Images for Lecutre Discussion
(1) History of computers / graphic search engine
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. (Photos of computer history - for use in class discussion)
- 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.
(2) Computer knowledge
Teachers should be conversant with computer terminology and concepts that pertain to the use of technology in their classrooms.
- Take the following online quiz. You can use any resources you like to answer the questions. Include a screen capture of your certificate showing your grade. You may take the quiz repeatedly if you like. Note: This test was generated at ProProfs.com . You will be given the opportunity to construct your own online quiz in the assignment on management.
(3) Computer profile
The market for personal computers is very competitive, and manufacturers are continually working to develop better and more powerful systems. Unfortunately, you can not determine how powerful a computer is by looking at the outside. It is necessary to look at the system profile to determine the type of processor, memory, hard drive capacity, etc. Compare the system profile of the computer used in class with your computer at home on the following properties. You may want to refer to eHow or your OS Help menu to determine how to find this information on your computer.
- Compare the computer you use in the laboratory with the computer you use at home or work with respect to the following properties:
- Processor: (a) name of processor; (b) number of processors; (c) processor speed
- Memory: (a) how much RAM; (b) speed of the RAM (how many MHz)
- Storage devices: (a) how many hard drives; (b) capacity of hard drives; (c) number and type of optical drives; type of hard drives (Firewire, USB, etc.)
- Operating system: (a) OS; (b) service pack or version
- Monitor(s): (a) resolution; (b) video card
(4) Navigating the Internet
- Use a web-based traceroute program to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce? Traceroute programs can be used to track and graph web traffic to specific sites.
- Compare the connection in the CSUN laboratory with your connection
at home or school.
What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.
Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.