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SED 514

ASSIGNMENT 1

(1) Focus of your portfolio: The goal of SED 514 is to equip teachers with technical and pedagogical skills to enhance teaching and learning. You will prepare a 514-portfolio (electronic or paper) of your work, illustrating how computer technologies can be used to improve the teaching and learning of a particular unit within your discipline. By the time you are done with this class, you will have collected and developed resources that will benefit you and your students. Please note that many of the activities in this portfolio may be also used as artifacts for your professional teaching portfolio (PDP).

Complete the title page of the portfolio that includes a photograph of you, your name, school, subject taught, and topic for portfolio.

Identify the subject and topic for which your 514-portfolio will be developed. Briefly describe the significance of this topic with respect to your curriculum.

Name Subject taught topic(s) for portfolioMarcello Sanna-Pickett Physical Education Secondary Physical Education

This portfolio is being developed as part of the criteria for the credential program at California State University, Northridge. The significance of physical education instruction is to develop the skills and habits necessary for a lifetime of activity. Emphasis will be placed on health-related fitness, which includes cardiorespiratory endurance, muscular strength and endurance, and flexibility. Among the objectives of physical education are to also develop a better understanding of team and individual sports as well as recreational games and dance.

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SED 514

Secondary Education 514

COMPUTERS IN INSTRUCTION PORTFOLIO

California State University, NorthridgeTraditional Teaching Credential Program

Physical Education SpecializationSecondary Physical Education

Summer 2006

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(2) Documenting your work with screen capture: Screen capture programs allow the user to take pictures of anything on their screen and save them as graphics files. Download a screen capture program for your home computer and use it to take pictures of items required in this portfolio.

Demonstrate competency with a screen-capture utility by inserting a .jpg file of keyboard shortcuts, contextual help menu, of the operating system you are using. Note that virtually all programs and operating systems have help menus and keyboard shorcuts. Consult these electronic help menus when you need to know how to perform a particular operation.

Screen capture of Mac OS X keyboard shortcuts inserted as a .jpg:

(3) Backing-up and transporting your files: Always backup your files!!! You can: (a) save them on USB drive or portable hard drive, (b) upload (ftp) them to your CSUN account (uDrive), (c) move them to an Internet hard drive, or (d) send them as attached files accompanying email messages. Do one of the following:

Save your work to your uDrive. The uDrive is an extra storage area that provides

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SED 514additional disk space for campus users who wish to store their desktop files and folders on a remote server. Include a screen capture.

Develop an Internet hard drive using the Yahoo briefcase or similar resource. You can send your files to your Internet hard drive and then retrieve them at home or school. Include a screen capture.

Screen capture of uDrive:

Screen capture of Yahoo briefcase:

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(4) Learning about your students. Most secondary school teachers must learn the names of 150-200 students at the beginning of each academic year. This formidable task is made much easier using a photographic seating chart. *TPE-tip Teachers may use photographic seating charts, combined with student information surveys to learn about their students early in the semester (TPE 8). Make certain to check with your school regarding policies for photographing students.

Use a digital camera to make a seating chart for one of the classes you teach or for this class at CSUN.

Jake Lin Manuel Hernandez Kevin McMahon Jennifer Lewis Emily Rose Michels

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Lourdes Gomez Bart Lennehan Lisa Fleming Liz Johnson

Ken Mengel

Shawn St. Sauveur Jordan Saxon Jeff Stephan Nicole Terranova Sally Mostafa

Scott Ellias Catherine Davary Michelle Evans

Nathan Howe

(5) Searching / Identifying Plagiarism. The ease of information access can accelerate the learning process, but it can also be counter-productive by facilitating plagiarism. Discuss the importance of intellectual honesty with your students and illustrate how you can easily identify work plaigiarized from sites on the Internet.

