What’s Next in Computing ?

Home Introduction Task Process Evaluation Conclusion TeacherResources What’s Next in Computing ? A WebQuest Adventure into the past and future of computing

Home Introduction Task Process Evaluation Conclusion TeacherResources Introduction Have you used a computer today? Yesterday? In the past week? Chances are you answered “Yes” to one (or maybe all three) of these questions. How did we get from the abacus to the laptop? And what will Your computer look like in 2020? As the computer generation, you and your team have been selected to enter the competition to design the “Computer of the Future”. You will research how computing devices have evolved overtime to bring us to the present. Based on your learning and experience, you will describe the look and functions of the next generation computer. Your final task will be to make a Powerpoint presentation to a panel of investors that explains your product development plan for your computer of the future. The billion dollars to invest in making your dream computer are reality is there for the winning, so get your team together and get to work !

You will choose two from the list of eight historical computing devices: abacus, Pascaline Jacquard mechanical loom, analytical engine, electronic tabulating machine (Hollerith desk), ENIAC, UNIVAC/mainframe computers, and microprocessor computer and identify key factors (who, what, when, where, how and why) leading to the successful (or not so successful) development and adoption of each device. You and your team will strategize what the next generation will look like and how it will function. You and your team will use information from a variety of sources to create a product plan development outline. You will research two areas from the product development outline: locate, organize, analyze, evaluate, synthesize, and apply that information to a plan to take your team’s idea of the next generation computing device and make it into a real product. Home Introduction Task Process Evaluation Conclusion TeacherResources Task Role: Entrepreneurs teamed up to design the next generation computer. Each of you will become an expert in two previous computing devices as well as in two areas of the product development process. • You will contribute your expert findings to the team’s product development presentation. • You and your team will give a PowerPoint presentation and answer questions for the • panel of wealthy investors with the goal that they will choose your computer to invest in • so that you can bring your product to the marketplace.

Step 1: Students randomly assigned to teams four; each team creates a team name. Step 2: Each team member chooses two historical computing devices to research and report. Use Computer Research Guideas a starting point for collecting data (contains “think about this” prompts). Step 3: Team summarizes results of computer research and types a one page “Executive Summary” identifying common factors leading to product development success/failure. continued Home Introduction Task Process Evaluation Conclusion TeacherResources Process

Step 4: Based on learning, team brainstorms ideas about what the next generation computing device would be---the problem(s) it solves, benefits it delivers, etc (See Brainstorming Guide, Webbing, and use Computer Creator Guide for “think about this” prompts). A detailed description and drawing of the teams “dream computer” is developed. Step 5: The team collaborates to create a draft list of work involved in getting from the idea stage to a product that is on the shelf ready to sell. The team does research to refine the draft list into a product development process consisting of eight distinct, sequential phases of work to be done. continued Home Introduction Task Process Evaluation Conclusion TeacherResources Process

Home Introduction Task Process Evaluation Conclusion TeacherResources Process Step 6: Each team member choose two phases and assumes the role of “expert” and determines the objective, goals, tasks, resources and possible outcomes for each phase. NOTE: Be sure to customize your work specifically to your product. Generic verbiage will not be accepted. See Product Development Expert Guidefor help on customizing your work. Step 7: The team develops a Master Slide design for the PowerPoint presentation. Each team member creates not more than two slides explaining the steps involved in each particular phase their product’s development. Each team member is expected to expand on the presentation material in a meaningful, engaging and authoritative manner as well as be able to answer relevant questions from the panel of investors. NOTE: Simply reading your slides to the audience is not acceptable. See Presentation to Investors section of rubric for details.

