Technology in Schools

I feel that my school did a pretty good job of teaching me the basics of technology. I took a keyboarding in class in middle school to learn how to type and use basic programs like PowerPoint and word. Then in high school, I got to learn to use some basic video editing software in a journalism class. Through classes as I began to writer more complex and different papers I picked up some more skills in Word and PowerPoint and others that I had not gotten a chance to work with like Publisher.

I do wish that we had learned to use more academic technology. Zotero is the first thing that comes to mind. Knowing how to use that in high school would have made my life a lot easier as it has helped me greatly in college. Excel is something else that I did not learn how to use in high school that is very much a part of my life now and I would have liked to at least have a basic knowledge of how to use it so that I would not have fumbled as much with it. Overall, I feel that my high school did a pretty good job exposing us to technology, I think that could just add in a few more things.

What technology I wish I had been taught: Megan Liberty

I attended a catholic private school from kindergarten through 8th grade. This school did a great job at teaching us different technologies. Starting in probably 3rd or 4th grade I would have computer class once to twice a week. In this class, we would do a program called Mavis Beacon where you would practice typing. This was extremely helpful because I still know many people who cannot type properly but I took a course on it so I am very comfortable with it. We also learned how to use excel, Microsoft, clip art, and more. Most classes we would have a new task to complete and the teacher would go through and show us how then we would do it. This was a lot of fun but also helped for projects being able to know how to use excel spreadsheets and powerpoint.

I know that many of my friends who did not go to my elementary school did not have computer classes like mine so I am so grateful that my school taught us lots of skills that I can still use today.

Once I graduated 8th grade, I attended a public high school. Most of my classes did not use much technology. In my Spanish classes, we had to use the computers to record ourselves and do some activities and that was about it. Otherwise, we did not use technology in most of my classes. When I took econ we were in a computer lab but really only looked at powerpoints and our last project was to make an Excel spreadsheet that many students did not even know how to do.

I wish that we would have had more activities and projects using technology because now that I am in college I find myself having everything online; papers being turned in, blog posts, assignments, tests, story maps, all kinds of different things to do that I was never taught.

Technology is very important and becoming more important every day and I think it is so important that schools start teaching students at a young age to become comfortable with different softwares and technologies.

What I Wish I Learned in Grade School: Kelsey Dean

While I think the knowledge I accumulated in grade school was important and necessary, I wish I had been taught more skills about life outside of school. I think each subject plays a significant role in critical learning, development, and simply general knowledge, all the stuff that makes someone “book smart.” It is the “street smarts” that I wish had played a role in my early education, in addition to all the other subjects. To this day I do not know how insurance or personal credit works, how to pay bills, how to handle car/home repairs, how to operate taxes, and other essential life hacks. The transition from grade school to college is abrupt and I think learning these things early on could help make “adulting” a little less overwhelming.

Workload Breakdown

This project will be separated into three parts, each one overseen by a group member: Military Significance, Cultural Significance, and Documentary.

Daryl will be in charge of the Military Significance section. He will do the research, write the pages “Antecedents” and “Cold War”, contribute to the “Cost” and “Legacy” pages, and find and cite pictures/videos relevant to his pages. He will post and cite two or three pictures/videos per page.

Lindsey will be in charge of the Cultural Significance section. She will do the research, write the pages “Cultural Impact” and “About”,  contribute to the “Cost” and “Legacy” pages, and find and cite pictures/videos relevant to her pages. She will post and cite two or three pictures/videos per page. She will also be in charge of creating the website layout.

Nick will be in charge of the Documentary. He will write the script, direct and shoot the film, give his group mates parts to participate in, and do any video editing necessary. He will be in charge of the “Documentary” page as well as the “Bibliography” page. He will also contribute to research as his group mates need him.

Division of work (who is doing what)

Heather Taylor: completing all pages under the “Future of the Mouse” tab, about page, website layout; helping with planning, producing and editing documentary

Megan Palmer: completing all pages under “People of the Mouse” tab; helping with planning and producing documentary

Anna Collins: completing all pages under “History of the Mouse” tab; helping with planning, producing, and editing documentary

Heidi Schmidt: completing all pages under “Antecedents of the Mouse” tab, bibliography page ; helping with planning and producing the documentary, citations for the documentary

Project Outline

Outline

 

        1. Homepage

-Basic Overview of the Other Pages

-Iconic Photo:

Percy Spencer (inventor of the microwave) stands next to a microwave.
Simpson, Barry. “Microwave Oven, 1965.” Digital image. Te Ara. September 5, 2013. Accessed March 16, 2017. http://www.teara.govt.nz/en/photograph/38524/Microwave
-oven-1965.

