Introduction to my unit

This is my blog relating to "Technology-Changing the World." It is based on my essential question, "How is technology changing the world?" that will be posed to my students in a unit-based lesson. I think it lends itself well to both inquiry and project-based learning.

Inquiry based in the aspect that the area of technology is very interesting to students today. How does an iPod work? What is a gigabyte? They all love text messaging, what is the technology behind it? Technology lends itself to so many questions that students can work together and use the all-powerful Internet to answer.

It is project-based in the aspect that kids can use technology such as PowerPoint or other multimedia presentations to share the information that they have researched in their inquiry-based learning with their classmates. Who knows, the next Steve Jobs or Bill Gates might be in our classrooms if we just expand their minds!


Essential question: How is technology changing the world? I feel this meets the criteria of
an essential question because it is broad and invites the perspectives of others to be
included to create a greater understanding, as per the information that was contained on
the Intel Education website.

Unit questions:
1. In your own words, define technology.
2. Describe how technology has been used in the fields of science, medicine, and
communication.
3. Distinguish what technological innovation is the most important.

I feel these questions meet the criteria posted on the Intel website, in that they relate
back to the Essential Question, but they narrow the topic down and incorporate Bloom’s
Taxonomy to challenge students to formulate their answers.

TEKS: §126.3. Technology Applications, Grades 3-5.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to:
(A) apply critical analysis to resolve information conflicts and validate information;
(B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to
create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning
experiences;
(B) use appropriate software to express ideas and solve problems including the use of
word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or
mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to
manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(11) Communication. The student delivers the product electronically in a variety of
media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy,
monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.