Using an advanced search engine with Boolean search features (such as Altavista), find text from one of your students or from a website related to your field that appears to be plagiarized. Copy and paste the text and the URLs of both pieces in question. Alternatively, you may wish to use an online plagiarism detection service such as tunitin.com

Importance of academic honesty:

Plagiarism is a major problem not only in college, but in high school, middle school, and even in elementary. With the pressure to do well in school, many students turn to plagiarism. Many others, however, may use another’s ideas or words without realizing that it is plagiarism. I believe that it is very important to help student understand the consequences of plagiarism, which can include expulsion, loss of credibility, or loss of a job. I think that the best way to help students avoid plagiarism is to provide resources like http://owl.english.purdue.edu/owl/resource/589/01/ as well as making them aware of

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SED 514the consequences. There are websites to help teachers identify plagiarism, such as http://www.plagiarism.org/ , http://www.turnitin.com/static/home.html , and http://www.plagiarism.com/ .

Searched the web using AltaVista for plagiarism of the following paragraph:

Cloning is the process of creating an identical copy of an original. A clone in the biological sense, therefore, is a single cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics).The term clone is derived from κλων, the Greek word for "twig". In horticulture, the spelling clon was used until the twentieth century; the final e came into use to indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in a more general context, the spelling clone has been used exclusively.://www.reference.com/browse/wiki/Cloning

AltaVista found 158 results  for “Cloning is the process of creating an identical copy of an original. A clone in the biological sense, therefore, is a single cell (like bacteria,

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SED 514lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics). The term clone is derived from κλων, the Greek word for "twig". In horticulture, the spelling clon was used until the twentieth century; the final e came into use to indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in a more general context, the spelling clone has been used exclusively.”

Here are a few examples:From: Health and Pediatrics http://www.becomingapediatrician.com/health/64/hair-cloning.html

Hair Cloning InfoCloning is the process of creating an identical copy of an original. A ''clone'' in the biological sense, therefore, is a single cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics). The term ''clone'' is derived from ''κλων'', the Greek word for "twig". In horticulture, the spelling ''clon'' was used until the twentieth century; the final ''e'' came into use to indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in a more general context, the spelling ''clone'' has been used exclusively.

From: Nodeworks Encyclopediahttp://pedia.nodeworks.com/C/CL/CLO/Cloning

CloningCloning is the process of creating an identical copy of an original. A clone in the biological sense, therefore, is a single cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics).

The term clone is derived from κλων, the Greek word for "twig".In horticulture, the spelling clon was used until the twentieth century;the final e came into use to indicate the vowel is a "long o" instead of a "short o".Since the term entered the popular lexicon in a more general context,the spelling clone has been used exclusively.

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(6) History of computers / graphic search engines. 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.

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.

Contributors to the development of the computer:

Information from: http://inventors.about.com/library/blcoindex.htm

Photo Contributions to the development of computer

Konrad Zuse

Z1 computer

First freely programmable computer.

1936—Konrad Zuse (1910-1995) was a construction engineer for the Henschel Aircraft Company in Berlin, Germany at the beginning of WWII. Konrad Zuse earned the semiofficial title of  "inventor of the modern computer" for his series of automatic calculators, which he invented to help him with his lengthy engineering calculations. In 1936, Zuse made a mechanical calculator called the Z1, the first binary computer. Zuse used it to explore several groundbreaking technologies in calculator development: floating-point arithmetic, high-capacity memory and modules or relays operating on the yes/no principle. Zuse's ideas, not fully implemented in the Z1, succeeded more with each Z prototype. In 1939, Zuse completed the Z2, the first fully functioning electro-mechanical computer. Konrad Zuse completed the Z3 in 1941, with recycled materials donated by fellow university staff and students. This was the world's first electronic, fully programmable digital computer based on a binary floating-point number and switching system. In 1941, the Z3 contained almost all of the features of a modern computer as defined by John von Neumann and his colleagues in 1946.