-Final Video Documentary

2. Inventing the Microwave

-Percy Spencer

-Story of Creation at Raytheon Company à working in a room with a radar system and noticed the chocolate in his pocket has melted; intrigued and started testing other foods, such as popcorn

-Applied for Patent in 1945

-Original Form:  Commercial Microwave – 6ft tall and 750 pounds – not for use in homes

-1970s:  Microwave becomes more compact and becomes widely used in homes across the country

-The style and size of microwaves continue to change today

 

3. Antecedents and Possible Alternatives

-The Oven – ancient times: Jews and Romans used a form of a stone or brick oven heated by wood; colonial times: brick ovens heated by both wood and ash à will be portrayed in a timeline using Timeline JS

-Toaster Oven – Still an alternative to the microwave today, didn’t disappear

 

4. Basic Science of the Microwave

-Will examine the principles behind – and link to a brief video brief and simply describing how the microwave functions

-Explain what new technology made the microwave so revolutionary

 

5. Impact on American Society

-Helped to shape and develop the popcorn industry – popcorn was first sold the year before the microwave was invented; popcorn was featured in the original patent for the microwave

-Ease of Cooking in American Households – Before: cooking meals could be laborious and time consuming; Microwave: meals could be cooked and served quickly – saved time and also helped to establish the trend of cooking enough food for leftovers

-Interview with Lisa Salita about the impact she saw with the microwave while growing up during the 1970s

 

 

Outlines

Outlines

Research Site Skeleton

Iconic Image with Citation

Anonymous engraver. Comparison of Full-Keyboard, Single-Shift, and Double-Shift Typewriters   in 1911, 1911, Engraving. Larousse mensuel illustré.   https://commons.wikimedia.org/wiki/File:Comparison_of_Full-Keyboard,_Single-      Shift,_and_Double-Shift_Typerwriters_in_1911.png. Accessed 16 March, 2017.

Page 1:

We will use TimelineJS to go through the evolution of the typewriter including its antecedents and its early evolution into the computer. These will include images of each item or its inventor and a small blurb with its name and a brief description of the item:

  • Antecedents: Typographer and printing press
  • 1714 Britain typewriter patent
  • 1829- First American typewriter patent, William Austin Burt, Detroit (his patents and prototype were destroyed in a fire)
  • Sholes & Glidden- First commercially successful 1874
  • Braille typewriter
  • Electric typewriter
  • Computer
  • Effects on society
    • Office culture-women in the office
    • Education
    • Authors

(The next pages will focus on some of the aspects of the timeline and delve into more detail, the ones we will discuss have been bolded)

Page 2:

For our second page, we will go deeper into the typographer and printing press, the effects they had on society, and how they influenced the invention of the typewriter. We will use images of the printing press and the typography process to demonstrate their influences to the typewriter.

Page 3:

Similar to the second page, we will focus on the first typewriter patent that originated in Britain in 1714 by Henry Mill. As we do not have an image of the patent we will include an image of Henry Mill on this page.

Page 4:

This page will focus on the typewriter developed by Sholes & Glidden, which is credited as being the first commercially successful typewriter. It hit the market in 1874 and became more successful than any of its predecessors. We will discuss aspects of this typewriter that made it as successful as it was. We will include images of the patents submitted and the actual typewriter itself.

Page 5:

The typewriter can still be seen today. One example that we will discuss is the braille typewriter used by blind students. Another is the electric typewriter that is often used by authors when they are typing their manuscripts. We will discuss the uses of these two modern typewriters and include images of both of these so that people can see how they have developed since the 1874 model.

Page 6:

We will discuss the effects of the typewriter on several aspects of society. Starting with a discussion of how typewriters affected office culture in the 1800s, we will then move on to its effects today. The effects include its modern uses and effects on office work and education. We will include images of the typewriter in schools and offices.

 

 

Documentary Skeleton

*infomercial style of benefits of the typewriter/ selling to our audience*

Scene 1: Black and white/ sepia-toned opening of modern-day desktop keyboards and laptops breaking, etc…

Narrator speaking over the scene about the difficulties of life.

Scene 2: Typewriter swoops into scene with bright graphics and narrator offers a solution. The four of us explain the background of the typewriter and how it came to be what it is today in a brief history of the inventors.

Scene 3: Explain how the typewriter helped bring women into the workforce and its influence on office culture.

Scene 4: Interview Ernest Hemingway (big typewriter advocate) about why he loves using the typewriter so much.

Scene 5: Interview modern day author who still uses typewriter and its benefits.

