Essential Question for Enduring Understanding

Essential Question

Do the benefits of new technologies outweigh the associated ethical concerns?

Engineering Technology (GT)

List applicable BCPS objective(s) and KSI(s) from AIM

Impacts of Technology
Standard # 2 - Students will develop abilities to assess the impacts of technology.
Indicator Statement: Develop abilities to assess the impacts of products and
systems. (ITEA, STL 13).

Students will:

• refine and extend comprehension skills by selecting, reading, analyzing, and evaluating a variety of print and electronic texts about products and systems. (VSC Reading Comprehension /Informational Texts)
• defend and rationalize the development and use of a proposed technology. Indicator Statement: Develop an understanding of the cultural, social, economic, and political effects of technology. (ITEA, STL 4)

Students will:

• explain how the transfer of technology from one society to another affects culture, society, economics, and politics. (ITEA, STL 4-K)
• justify the contention that individual citizens have to make informed decisions about the development and use of technology Indicator Statement: Develop an understanding of the role of society in the development and use of technology. (ITEA, STL 6)

Maryland State Curriculum for Technology Education
(MSDE)

Research Objective

2.1.1 Refine and extend comprehension skills by selecting, reading, analyzing and evaluating a variety of print and electronic texts about products and systems. (VSC Reading Comprehension /Informational Texts)

2.1.3 Defend and rationalize the development and use of a proposed technology.

3.6.5 Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate. (ITEA, STL 12-P).

Product Development

2.2.6 Justify the contention that individual citizens have to make informed decisions about the development and use of technology

2.3.3 Investigate technologies designed to reduce the negative consequences of other technologies.

1.1.2 Explain that technology creates new economic opportunities and social benefits and, at the same time, produces new social problems.

1.3.1 Explain that technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function. (ITEA, STL 3-G)

1.3.2 Explain that technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across fields. (ITEA, STL 3-H)

1.3.5 Explain the strong relationship between technology and the study of science including the common interest in natural scientific laws, systems, design, and modeling.

F. Technology and Environment
2. Investigate a decision involving the implementation of a new technology and present an assessment of risks, costs and benefits, identification of those who suffer, those who pay, those who gain, what the risks are, and who bears them.

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

National Educational Technology Standards for Students
(ISTE)

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Standards for the 21st-Century Learner
(AASL)