Unit of Practice
Steve Glickman
Loyola ET610

Title: Shopping for a Computer
Subject: Technology, Math, Science, and Language Arts
Level: Grades 6-12 with some experience with spreadsheets and word processing with design layout
Abstract: The unit helps students develop an understanding of how each of the parts of the computer affects the functionality of the computer. Students shop for a computer, along the way developing the background knowledge necessary to make an informed purchase. Students use a spreadsheet to organize and compare computer specification data. After researching, shopping, and evaluating potential purchases, students create a brochure-like advertisement promoting the "best" computer.
Invitation: How do we choose the best computer to meet our needs?
Situations: The activity requires 3-15 hours (dependent upon ability level and prior knowledge), and access to a computerwith Internet access for each student throughout entire process.
Tasks: Students will complete the following:
  • Computer Hardware (& Software) Notes as they research computer parts and function
  • Computer Comparison Chart as they collect computer spec. data
  • Computer Pamphlet Advertisement promoting the "best" computer
Interactions: All activities may be completed individually, with partners, or in small groups, dependent upon teacher preference and availability of required technologies. Follow-up discussions can combine small group discussion with whole group discussion. Each activity may need to be modeled to the whole group (dependent upon ability level and prior knowledge), or may be taught in a mini-lesson format.
Standards:

The Unit addresses the National Educational Technology Standards for Students, as follows:

Technology Foundation Standards for Students

  1. Basic operations and concepts
    • Students demonstrate a sound understanding of the nature and operation of technology systems.
    • Students are proficient in the use of technology.
  2. Social, ethical, and human issues
    • Students understand the ethical, cultural, and societal issues related to technology.
    • Students practice responsible use of technology systems, information, and software.
    • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
  3. Technology productivity tools
    • Students use technology tools to enhance learning, increase productivity, and promote creativity.
    • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
  4. Technology communications tools
    • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
    • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
  5. Technology research tools
    • Students use technology to locate, evaluate, and collect information from a variety of sources.
    • Students use technology tools to process data and report results.
    • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
  6. Technology problem-solving and decision-making tools
    • Students use technology resources for solving problems and making informed decisions.
    • Students employ technology in the development of strategies for solving problems in the real world.
Source: http://cnets.iste.org/students/s_stands.html
Assessment: A rubric evaluating the Computer Comparison Chart (spreadsheet), the Advertisement Content, the Advertisement Format, and the Advertisement Conventions is included on the Activity 3 page of the Shopping for a Computer website.
Tools: In addition to a computer with access to the Internet, a spreadsheet program, and a program that will allow for pamphlet design; students will need to download the Computer Hardware (& Software) Notes, and the Computer Comparison Chart.
Project: The project will require quite a large time investment to complete every portion of each activity. For a shorter version of the project, you may want to give students a completed spreadsheet, and have students analyze the computers listed on the spreadsheet in order to draw a conclusion as to what makes the "best" computer.
URL: Shopping for a Computer website - http://www.thecrossroadsschool.org/glickman/computer%20shopping/computer-shopping.html

For years I have taught students about the inner workings of a computer. I tried to get across to them, not only how the computer and its parts function, but why it is important, how it affects the user of the computer, and how the user affects the computer. I have attempted to simply take apart a computer, explaining the parts as I removed them. I have told a story relating the function of a computer to a chef (processor) working in a kitchen (motherboard) on a stove (RAM) from a recipe book (programs) stored in the cupboard (hard drive) all working together perfectly to produce an omelet (output) for the customers (users), and so on. These approaches have taught the lesson to some, but generally seemed to miss the objective.

I have added depth to the idea by applying a practical reason why a person would need to know the basics of how a computer works -- societies infatuation with buying electronics. Without knowing what the parts of the computer are, how they affect the function of the computer, and what the units of measure mean, it would be extremely difficult to make an informed computer purchase.

This Unit of Practice includes the use of Internet research and online shopping to acquire the information, organization and synthesis of data using a spreadsheet, and creation of a pamphlet advertisement using a word processor or other program capable of generating a pamphlet.

The technology used helps to research the data in a more efficient and up-to-date manner than accesing other print formats. Spreadsheets allow for a more efficient means of organizing and synthesizing (and reorganizing) data than other more traditional methods of recording data. Finally, allowing students to produce a creative print product to process their newly acquired knowkedge approaches teaching the topic in less of a lecture format, and more of a holistic, student-centered manner.

Copyright ©Steve Glickman, 2005