Argument Unit

Kiefer’s, Molly’s, and my challenge was to find a problem at South Anchorage High School, and come up with a technological solution. We found a hole in the textbook resources for students, and determined that a new set of electronic textbooks and e-books. After carefully outlining the details, benefits, and costs of the plans, we submit it to the public for consideration.

 

Nick, Kiefer, and Molly’s Grant Proposal

 

ISTE Technology Standards
III – Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results IV – 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. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions V – Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship

VI – Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new technologies

 

I am satisfied with the result. In particular, I really liked the topic and believe it to be incredibly important. One problem was actual research. It’s hard to find exact details on how this works unless you have a direct contact in the industry or have a commercial purpose. While there are plenty of news articles that go over the basics, they all say pretty much the same and they are insufficient to write a whole grant off of. In regards to this though, I’m proud of the dedication we took, directly emailing the electronic experts at major publishing companies to figure this stuff out. This traditional and in depth investigation is often really important, although difficult to perform correctly, and I’m proud to have gone the extra mile.

 

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CRAVE Research Six

Maxwell, Lauren. “What Can Make the Seward Highway Safer?” Anchorage News. CBS. KTVA, Anchorage, Alaska, 10 Dec. 2012. KTVA.com. 10 Dec. 2012. Web. 4 Apr. 2013. <http://www.ktva.com/home/top-stories/What-Can-Make-the-Seward-Highway-Safer-182918841.html&gt;.

Lauren Maxwell, on behalf of KTVA Channel 11 News, in the television news story “What Can Make the Seward Highway Safer?” covers a recent severe accident and discusses the safety problem of the Seward Highway and some proposed solutions. Maxwell uses the occasion of the crash to bring up its serious implications, interviews important community members, such as the DOT Spokesman Rick Feller and Girdwood Fire Chief Bill Chadwick, and speaks of future plans and studies related to the hazards and future costs. Maxwell’s purpose is to reveal the dangers of the road, so that hopefully viewers will become more informed, and thus more likely to help solve the problem that every single person who drives the road faces. This source is useful for my topic as it uses traditional journalistic methods such as interviews to gain insight from the professionals. I know that their testimony can be trusted, and they bring up some important points that might not otherwise have been obvious.

For instance, I thought Chadwick’s comment was very important. Almost all of the accidents are head-ons, which is the deadliest type of accident. He said this was because of the high closing speeds, and thus the drivers have no time to react. This could be the potential angle I could take. Instead of trying to prevent all accidents, perhaps it would be more economical and effective to merely try to minimize their severity. Speed limit reduction is one of the solutions that he talks about, as well as re-engineering the entire roadway to a four-lane divided highway. Similar to my other sources, this says that these improvements could cost $750 million, so I think that number is a good place to start. Also, I thought the statistic that the highway is actually deadlier in the summer by sheer numbers is interesting. I would next like to see the crashes/10,000 cars to see how the probability changes depending on the season. I’m sure the chances are deadlier in the winter, but depending on how much could reveal the cause of the accidents. Maybe poor road conditions are not at fault, but its just the distracted drivers in the summer that are busy looking at the scenery who are the main problem. All-in-all however, I think the whole situation is becoming pretty clear to me.

 

Definition Unit

We were given the task of writing resumes and generally improving our employability. Specifically, we were required to create a LinkedIn profile, in order to create a professional image on a business networking site. Then we wrote up a traditional resume in a word processing program. Finally, we rounded out our our composition process by making a more creative, visual resume in photoshop and pages using various technological resources.

Traditional Resume

I know how to do alt text.

Modeled after a template found in Pages

Creative Resume

Here's some more!

Created using Pages, Gimp, and Numbers. Notice the professional consistent color scheme

And here’s my LinkedInProfile!

This Definition Unit meets the following International Society for Technology in Education Standards:

ISTE Standard I – Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

ISTE Standard IV – 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. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

I think the most significant thing I learned from this process was how hard it really is to impress potential employers. It’s very hard to make a resume that I think is up to my standards. Looking at what I have, I wouldn’t  hire me! I know that I would make a great employee, but my resume doesn’t communicate that well at all. That is something I need to work on separately out of this class though, because I am quite satisfied with my presentation of the merits that I DO possess. If I went back, I would probably try to add more content to my creative resume and add on some concrete facts and details to back up what I said. I’m especially proud of the fancy looking QR code that I made for that piece, however.