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John Atanasoff Clifford Berry

The

Atanasoff-Berry Computer(The ABC computer)

The First Electronic Computer

1942—Professor John Atanasoff and graduate student Clifford Berry built the world's first electronic-digital computer at Iowa State University between 1939 and 1942. The Atanasoff-Berry Computer represented several innovations in computing, including a binary system of arithmetic, parallel processing, regenerative memory, and a separation of memory and computing functions. In late 1939, John Atanasoff teamed up with Clifford Berry to build a prototype. They created the first computing machine to use electricity, vacuum tubes, binary numbers and capacitors. The capacitors were in a rotating drum that held the electrical charge for the memory. The brilliant and inventive Berry, with his background in electronics and mechanical construction skills, was the ideal partner for Atanasoff. The prototype won the team a grant of $850 to build a full-scale model. They spent the next two years further improving the Atanasoff-Berry Computer. The final product was the size of a desk, weighed 700 pounds, had over 300 vacuum tubes, and contained a mile of wire. It could calculate about one operation every 15 seconds, today a computer can calculate 150 billion operations in 15 seconds. Too large to go anywhere, it remained in the basement of the physics department. The war effort prevented John Atanasoff from finishing the patent process and doing any further work on the computer. When they needed storage space in the physics building, they dismantled the Atanasoff-Berry Computer.

Grace Hopper Howard Aiken 

Harvard Mark 1 Computer

1944—Howard Aiken and Grace Hopper designed the MARK series of computers at Harvard University. The MARK series of computers began with the Mark I in 1944. Imagine a giant roomful of noisy, clicking metal parts, 55 feet long and 8 feet high. The 5-ton device contained almost 760,000 separate pieces. Used by the US Navy for gunnery and ballistic calculations, the Mark I was in operation until 1959. The computer, controlled by pre-punched paper tape, could carry out addition, subtraction, multiplication, division and reference to previous results. It had special subroutines for logarithms and trigonometric functions and used 23 decimal place numbers. Data was stored and counted mechanically using 3000 decimal storage wheels, 1400 rotary dial switches, and 500 miles of wire. Its electromagnetic relays classified the machine as a relay computer. All output was displayed on an electric typewriter. By today's standards, the Mark I was slow, requiring 3-5 seconds for a multiplication operation. 1946—John Mauchly and J Presper Eckert developed the ENIAC I (Electrical Numerical Integrator And Calculator). The U.S. military sponsored their research; they needed a calculating device for writing artillery-firing tables (the settings used for different weapons under varied conditions for target accuracy). On May 31, 1943, the

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SED 514John W. Mauchly,

John Presper Eckert

General View of the ENIAC1946.

U.S. Army Photo The ENIAC, in BRL building 328

The ENIAC I Computer

military commission on the new computer began; John Mauchly was the chief consultant and J Presper Eckert was the chief engineer. It took the team about one year to design the ENIAC and 18 months and 500,000 tax dollars to build it. By that time, the war was over. The ENIAC was still put to work by the military doing calculations for the design of a hydrogen bomb, weather prediction, cosmic-ray studies, thermal ignition, random-number studies and wind-tunnel design. The ENIAC contained 17,468 vacuum tubes, along with 70,000 resistors, 10,000 capacitors, 1,500 relays, 6,000 manual switches and 5 million soldered joints. It covered 1800 square feet (167 square meters) of floor space, weighed 30 tons, consumed 160 kilowatts of electrical power. There was even a rumor that when turned on the ENIAC caused the city of Philadelphia to experience brownouts, however, this was first reported incorrectly by the Philadelphia Bulletin in 1946 and since then has become an urban myth. In one second, the ENIAC (one thousand times faster than any other calculating machine to date) could perform 5,000 additions, 357 multiplications or 38 divisions. The use of vacuum tubes instead of switches and relays created the increase in speed, but it was not a quick machine to re-program. Programming changes would take the technicians weeks, and the machine always required long hours of maintenance. As a side note, research on the ENIAC led to many improvements in the vacuum tube. In 1948, Dr. John Von Neumann made several modifications to the ENIAC. The ENIAC had performed arithmetic and transfer operations concurrently, which caused programming difficulties. Von Neumann suggested that switches control code selection so pluggable cable connections could remain fixed. He added a converter code to enable serial operation. In 1946, J Presper Eckert and John Mauchly started the Eckert-Mauchly Computer Corporation. In 1949, their company launched the BINAC (BINary Automatic) computer that used magnetic tape to store data. In 1950, the Remington Rand Corporation bought the Eckert-Mauchly Computer Corporation and changed the name to the Univac Division of Remington Rand. Their research resulted in the UNIVAC (UNIVersal Automatic Computer), an important forerunner of today's computers. In 1955, Remington Rand merged with the Sperry Corporation and formed Sperry-Rand. Eckert remained with the company as an executive and continued with the company as it later merged with the Burroughs Corporation to become Unisys. J Presper Eckert and John Mauchly both received the IEEE Computer Society Pioneer Award in 1980.