Home Introduction Task Process Evaluation Conclusion TeacherResources Process Resources Computer History http://www.hitmill.com/computers/computerhx1.html http://www.computersciencelab.com/ComputerHistory/History.htm http://www.maxmon.com/ (Then click Library button, then click the “History of Computers” link) http://en.wikipedia.org/wiki/History_of_computer http://aleembawany.com/articles/history-of-computers/ continued

Home Introduction Task Process Evaluation Conclusion TeacherResources Process Resources Product Development http://www.udel.edu/alex/chapt11.html http://www.quickmba.com/entre/bplan/ http://www.morebusiness.com/running_your_business/businessbits/ah_fivesteps.brc http://www.morebusiness.com/create-marketing-planhttp://www.powerset.com/explore/semhtml/New_product_development?query=steps+to+developing+a+new+product http://www.quickmba.com/marketing/mix/(See Selected Marketing Strategy section)

This WebQuest requires some individual work as well as team generated projects. Each team member must produce tangible evidence of learning: (1) a summary page (MLA format) on the development of two historical computers and (2) one 300 word paper (MLA format) for each of the two phases of product development researched. In addition, each team member will be evaluated on their partici- pation and contribution to the two team projects, as well as their role in the PowerPoint presentation and the overall team projects The evaluation of each component is reflected in the rubric which is used to generate a grade for each individual team member based on the of the quality of their individual work and the team products. The maximum rating is 112 (if every criteria earns a 4 rating Exceptional), however the highest possible grade is 110. continued Home Introduction Task Process Evaluation Conclusion TeacherResources Evaluation

Home Introduction Task Process Evaluation Conclusion TeacherResources Evaluation continued

Home Introduction Task Process Evaluation Conclusion TeacherResources Evaluation

Home Introduction Task Process Evaluation Conclusion TeacherResources Conclusion Be prepared to address these topics in a discussion roundtable following the New Product Presentations: • How have computers changed since the abacus and why? • Why do people invent new products? • Describe what goes into producing a new product. • What is a problem you face that could be solved with a new product? Describe what that product would do. Do you think your product could ever be produced? Why or why not? • Do you think you could be an entrepreneur? Why or Why not? • Describe an important concept that you discovered during your WebQuest and • how it made you think differently.

Home Introduction Task Process Evaluation Conclusion TeacherResources Teacher Resources Additional WebQuest Components Lesson Plan Title: What’s the Future of Computing? Grade Level: 9TH-12TH Standards Addressed: The tasks in this WebQuest address the following ISTE standards: Research and Information FluencyStudents 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. . Objectives: I Students will identify and analyze the causes and effects leading to the development of computing devices through out history. II Students will identify, analyze, and synthesize information in order to develop a plan to bring a new computer to market. continued

Home Introduction Task Process Evaluation Conclusion TeacherResources Teacher Resources Lesson Plan continued Materials: Computers with PowerPoint, Word, and high-speed Internet access, printer. Helpful Resources: Brainstorming: http://webquest.sdsu.edu/processguides/brainstorming.html Webbing: http://interactives.mped.org/view_interactive.aspx?id=127&title (free online Webbing Tool. (Note: Don't print the web you create until step 6 and don't close the web until after you have printed it.) Presentation Tips: http://www.geocities.com/researchguide/3tips.html After students have brainstormed about what their computer of the future looks like, you might like to use these links to help them refine their idea: Microsoft video by Product designer, Russ Burtner http://video.msn.com/video.aspx?mkt=en-us&vid=c3d3a41f-e914-444f-819c-c7cb0f036c06 For one person’s dream of the computer of the future, read this 2001 wish list: http://lowendmac.com/myturn/01/1121.html This is a fun article to read to students: http://www.paleofuture.com/2008/04/computer-games-of-future-1981.html Written in 1981 (seems like only yesterday!), it describes the computer of the future…discuss what has come true and what hasn’t. continued

