1 - INTRODUCTION



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|(1) Focus of your portfolio: The goal of SED 514 is to equip teachers with technical and pedagogical skills to enhance teaching and|

|learning. You will prepare a 514-portfolio (electronic or paper) of your work, illustrating how computer technologies can be used |

|to improve the teaching and learning of a particular unit within your discipline. By the time you are done with this class, you |

|will have collected and developed resources that will benefit you and your students. Please note that many of the activities in |

|this portfolio may be also used as artifacts for your professional teaching portfolio (PDP). |

| |

|Complete the title page of the portfolio that includes a photograph of you, your name, school, subject taught, and topic for |

|portfolio. |

|Identify the subject and topic for which your 514-portfolio will be developed. Briefly describe the significance of this topic with|

|respect to your curriculum. |

|Name |Subject taught |topic(s) for portfolio |

|Christian Gori |US History |War of 1812 |

|(2) Documenting your work with screen capture: Screen capture programs allow the user to take pictures of anything on their screen |

|and save them as graphics files. Download a screen capture program for your home computer and use it to take pictures of items |

|required in this portfolio. |

| |

|Demonstrate competency with a screen-capture utility by inserting a .jpg file of keyboard shortcuts, contextual help menu, of the |

|operating system you are using. Note that virtually all programs and operating systems have help menus and keyboard shortcuts. |

|Consult these electronic help menus when you need to know how to perform a particular operation. |

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|(3) Backing-up and transporting your files: Always backup your files!!! You can: (a) save them on USB drive or portable hard drive,|

|(b) upload (ftp) them to your CSUN account (uDrive), (c) move them to an Internet hard drive, or (d) send them as attached files |

|accompanying email messages. Do one of the following: |

| |

|Save your work to your uDrive. The uDrive is an extra storage area that provides additional disk space for campus users who wish to|

|store their desktop files and folders on a remote server. Include a screen capture. |

| |

|Develop an Internet hard drive using the Yahoo briefcase or similar resource. You can send your files to your Internet hard drive |

|and then retrieve them at home or school. Include a screen capture. |

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|(4) Learning about your students. Most secondary school teachers must learn the names of 150-200 students at the beginning of each |

|academic year. This formidable task is made much easier using a photographic seating chart. *TPE-tip Teachers may use photographic |

|seating charts, combined with student information surveys to learn about their students early in the semester (TPE 8). Make certain|

|to check with your school regarding policies for photographing students. |

| |

|Use a digital camera to make a seating chart for one of the classes you teach or for this class at CSUN. |

|[pic]Jay Stern |[pic]Steve McCarty |[pic]Zinaida Belikova |[pic]JJ Velazquez |[pic] |

|Chemistry |Math |Health |Physics |Paul Baran |

| | | | |Social Sciences |

|[pic]Jaski Kohli |[pic]Chris Conkling |[pic]Judy Goodman |[pic]Heinz Davila |[pic]Irineo Yanez |

|Special Education |English |Undeclared |Art |Music |

|[pic] |[pic]Scott Murphy |[pic]Jonathan Brown |[pic]Mario Flores |[pic]Jeea Yang |

|Janey Dilanchyan |Music |Special Education |Mathematics |Mathematics |

|Music | | | | |

|[pic]Guillermo Giron |[pic]Bob Keislar |[pic]Victor Moreno |[pic]Cynthia Leyva-Frutos |[pic]Chris Gori |

|Spanish |Physics |Spanish |Language Arts |Social Science |

|[pic]Toni Zeto |[pic]Philip Nevonen |[pic]Anet Ranchpar |[pic]Iri |[pic]Arlene Tupaz |

|Third Grade & Art | | | | |

|[pic]Jackie K. |[pic]Christian Guzman | | | |

|(5) Searching / Identifying Plagiarism. The ease of information access can accelerate the learning process, but it can also be |

|counter-productive by facilitating plagiarism. Discuss the importance of intellectual honesty with your students and illustrate how|

|you can easily identify work plagiarized from sites on the Internet. |

| |

|Using an advanced search engine with Boolean search features (such as Altavista), find text from one of your students or from a |

|website related to your field that appears to be plagiarized. Copy and paste the text and the URLs of both pieces in question. |

|Alternatively, you may wish to use an online plagiarism detection service such as |

All the President’s Men



During TV news coverage of the true identity of "Deep Throat" that aired in 2005, Robert Redford stated that they tried to film in the actual Washington Post newsroom, but it proved impossible because many Post employees were too aware of the camera, and some even tried to "act". Redford stated some employees would disappear into restrooms and apply make up. The production team recreated the facility at a Burbank studio in Los Angeles for a reported $450,000. The Post did, however, cooperate with the production's quest for authenticity by shipping several crates of actual newsroom refuse that included: unopened mail, government directories, Washington telephone directories, wire service copy, calendars, and even stickers from Benjamin C. Bradlee's secretary's desk.



