Technology in Education

a) A password protected site is a page which requires users and passwords so as to log in and be able to operate the web page.


b) The user would need: - Username and password, otherwise he wont be able to get in the page. Other thing they will need is the need to using the page, because it will make no sense in creating a user if the info


c) Students can access useful information, such as homework or any stuff in case the student is absent, then he can easily catch up.


d) Nowadays most of the teachers do not have many IT skills making password protecting their web pages very difficult and time wasting. Teachers also return from schools tired to protect their web pages and they eventually leave their sites without protection. In conclusion I think that the security method of some web sites should be more accessible for people with IT limitation skills and knowledge.

Games for the Classroom

Age of Empires II is a strategic real-time game where each user has to choose a civilization. It can be from western Europe, easter Europe, middle east and Asia. During the game the player must develop certain ages and tools or soldiers in order to achieve power and score. There are about 15 different civilizations. Each continent has different architecture and each civilization has different language and skills, for instance the British are the best at farming, and the Vikings are the best at sea combat, etc.
The game also has a campaign which consists on controlling a war hero, such as Carlomagno or Joan of Arc and  perform a known battle that happened in the past. 


This game was released in 1997 so today it's easy to get it online for free.
DOWNLOAD
Category - History
The teacher could test the different heroes and important battles of history by playing the game's campaign mode

Creating an assessment instrument

As so to wrap up with the subject on Health, you’ll be creating a PowerPoint with the “Death by Power Point” presentation as a guide. In it you’ll discuss:

·         Brief introduction of examples of software used within the medical areas (clinics, practices, hospitals, etc.) such as patient monitoring, therapeutic tools and health records.

·         State the social impacts on both patients and professionals these technological advances make.

·         Compare them with the impact software outside medical areas such as telemedicine and online advice, as well as mention how medical technology helps aid disabled people.

·         Make a final conclusion including your personal response, taking into account the other possible views on discussing the social impacts of implementing IT solutions to medicine.

Here are some guidelines to help you in your PowerPoint presentation.

·         Be concise; don’t fill your slides with text. Refer to the “Death by PowerPoint” presentation.

·         Include your bibliography.

·         Quote websites and when you do consider their validity.

Rubric

Criterion A: Comprehension

• 0.      
The student mentions few of the methods studied and no explanation of them is provided
• 1.       The student mentions few of the methods studied and are explained at a general level
• 2.       Student mentions most of the methods studied and provides a explains briefly what they consist of
• 3.       The student mentions most if not all of the methods studied and provides a clear and concise explanation of them.

Criterion B: Personal Response

• 0.       The student provides a poorly structured and unclear and incomplete response without taking into account any other posture than its own.
• 1.      
The student provides a response that is unclear and incomplete including little information on other postures. The response has no refutation whatsoever.
• 2.       The student provides an appropriate response, though not clearly expressed. Mentions other postures briefly and relates it to his.
• 3.       The student provides an appropriate response and refutes other generally explained postures.
• 4.       The student’s response his well structured and clear, he includes refutation to other postures in order to strengthen out his.
• 5.       The student makes use of quotes in order to explain and refute other postures on the discussion, providing a clear, well structured and complete response and conclusion.

Crierion C: Presentation

• 0.      The student makes a poorly structured, dull, presentation, mostly filled with text and doesn’t help support his discussion on the topic. No bibliography is included.
• 1.       The student presents a fairly structured and barely attractive presentation with an incomplete bibliography and helps support his discussion.
• 2.       The student follows most of the guidelines provided and creates a well structured presentation through which his discussion is appropriately presented. An appropriate bibliography included.
• 3.       The student creates a well structured, concise, clear and attractive presentation through which he presents his discussion in a consistent and effective manner. Complete bibliography is included.

Criterion D: Research

• 0.       The student makes use of unreliable sources and does not discuss their validity. Little to know quotes are presented.
• 1.       The student makes use of quotes from valid sources even though he fails to discuss their validity when necessary.
• 2.       The student makes good use of quotes showing his understanding of the source and briefly discusses their validity when necessary.
• 3.       The student makes good use of quotes and examples, showing an in-depth understanding of the sources used. The student validates his sources appropriately and concisely when necessary.

Grading:

17-18 à 10

15-16 à9

13-14 à8

11-12 à7

8-10 à6

6-7 à5

4-5 à4

2-3 à3

1à2

0à1