Home Introduction Task Process Evaluation Conclusion TeacherResources Teacher Resources Lesson Plan continued Procedures/Process: Students need to be comfortable using Word for various reports and PowerPoint for creating their final project. Teacher will introduce concept and goals of WebQuest (in general), provide access to WQ to each student, and have students read Introduction. Discuss with students to ensure comprehension. Have students read Task and discuss to reinforce expectations. Teacher guides students through each steps of process. Step 1: Create random groups of 4 students each, explaining that in real life being able to accomplish work with all kinds of people is essential. Step 2: Students divide the eight historical computers among the team and use research guide to prepare a research paper on each device which are turned in for individual grading. Step 3: Each Team combines individual research findings into a summary paper on factors contributing/influencing the development of a new product. Discuss findings with each team and help them gain focus on problem solved, revisions made to the initial product idea, challenges faced, and other common issues. Step 4: Have students read brainstorming guide and discuss to be sure everyone understands the purpose, goal, and process. Have teams record their brainstorm ideas for a computer of the future. Circulate around the room to encourage teams to maintain the brainstorming process for best results. Teams will generate a detailed description of their computer of the future using the Computer Creator guide and will use Paint or hand draw an illustration(s) of their computer. These products will be turned these in for grading as described in the rubric. continued

Home Introduction Task Process Evaluation Conclusion TeacherResources Teacher Resources Lesson Plan continued Procedures/Process: Step 5: This is a 2 part Step: 1) Have teams discuss what they have learned about how historical computers were developed . From this thinking, the team will draft a list of work (or steps) that creating a new product requires (like: identifying a problem, identifying various ways to solve it, choose most (seemingly) feasible solution, make a prototype, test it in the lab, revise/improve it based on results, do end user testing and revise based on results, etc.) Review the lists and ask questions as necessary to guide them to areas they have overlooked. 2) Then, allow them to use the Product Development resource links to compare, revise, and expand/consolidate their list into eight sequential steps for developing a new product. This will be the backbone of their presentation to the venture capitalist looking for new investment opportunities. The final eight phase product development “outline” is turned in for a team grade. Step 6: Each team member chooses two phases of product development to research (8 Possible phases: 1) Product benefits and functionality, 2) Competitive Analysis, 3) Target market research, 4) Prototype and model(s) development, testing, revision , 5) End-user and Test Market research, 6) Product branding, design, package design , 7) Advertising & Promotions, 8) Distribution and Pricing ). For each phase, the student generates a 300 word MLA formatted paper discussing the purpose and goals of each phase, the tasks and resources involved and the possible out comes (revision, success, failure/abort). Note: Be sure you are familiar with the resources content so that you can be alert to “copy/paste” research. Students should be reading the material and putting it in their own words. It should read at student level, not an MBA level. Be available or ask other students to define terms or give examples in teen friendly context (i.e.. packaging for basketball shoes versus widgets). continued

Home Introduction Task Process Evaluation Conclusion TeacherResources Teacher Resources Lesson Plan continued Procedures/Process: Step 7: Teams need to work together to decide on a design “theme” for their PowerPoint presentation that is readable and professional. This will be applied to the Master Slide. Each student will prepare a slide for each phase that she/he researched, providing a title, bulleted list/phrases, relevant graphics, etc . Students will work at individual computers and then combine slides into one presentation so there are no idle hands. Teams must maintain visual continuity and language through out the presentation. Have students read the Students will need to practice using their slide content as prompts to providing more in-depth information and examples. Slides should not contain paragraphs of research that they read to the audience. Students should make appropriate use of annotation and pointing devices, as well as being skilled at naviaging the slide show during their talk. If you like, have students these resources on making a presentation: Slide: Tips for Successful Presentations http://www.kevinboone.com/howto_presentation.html http://www.matscieng.sunysb.edu/presentations1/Presentations_20.html (start with slide #11) Students should be prepared for questions about their part of the presentation…they are the experts! Take notes during the presentation relative to the rubric; presentation is then turned in for grading. Assessment/Evaluation: Review the rubric provided for each element of this Webquest with your students; give examples and answer any questions. Plan to return each graded element quickly so that students are aware of how their final grade is accruing.