1948—Sir Frederick Williams and Tom Kilburn co-invented the Williams-Kilburn Tube (or Williams Tube), a

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Sir Frederick Williams

Tom Kilburn

Video Display Terminal Manchester Computer

type of altered cathode-ray tube. Scientists had conducted research on cathode-ray tubes serving as computer data storage since the early 1940s. The illustration to the right is an example of the video display terminal used with the Manchester computer. The terminal mirrored what was happening within the Williams Tube. A metal detector plate placed close to the surface of the tube, detected changes in electrical discharges. Since the metal plate would obscure a clear view of the tube, the technicians could monitor the tubes used a video screen. Each dot on the screen represented a dot on the tube's surface; the dots on the tube's surface worked as capacitors that were either charged and bright or uncharged and dark. The information translated into binary code (0,1 or dark, bright) became a way to program the computer. The Williams Tube provided the first large amount of random access memory (RAM), and it was a convenient method of data-storage. It did not require rewiring each time the data was changed, and programming the computer went much faster. It became the dominant form of computer memory until outdated by core memory in 1955.

Manchester Baby's Specifications32-bit word length.

Serial binary arithmetic using 2 complement integers.Single address format order code.

Random access main store of 32 words, extendable up to 8192 words.

Computing speed of around 1.2 milliseconds per instruction.

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SED 514Computer Generations:

Information from: http://www.webopedia.com/DidYouKnow/Hardware_Software/2002/FiveGenerations.asp, and http://www.crews.org/curriculum/ex/compsci/articles/generations.htm

GenerationPhoto of key component Features

First First Generation - 1940-1956: Vacuum Tubes The first computers used vacuum tubes for circuitry and magnetic drums for memory, and were often enormous, taking up entire rooms. They were very expensive to operate and in addition to using a great deal of electricity, generated a lot of heat, which was often the cause of malfunctions. First generation computers relied on machine language to perform operations, and they could only solve one problem at a time. Input was based on punched cards and paper tape, and output was displayed on printouts.

The UNIVAC and ENIAC computers are examples of first-generation computing devices. The UNIVAC was the first commercial computer delivered to a business client, the U.S. Census Bureau in 1951.

Second Second Generation - 1956-1963: TransistorsTransistors replaced vacuum tubes and ushered in the second generation of computers. The transistor was invented in 1947 but did not see widespread use in computers until the late 50s. The transistor was far superior to the vacuum tube, allowing computers to become smaller, faster, cheaper, more energy-efficient and more reliable than their first-generation predecessors. Though the transistor still generated a great deal of heat that subjected the computer to damage, it was a vast improvement over the vacuum tube. Second-generation computers still relied on punched cards for input and printouts for output.

Second-generation computers moved from cryptic binary machine language to symbolic, or assembly, languages, which allowed programmers to specify instructions in words. High-level programming languages were also being developed at this time, such as early versions of COBOL and FORTRAN. These were also the first computers that stored their instructions in their memory, which moved from a magnetic drum to magnetic core technology.

The first computers of this generation were developed for the atomic energy industry.

Third Third Generation - 1964-1971: Integrated CircuitsThe development of the integrated circuit was the hallmark of the third generation of computers. Transistors were miniaturized and placed on silicon chips, called semiconductors, which drastically increased the speed and

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One of the first Integrated Circuits

efficiency of computers.

