • At the end of every period, please push your chair in, throw out (or recycle) your garbage, and turn off your computer if it is the last period of the day.

Student Support

I can always be contacted via email (please see email protocol) or through my “contact me” form or through the Remind service app (preferred).

Remember that I want you to pass, so please take advantage of the communication tools available to you to reach out to me any time you have a question.

Tools

Throughout the course we will be using various tools to help our learning:
  • Portable Apps
    • Chrome
    • Notepad++
  • Lastpass
  • Diigo (social bookmarking)
  • Google Drive
  • Google Takeout
  • Google Sites (the NEW Google Sites)
  • Google Keep
  • Gmail
  • Twitter
  • Dropbox

Google20 Days

“Google20” days are loosely modeled after Google’s philosophy of allowing their programmers and engineers to use one day per week to work on a “pet project” not related to their job. It is a hugely successful program that has resulted in many products at Google (like Gmail!).

While brainstorming how this might look in our class, we have come up with our own philosophy of how our “Google20” days should work:

  • You must have a mark of at least 70%.
  • You must work on something “productive”, i.e. no games, social media (chat, Twitter, Facebook) , etc.:
    • You may work on classwork for another class (math homework, anyone?!!).
    • You may work on personal projects such as hobbies, drawing, artwork, photography, independent research, programming, etc.
    • You may even continue working on projects related to this class!

Ultimately, the goal of our Google20 days is for you to be productive at something that moves your life forward in a positive way, doing something that you want to do.

At the beginning of each of these days we will ask you to fill in this form so you know what your plan is and eventually for me to measure how successful this program is.

[teacher link]

TEJ4E Final Report

The TEJ4E final report template is available here. If you are a student in Mr Beens’ class you must open the file in Google Classroom.

TEJ4E Expectations

A. COMPUTER TECHNOLOGY FUNDAMENTALS

OVERALL EXPECTATIONS

By the end of this course, students will:

A1. describe the function and development of a variety of current computer hardware;
A2. describe network topologies, devices, and connection media as well as common user network requirements;
A3. describe various types of software, analyse software needs, and evaluate available software.

SPECIFIC EXPECTATIONS

A1. Computer Hardware

By the end of this course, students will:

A1.1 accurately use relevant technical terminology to describe the specifications of computer hardware (e.g., type, speed, capacity, compatibility, connections);

A1.2 describe the characteristics of processor types (e.g., 32-bit, 64-bit, multi-core);

A1.3 describe the operation of current input and output devices (e.g., keyboards, mice, tablets, printers, monitors, scanners, webcams);

A1.4 describe the evolution of home computing (e.g., cost, availability, and ease of use of computing systems);

A1.5 describe hardware innovations in computers and related technologies (e.g., lower costs, faster speeds, smaller sizes, and greater memory density for computers and for cellular, hand-held, and biometrics devices);

A1.6 explain the effect of trends in software design and data storage on hardware requirements and data processing (e.g., the need for increased processor speed, memory, storage capacity, and bandwidth; longer boot times; large increases in the number and size of files).

A2. Networking Concepts

By the end of this course, students will:

A2.1 research and describe common network topologies and technologies;

A2.2 compare hardware and connection media(e.g., hardware: hub, switch, router; media: UTP, fibre-optic cable, wireless) used for different types of networks (e.g., home and small office, small-to-medium enterprise);

A2.3 describe common user requirements that affect the design of a network (e.g., shared printer, wireless access, shared Internet connection, remote access).

A3. Software

By the end of this course, students will:

A3.1 describe the purpose and basic operation of an operating system;

A3.2 describe the purpose and basic operation of common application software (e.g., word processors, spreadsheets, databases, programming environments);

A3.3 describe the purpose and basic operation of various types of utility software (e.g., system tools, backup and recovery software, antivirus and anti-spyware programs, security suites);

A3.4 analyse user software needs for a given purpose;

A3.5 evaluate the suitability of available software for a specific task;

A3.6 describe the specific minimum hardware configurations required for various software.

B. COMPUTER TECHNOLOGY SKILLS

OVERALL EXPECTATIONS

By the end of this course, students will:

B1. determine and report on hardware solutions for user computing needs;
B2. install, maintain, and troubleshoot computer hardware, and design backup procedures;
B3. install, configure, manage, maintain, and troubleshoot computer networks and related services;
B4. install, configure, and update a variety of software.

SPECIFIC EXPECTATIONS

B1. Hardware Solutions

By the end of this course, students will:

B1.1 use a problem-solving process (see pp. 21–23) to find solutions for user hardware needs, and compare and contrast solutions for various situations(e.g., home computing, desktop publishing, small business, large office);

B1.2 compare hardware availability and costs from local, national, and global suppliers;

B1.3 write a report recommending computing hardware to meet user requirements.