Home Introduction Task Process Evaluation Conclusion TeacherResources Credits Invaluable learning was garnered from work done by: Bernie DodgeTom March and Kathy Schrock Many thanks for being understanding and patient while I worked 24/7 (it only SEEMED like it :>) goes to: My daughter (left) and her sidekick, Ringo (right)

Computer Research Guide Name:________________________ Think about these questions when you research your computing devices, but be sure to include other pertinent information that is unique to your devices. Device you are researching:______________________________________ • What is the time frame of the development of this device? 2) What inventions, if any, were needed make this device function? 3) What problem(s) this device solve and what benefits did it provide? 4) How did people do the computing before this devise? 5) Who was involved and what was their background? 6) What problems were encountered in the product development? 7) What limitations/disadvantages/problems did the device have? 8) What improvements were made to the machine as it was developed? 9) Was this product a success? Explain. 10) How did this device help lead to the next stage of computing? 11) In your opinion what is the unique selling point of this device? (Think an advertising slogan.) Back to Process

Computer Creator Guide Name:________________________ Think about these questions when you create your computer of the future: Purpose 1) What problem does your computer solve? 2) What benefits does it offer that others don’t? 3) Why should someone buy your computer? Design 1) What are the dimensions? (Does is open? Give dimensions) 2) What does it weigh? 3) What are the finishes (shiny? matte?) 4) What color(s) and color combinations? 5) Other design features? 6) What features assist disabled users to easily use the computer? Technology 1) How does user interact with computer? 2) How much memory, storage, speed does it have? 3) What Internet features does it have? 4) What unique features/capabilities does it have? 5) Describe how user sees information (monitor/screen?). Back to Process

Product Development Expert Guide Name:____________________ 1) What is your area of expertise in product development 2) What is the goal of this phase of the product development? 3) What is the purpose of this phase of development? 4) What tasks/steps are needed in order to do the work in this phase of the product development plan? 5) What resources/specialists are needed to move reach the goal of this phase? 6) What are the desired outcomes? 7) What are the consequences of not reaching the goal(s)? 8) What are estimated costs? 9) What is the estimated time frame to reach this phase goals? Back to Process

Tips for Successful Presentations • Plan your timing • Make your points clear • Speak clearly • Use visuals that can be seen by all • End on time • Building Your ConfidenceNervousness is healthy--it shows that the presentation is important to you and that you care about doing well. Knowing as much as you can ahead of time will give you confidence. Rehearse until you are comfortable with your material. continued

Tips for Successful Presentations Here are some additional tips on how to control nervous jitters: • Realize that people want you to succeed. • Relax. Take a deep breath. When we get nervous, we breathe shallowly. If you concentrate on breathing deeply, you'll get enough air to speak and ease your panic. • Use good posture. We have more power and energy when we stand erect with weight balanced equally on our feet. • Concentrate on the message, not on how you are coming across. • Use eye contact. This will help your audience know that you are speaking to them, not at them. Find a few supportive faces and hold their eyes as you make a point. • Turn nervousness into positive energy. • Do not apologize. • Forget perfection. • Learn to laugh at yourself. The problems that occur during presentations are funny (equipment doesn't work, you trip, you discover a gob of toothpaste on your clothing). • Build in appropriate humor (not jokes), those funny things that happened on the way to the meeting room. • Use anecdotes to bring the statistics, facts, and figures that you need to deliver to drive them home. • Going From Good to GreatThe next time you deliver an presentation, ask a trusted colleague in the audience give you feedback afterward. If the feedback shows that you need help, hire a private presentation skills coach. • Once you are comfortable, consider joining Toastmasters International to continually enhance your new skill. • Use your presentation skills to make an impact and to elevate your stature. Get your audience to say, "Wow, not only did I learn something, but she/he was a dynamic presenter!“ About the Author Ethel Cook, Bedford, MA runs Corporate Improvement Group, a consulting firm which works with companies to create dynamic and productive work environments. She is past president of the New England Speakers Association. Ethel can be reached via telephone at 781-275-2326 or Email at EthelCook@aol.com. http://www.businessknowhow.com/manage/presentation101.htm Back to Teacher Resources

What’s Next in Computing ?