Scene 6: Show kids in a classroom setting with a typewriter, focused on their assignments, not distracted by the Internet.

Scene 7: Show how easy it is to maintain a typewriter (covering it when not in use, dusting the exterior etc).

Scene 8: Four of us recapping why the typewriter is perfect for everyone and give a fake number to call to order for only $49.99 plus shipping and handling.

Documentary Storyboard

The documentary will be similar to a historical documentary segment, in which a narrator offers important information and then receives validation through interviewed “experts.” Since no real experts will be available for interviews, we will act out our own expertise. Daryl will be one interviewed “expert” who will explain the militaristic value of the B-2 Bomber. Lindsey will be the cultural “expert” who will explain the cultural impact of the B-2. Nick will narrate before, between, and after the interview sections. In order to keep the film interesting among the talking, photos and videos will take up the majority of the film. The interviewees will only appear when they start and stop talking. Some snippets of music will play in the background to provide ambiance while people speak and to provide an intro and outro. At the end of the video, the credits will roll to cite the video, images, and audio used throughout. A transcript of the video and its citations will appear on the web page dedicated to the documentary. Here is a rough sketch of how the video will go:

 

[Intro appears along with an audio clip of some patriotic music. The narrator cuts in with the first image of the B-2 Bomber.]

Narrator Nick: The US military has developed a wide array of artillery throughout the years, specifically within aviation. The B-2 Bomber is a product of the Cold War as stealth technology grew in importance. [pans over two images of B-2]

Interview of Daryl, explaining the military significance of the B-2 on the green screen. [background is a landed B-2] Talk about the Cold War and development of stealth technology. [cold war imagery] Talk about antecedents of the B-2. [sketches, prototypes, or images of old bomber jets] Talk about the B-2’s development and use. [blueprints, video of assembly or tests] Talk about what the B-2 meant for America. [v ideo of bomber’s use] [Daryl appears again to deliver last point]

Nick: The B-2 had more than just a military impact, however. Its cost of production was immense. But why spend so much on jets? What made this cost necessary? [B-2 video of production or materials]

Lindsey, explaining cultural impact of B-2 on the green screen. Talk about how US citizens responded to it. [any videos of protest, speeches, or publicity] Talk about its cost and economic impact. [people juxtaposed against B-2 fighters] Talk about any resistance or social response. [images of people for/against B-2] Talk about varying opinions regarding the B-2. [any interview clips we can find] [Lindsey appears again to deliver last point]

Nick, narrating over videos of B-2: The B-2 is an important artifact in American culture. Its military prowess helped make the United States one of the most powerful nations on earth. Its cultural impact helped make Americans feel secure and powerful within their own nation. In the end, the B-2 Bomber had an impact on American culture that is as quiet and distant as its movement through the skies, yet as powerful as its strike. [B-2 flying, then bombing. Fade to black, roll the credits with some patriotic music in the background]

Website Outline

The website will be separated by sections of discussion that cover the B-2 Bomber’s history and impact as a cultural and technological artifact. Each page will cover a different section with relevant images and sources. The following is a breakdown of what each page will look like.

 

About Page

This page will explain what the B-2 Bomber is and give an overview of its militaristic and cultural impacts. It will function as the introduction paragraph of the site. The website will also default to this page so that viewers will immediately be able to find information regarding the B-2 Bomber.

 

Documentary

This page will feature the documentary as well as a transcript of what the video says. Additional information and citations will be provided at the bottom.

 

Antecedents

This page will show what came before the B-2 and how they evolved into what made this particular bomber possible.

 

Cold War

This page will describe the impact of the Cold War in shaping the perceived need for a weapon like the B-2 Bomber. It will give a brief history of stealth technology’s rising importance to Americans during the Cold War Era.

 

Cost

This page will explain what the costs for the B-2 are and how it is produced. Here will explain further the economic impact and lead into a cultural discussion regarding labor and the public response to military funding.

 

Cultural Impact

This page will go more in-depth on the cultural impact and explain why Americans accepted the creation of the B-2 Bomber not only as something necessary but as something important. It will show how people respond to the B-2, any resistance and praise it received both publicly and politically, and the way it is used as an American icon.

 

Legacy

This page will conclude discussion and carry the B-2 forward into its modern impact militaristically, economically, and culturally. It will also explain how the B-2 is a technological artifact worthy of mentioning in history; this bomber jet helped America feel as though it was powerful against its greatest enemy and remains a symbol of power today.

 

Bibliography

This page will detail all sources used throughout the site, organized into groups of written sources (primary and secondary), media sources, and sources used within the documentary.