B2. Installation, Maintenance, and Troubleshooting

By the end of this course, students will:

B2.1 develop and follow procedures for hardware installation, service, and troubleshooting;

B2.2 document and follow correct procedures to prevent damage to computer components (e.g., use of anti-static wrist straps, mats, bags, and containers);

B2.3 perform preventive maintenance on a variety of hardware components;

B2.4 use utility software and/or diagnostic tools to correct problems on a computer and/or a network;

B2.5 design effective procedures for backing up system data and user information.

B3. Network Setup and Management

By the end of this course, students will:

B3.1 develop and follow procedures for network installation, service, and troubleshooting;

B3.2 set up and/or configure networked workstations and shared devices using appropriate connection media (e.g., UTP straight-through and cross-over cables, serial cables, fibre optics, wireless);

B3.3 install and configure network operating systems and client services;

B3.4 use network utility software (e.g., protocol analyser, extended ping, extended traceroute) to diagnose and correct problems.

B4. Software Implementation

By the end of this course, students will:

B4.1 install and configure new software and upgrades on a computer system;

B4.2 describe the need for software, firmware, and device-driver upgrades, identify various sources for them, and follow proper procedures for installing the various types of upgrades;

B4.3 compare software availability and costs from local, national, and global suppliers;

B4.4 use manuals and online documentation to explore the features of new software.

C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY

OVERALL EXPECTATIONS

By the end of this course, students will:

C1. describe environmental issues related to the widespread use of computer technology, and apply strategies to reduce environmental harm from computer use;
C2. analyse societal issues related to the widespread use of computer technology.

SPECIFIC EXPECTATIONS

C1. Technology and the Environment

By the end of this course, students will:

C1.1 assess the effects of computer technology on the environment (e.g., leakage of hazardous substances from obsolete computers dumped in landfills or improperly recycled; increased energy use; benefits of computer-controlled heating and cooling systems);

C1.2 outline and apply strategies to recycle and reuse computer components (e.g., build computers using used components and donate to a community partner, offer a service where computers can be upgraded using used components);

C1.3 describe and apply strategies and devices that help reduce the energy used by computers at home and in the workplace (e.g., software that throttles drive speed and CPU speed, monitors that turn off automatically, more efficient processors, lower-speed hard drives, diskless computers, virtualization to eliminate extra computers).

C2. Technology and Society

By the end of this course, students will:

C2.1 analyse the benefits of computer technology for society (e.g., improved access to technology for economically disadvantaged people and nations, greater efficiency and lower costs for information services, development of a “global village”, use of computers to help monitor and predict long-term environmental changes);

C2.2 analyse the drawbacks of computer technology for society (e.g., Internet gambling addictions, more sedentary lifestyle, spam, telemarketing, loss of privacy).

D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES

OVERALL EXPECTATIONS

By the end of this course, students will:

D1. explain and follow computer-related safety standards and practices;
D2. describe ethical and security issues related to the use of computers;
D3. demonstrate an understanding of professional customer-service practices;
D4. apply the skills required for success in the workplace;
D5. describe opportunities for careers and training related to computer technology, and explain the need for lifelong learning in the computer technology industry.

SPECIFIC EXPECTATIONS

D1. Health and Safety

By the end of this course, students will:

D1.1 explain the importance of following industry health and safety standards and practices (e.g., standards and regulations specified in the Workplace Hazardous Materials Information System [WHMIS], the Electrical Safety Code, and the Occupational Health and Safety Act, and by the Workplace Safety and Insurance Board [WSIB]; ergonomically sound workplace arrangements and practices);

D1.2 describe and use appropriate equipment, techniques, and strategies to avoid health and safety problems when assembling, using, and maintaining computer systems (e.g., repetitive strain injuries, eye strain, electrical shock);

D1.3 research and discuss issues related to Internet safety (e.g., protection of information stored on computers or transmitted over a network, cyberstalking, cyberbullying, privacy policies).

D2. Ethics and Security

By the end of this course, students will:

D2.1 describe the components of an acceptable-use policy for computers (e.g., restrictions on commercial or personal use, prohibition of inappropriate content and plagiarism, protection of privacy and intellectual property rights);

D2.2 explain the reasons for software licensing agreements and registration procedures;

D2.3 explain the importance of computer security (e.g., passwords, security software updates, protecting personal identity information and client data).

D3. Customer Service

By the end of this course, students will:

D3.1 develop procedures for tracking client data electronically (e.g., using a spreadsheet, database, journal, or log);

D3.2 explain the importance of professionalism in customer relations (e.g., ensuring appropriate personal appearance, using active listening techniques, making eye contact, speaking clearly and respectfully, being approachable, being aware and respectful of diverse cultural communication styles);

D3.3 develop and model customer-service procedures for dealing with clients (e.g., procedures for complaints, troubleshooting, and providing customer support by telephone, email, or the Internet);

D3.4 communicate with clients using an appropriate level of technical terminology;

D3.5 model user-level support for software (e.g., simulate an IT help desk, create an FAQ website).