Redford has stated that they tried to film in the actual Washington Post newsroom, but it proved impossible because many Post employees were too aware of the camera, and some even tried to "act." Redford stated some employees would disappear into restrooms and apply make up. The production team recreated the facility at a Burbank, California studio for a reported $450,000. The Post did, however, cooperate with the production's quest for authenticity by shipping several crates of actual newsroom refuse that included: unopened mail, government directories, Washington telephone directories, wire service copy, calendars, and even stickers from Benjamin C. Bradlee's secretary's desk.

|(6) History of computers / graphic search engines. Answer the following questions using information from technology education |

|websites or other online resources. Make certain that all information is in your own words. No credit can be given for information |

|that is identical to that of another student or a web page. |

| |

|Contributors to the development of the computer: Select five individuals who have made significant contributions to the development|

|of the computer. List the contribution(s) of each individual and briefly describe its importance. See technology education |

|websites. Use a graphic search engine to find pictures of each. |

| |

|Computer Generations: Computer historians have classified computers into "generations" in an effort to identify the major |

|technological advances upon which the computers are built. Briefly identify the major features of each of the first five |

|generations of computers. See technology education websites. Use a graphic search engine to find pictures of each. |

|Photo |Contributions to the development of computer |

|[pic] |Charles Babbage – (12/26/1791-10/18/1871) |

| |Considered the “prototypical” computer scientist, Babbage first devised the notion of a programmable |

| |computer during the 19th century. Dubbed the “difference engine”, Babbage’s design made it theoretically|

| |possible to calculate polynomial functions. |

| |Konrad Zuse – (6/22/10-12/18/95) |

|[pic] |In 1941 Konrad Zuse developed the Z3, considered by many to be the first computer. According to |

| |Wikipedia, the Z3 was a “binary 64 bit floating point calculator featuring programmability with loops but|

| |without conditional jumps, with memory and a calculation unit based on telephone relays.” Though the Z3 |

| |was ultimately destroyed during Allied bombing in WWII, Zuse went on to fabricate one of the first high |

| |level programming languages, entitled “Plankalkul”, and designed the Z4, conceived as one of the first |

| |commercial computers, built in the late 1940s. |

| |Alan Turing – (6/23/12-6/7/54) |

| |Thought by many as the “father of computer science”, Turing was instrumental in formalizing the modern |

|[pic] |conception of algorithmic computation. Entitled the “Church-Turing Thesis”, Turing envisioned a machine |

| |capable of representing any calculation that may be “performed by an algorithm running on a computer, |

| |provided that sufficient time and storage space are available,” thus dubbed a Turing Machine. Turing |

| |went on to postulate the notion of a “Turing Test,” that could reasonably gauge artificial intelligence. |

|[pic] |Linus Torvalds – (12/29/68-Present) |

| |Software architect Linus Torvalds created in 1991 an operating system kernel derivative of Unix, capable |

| |of running on personal computers. Entitled Linux, Torvald’s influence in the software industry spawned a |

| |mass free software and open standards revolution. The Linux kernel is the basis of countless modified |

| |operating systems developed by a multitude of contributing programmers. |

|[pic] |Will Wright – (1/20/60-Present) |

| |Influential game designer known primarily for life simulations modeling city development (Sim City), |

| |artificial intelligence (Sims), and evolutionary design (Spore). Founder of development house Maxis, |

| |Wright’s company currently operates as a subsidiary of Electronic Arts, the largest publisher of |

| |interactive games. |





|gen-eration |Photo of key component |Features |

|First | |“First Generation - 1940-1956: Vacuum Tubes” |

| |[pic] |The first generation of computing relied upon vacuum tubes, entailing storage of data by |

| | |magnetic drums. These gigantic machines occupied entire rooms. Expensive to operate due|

| | |to excessive electricity requirements, machines of the first generation were known to |

| | |break down often, as a consequence of massive overheating. ENIAC, UNIVAC, and EDVAC |

| | |epitomize the recognizable machines from this era. Programming these machines consisted |

| | |of task specific, binary coding referred to as “machine language”. |

|Second |[pic] |“Second Generation - 1956-1963: Transistors” |

| |[pic] |Owing to advances in “magnetic core memory”, transistors effectively replaced vacuum |

| |[pic] |tubes during the second generation. The change brought about a move towards |

| | |miniaturization and greater efficiency. Programming moved from machine language to |

| | |“assembly languages” including COBOL and FORTRAN, shifting from complex binary codes to |

| | |abbreviated design. Computers at this period contained many modern components including |

| | |“printers, tape storage, disk storage, memory, operating system, and stored programs.” |

| | |The ability of machines to store programs added greater flexibility, by allowing for ease|

| | |of running multiple programs in memory stored within the computer. Strech, Larch, and the|