Instead of punched cards and printouts, users interacted with third generation computers through keyboards and monitors and interfaced with an operating system, which allowed the device to run many different applications at one time with a central program that monitored the memory. Computers for the first time became accessible to a mass audience because they were smaller and cheaper than their predecessors.

Fourth Fourth Generation - 1971-Present: MicroprocessorsThe microprocessor brought the fourth generation of computers, as thousands of integrated circuits were built onto a single silicon chip. What in the first generation filled an entire room could now fit in the palm of the hand. The Intel 4004 chip, developed in 1971, located all the components of the computer - from the central processing unit and memory to input/output controls - on a single chip.

In 1981 IBM introduced its first computer for the home user, and in 1984 Apple introduced the Macintosh. Microprocessors also moved out of the realm of desktop computers and into many areas of life as more and more everyday products began to use microprocessors.

As these small computers became more powerful, they could be linked together to form networks, which eventually led to the development of the Internet. Fourth generation computers also saw the development of GUIs, the mouse and handheld devices.

FifthFifth Generation - Present and Beyond: Artificial IntelligenceFifth generation computing devices, based on artificial intelligence, are still in development, though there are some applications, such as voice recognition, that are being used today. The use of parallel processing and superconductors is helping to make artificial intelligence a reality. Quantum computation and molecular and nanotechnology will radically change the face of computers in years to come. The goal of fifth-generation computing is to develop devices that respond to natural language input and are capable of learning and self-organization.

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(7) Making computers accessible to students: Given the importance of computers in business and society, it is important that we provide students who have special needs access via specialized software and hardware. Describe three data input or output devices, or three OS or software options that may be used to make computers more accessible to students with specific physical handicaps. *TPE-tip If you have students with special needs in your class, you may wish to develop lesson plans illustrating how you have made your curriculum accessible to them using adaptive hardware and/or software. (TPE4)

Experiment with the universal access features associated with your computer's operating system and research third-party hardware and software solutions for those with special needs. Describe three hardware or software solutions and explain how they may help students with specific special needs.

One of the data output options on today’s computers is audio output, in which the computer reads text and generates and outputs electronic speech. This is especially valuable for the blind. Braille output is another feature designed for the blind. An electronic device is available that outputs embossed Braille symbols that the blind user reads using the sense of touch. Another is the flash screen feature where the screen flashes when an important sound is made. This would be helpful for students that are deaf and are not able to hear any error sounds in the computer.

All of these features require special software. Some also require special hardware. Braille generation is one. Enabling Technologies, for example, makes several models of Braille embossers. Some are double-sided, embossing on both sides of the paper. This saves paper, making for lighter, more portable documents. Single-sided models are also available. Models vary in embossing speed and number of characters. They can be quite pricey, ranging from two to several thousand dollars.

RC Systems is a maker of text-to-speech and voice synthesis products. The “DoubleTalk LT” is one of their more popular portable voice synthesizers. It is a small standalone unit that runs on a 9-volt battery or an AC adapter. It comes with a speaker but also has a headphone jack. One of the attractive features of this unit is that no special software or drivers are required on the computer. You just plug it into your computer as you would a printer.

Another piece of hardware designed for the physically handicapped is the Alternative Communication System. This system, valuable for users afflicted with, for example, cerebral palsy, allows the user to enter information through Morse code using special contact devices installed on the user’s wheelchair. One possibility is a control that the user activates by turning the head. Other controls can be in the form of special electrodes that sense even slight movements of a muscle.

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SED 514(8) Computer knowledge. Teachers should be conversant with computer terminology and concepts that pertain to the use of technology in their classrooms.

Review the list of computer terms and concepts for educators and then take this online quiz. Retake the quiz until you understand the terms and concepts and score 90% or better. Include a screen shot of your first and final test results. *TPE-tip If you have access to an online test-generation system such as WebCT, Blackboard, or Quizmaker, you may wish to develop online self-quizes for your students. (TPE2, TPE3)

Screen capture of first attempt: Total score: 18/30 (60%).

Screen capture of final attempt: Total score: 30/30 (100%).

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