D4. Workplace Skills

By the end of this course, students will:

D4.1 demonstrate time-management skills in project settings (e.g., set realistic goals, recognize time constraints, plan for deadlines, prioritize tasks);

D4.2 conduct and participate in all aspects of effective meetings for various purposes (e.g., create and follow an agenda, write and circulate minutes, conduct chaired and roundtable meetings);

D4.3 use computer terminology correctly, and compile a glossary of computer terms and acronyms.

D5. Career Opportunities

By the end of this course, students will:

D5.1 explore various computer-related job opportunities in local, national, and international businesses and industries (e.g., retail salesperson, IT hardware technician, IT network technician, electronic service technician);

D5.2 describe the opportunities for and the importance of postsecondary training and certification related to computer technology (e.g., apprenticeship, college courses, trade certifications);

D5.3 explain the need for lifelong learning in the computer technology industry;

D5.4 demonstrate an understanding of and apply the Essential Skills that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (OSP)(e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);

D5.5 demonstrate an understanding of and apply the work habits that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy, customer service);

D5.6 maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in computer technology (e.g., Passport to Safety certificate, OSP Work Plan, OSP Transition Plan, work logs, photographs of projects), and explain why having a current portfolio is important for career development and advancement.

Learning Skills and Work Habits

Responsibility

The student:

  • fulfils responsibilities and commitments within the learning environment;
  • completes and submits class work, homework, and assignments according to agreed-upon timelines;
  • takes responsibility for and manages own behaviour.

Organization

The student:

  • devises and follows a plan and process for completing work and tasks;
  • establishes priorities and manages time to complete tasks and achieve goals;
  • identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.

Independent Work

The student:

  • independently monitors, assesses, and revises plans to complete tasks and meet goals;
  • uses class time appropriately to complete tasks;
  • follows instructions with minimal supervision.

Collaboration

The student:

  • accepts various roles and an equitable share of work in a group;
  • responds positively to the ideas, opinions, values, and traditions of others;
  • builds healthy peer-to-peer relationships through personal and media-assisted interactions;
  • works with others to resolve conflicts and build consensus to achieve group goals;
  • shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.

Initiative

The student:

  • looks for and acts on new ideas and opportunities for learning;
  • demonstrates the capacity for innovation and a willingness to take risks
    demonstrates curiosity and interest in learning;
  • approaches new tasks with a positive attitude;
  • recognizes and advocates appropriately for the rights of self and others.

Self-regulation

The student:

  • sets own individual goals and monitors progress towards achieving them;
  • seeks clarification or assistance when needed;
  • assesses and reflects critically on own strengths, needs, and interests;
  • identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals;
  • perseveres and makes an effort when responding to challenges.

Student Self Assessment

A self-assessment Google Doc can be found at http://goo.gl/EbMHz.
A self-assessment form can be found at http://goo.gl/jyuJi. [teacher link]
Ask your instructor which to use.

 

Website Review Template

This is the template I use in Google Docs for student website reviews.


Find a good educational web page related to <Topic Name>.

Which keyword(s) did you use at the search engine? (record below)

  • URL:
  • Title:
  • Keyword(s) Used:

Write a 100-150 word review of the web page.  Concepts that could be considered when reviewing your website are:

  • suitability to the class,
  • aesthetics of the site,
  • the educational value of the site, and
  • the overall organization of the site.

Write your review below. After it is complete, share it with two of your peers for checking of grammar and spelling. Fix any mistakes found. Record the names of your peers as comments here and here.


The Title of the Web Page — http://www.nameofsite.com

<intro goes here>

<body of review goes here (100-250 words)>

<summary of review goes here>

Micro:bit Beginner Activities

Using the block editor at https://makecode.microbit.org, create and save the following programs:

  1. Display your first initial.
    (save as filename: initials_first_initial)
  2. Display a graphic icon.
    (save as filename: initials_icon)
  3. Scroll your first name and last name, in capitals.
    (filename: initials_scrolling_name)
  4. Write a program that displays the temperature in degrees Celsius.
    (filename: initials_temperature)
  5. Write a program that displays the micro:bit heading in degrees.
    (filename: initials_compass)
  6. Button A displays “HELLO”
    Button B displays “HOW ARE YOU?”
    Both buttons display “QUITE WELL, THANK YOU VERY MUCH”
    (filename: initials_hello_how_are_you)
  7. Write a program where button A increments a counter (which starts at zero) and button B decrements the counter.
    (filename: initials_counter)
  8. Play a simple song (like Twinkle Twinkle) that can be listened to through your earbuds. You will need two test leads for this (see your instructor) which you will connect to Pins 0 and Gnd.
    (filename: initials_simple_song)
  9. Write a program that simulates Rock Paper Scissors. When you shake the Micro:bit it displays one of the rock, paper, or scissors icons.
    (filename: initials_rock_paper_scissors)
  10. Write a program that tracks your steps.
    (filename: initials_microbit_fitbit)

…where initials are your initials.