| | |IBM 1401 are recognizable machines from this era. |

|Third |[pic][pic] |“Third Generation - 1964-1971: Integrated Circuits” |

| |[pic] |Integrated circuits drastically shrank the size of computing machinery even further, in |

| | |the third generation. Semiconductors, built from silicon chips made of quartz, comprised|

| | |many smaller transistors. Quartz better absorbed heat, solving many thermal problems |

| | |limiting hardware design. Operating systems became common place, enabling numerous |

| | |programs to run simultaneously, with a primary, central program coordinating computer |

| | |memory and other hardware components. Advances in efficiency as a product of integrated |

| | |circuits significantly lowered cost barriers to consumers, allowing for computers to |

| | |reach a wide audience beyond government and large businesses. |

|Fourth |[pic] |“Fourth Generation - 1971-Present: Microprocessors” |

| |[pic] |The microprocessor remains the hallmark of the fourth generation, with single silicon |

| |[pic] |chips holding thousands of integrated circuits. What took entire rooms of computer |

| |[pic] |components to accomplish in the first generation could now comfortably fit in a single |

| | |hand holding a microprocessor. The advent of wide scale home computing reached fruition |

| | |during the early 1980s with the introduction of IBM and Apple Macintosh home computers, |

| | |which moved from command line interfaces to GUIs, graphical user interface based software|

| | |designed to simplify the working environment of the computer, into a familiar desktop. |

| | |Networking existing computers to one another, first in government, then business, and |

| | |finally in the home shaped together to form the basis of the internet. Cursor based |

| | |input navigation saw easier manipulation with the widespread adoption of the mouse. |

|Fifth |[pic] |“Fifth Generation - Present and Beyond: Artificial Intelligence” |

| |[pic] |Numerous next generation technologies are still in development. Most agree that |

| |[pic] |artificial intelligence, based upon neural networks that roughly mimic function of the |

| |[pic] |human brain, is still in a period infancy, with many false starts. Quantum computation, |

| |[pic] |in which the quantum properties of particles can be made to represent data, remains |

| | |similarly beyond the current scope of practicality, owing to limits of present scientific|

| | |knowledge. Nanotechnology, the manipulation of matter and construction of machines on a |

| | |molecular scale, also has some ways to go. Other advances are readily viable, and in |

| | |various stages of maturity. Parallel processing has found increasing adoptability in |

| | |multi-core processor architecture such as the Cell processor by Sony, IBM and Toshiba. |

| | |Splitting task oriented instructions between multiple processor cores promises faster |

| | |execution than standard, single processing machines. The capability to interpret natural |

| | |language has readily seen recent advancement with concurrent development of voice and |

| | |handwriting recognition software, and language translation software has seen an upswing |

| | |in adoption, particularly in online communication. As a whole, fifth generation |

| | |technology has the potential to vastly reshape human society. Yet it’s important to note|

| | |that popular conceptions and forecasts by academic professionals routinely hover above |

| | |and beyond reasonable estimates of future technology. |





|(7) Making computers accessible to students: Given the importance of computers in business and society, it is important that we |

|provide students who have special needs access via specialized software and hardware. Describe three data input or output devices, |

|or three OS or software options that may be used to make computers more accessible to students with specific physical handicaps. |

|*TPE-tip If you have students with special needs in your class, you may wish to develop lesson plans illustrating how you have made|

|your curriculum accessible to them using adaptive hardware and/or software. (TPE4) |

| |

|Experiment with the universal access features associated with your computer's operating system and research third-party hardware |

|and software solutions for those with special needs. Describe three hardware or software solutions and explain how they may help |

|students with specific special needs. |

Microsoft Windows employs accessibility features designed to “minimally” assist those with hearing and visual impairment:

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1) Keyboard – “Sticky Keys” allows people that have difficulty holding down numerous keys at one time to select one key to represent multiple combinations. So, if someone who suffers from mobility impairment, such as arthritis, cannot hit “control”, “alt” and “delete” together, pressing “shift” five times will enable a modifier key to act as that particular combination of keys.

2) Sound – “Sound Sentry” is designed to help those with auditory impairment. If a user has difficulty hearing system sounds, Sound Sentry will create a visual representation for that specific sound, such as blinking and flashing borders and titles:

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3) Display – Users with visual impairment can select the “Display” tab under the Accessibility Options boxed menu to enable a high contrast mode, with a multitude of available color and font configurations:

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*NOTE – This option crashed my computer.

|(8) Computer knowledge. Teachers should be conversant with computer terminology and concepts that pertain to the use of technology |

|in their classrooms. |

| |

|Review the list of computer terms and concepts for educators and then take this online quiz. Retake the quiz until you understand |

|the terms and concepts and score 90% or better. Include a screen shot of your first and final test results. *TPE-tip If you have |

|access to an online test-generation system such as WebCT, Blackboard, or Quizmaker, you may wish to develop online self-quizzes for|

|your students. (TPE2, TPE3) |

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