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(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
Christian Gori
Subject taught
US History
topic(s) for portfolio
War of 1812
(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 shortcuts. Consult these electronic help menus when you need to know
how to perform a particular operation.
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(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
additional 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.
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Jay Stern
Chemistry
Steve McCarty
Math
Zinaida Belikova
Health
JJ Velazquez
Physics
Paul Baran
Social Sciences
(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.
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Jaski Kohli
Special Education
Chris Conkling
English
Judy Goodman
Undeclared
Heinz Davila
Art
Irineo Yanez
Music
Janey Dilanchyan
Music
Scott Murphy
Music
Jonathan Brown
Special Education
Mario Flores
Mathematics
Jeea Yang
Mathematics
Guillermo Giron
Spanish
Bob Keislar
Physics
Victor Moreno
Spanish
Cynthia LeyvaFrutos
Language Arts
Chris Gori
Social Science
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Toni Zeto
Third Grade & Art
Philip Nevonen
Jackie K.
Christian Guzman
Anet Ranchpar
Iri
Arlene Tupaz
(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 plagiarized 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
All the President’s Men
http://www.imdb.com/title/tt0074119/trivia
During TV news coverage of the true identity of "Deep Throat" that aired in 2005, Robert
Redford stated that they tried to film in the actual Washington Post newsroom, but it
proved impossible because many Post employees were too aware of the camera, and
some even tried to "act". Redford stated some employees would disappear into restrooms
and apply make up. The production team recreated the facility at a Burbank studio in Los
Angeles for a reported $450,000. The Post did, however, cooperate with the production's
quest for authenticity by shipping several crates of actual newsroom refuse that included:
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unopened mail, government directories, Washington telephone directories, wire service
copy, calendars, and even stickers from Benjamin C. Bradlee's secretary's desk.
http://en.wikipedia.org/wiki/All_the_President%27s_Men_%28film%29
Redford has stated that they tried to film in the actual Washington Post newsroom, but it
proved impossible because many Post employees were too aware of the camera, and
some even tried to "act." Redford stated some employees would disappear into restrooms
and apply make up. The production team recreated the facility at a Burbank, California
studio for a reported $450,000. The Post did, however, cooperate with the production's
quest for authenticity by shipping several crates of actual newsroom refuse that included:
unopened mail, government directories, Washington telephone directories, wire service
copy, calendars, and even stickers from Benjamin C. Bradlee's secretary's desk.
(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.
Photo
Contributions to the development of computer
Charles Babbage – (12/26/1791-10/18/1871)
Considered the “prototypical” computer scientist, Babbage first devised
the notion of a programmable computer during the 19th century.
Dubbed the “difference engine”, Babbage’s design made it
theoretically possible to calculate polynomial functions.
Konrad Zuse – (6/22/10-12/18/95)
In 1941 Konrad Zuse developed the Z3, considered by many to be the
first computer. According to Wikipedia, the Z3 was a “binary 64 bit
floating point calculator featuring programmability with loops but
without conditional jumps, with memory and a calculation unit based
on telephone relays.” Though the Z3 was ultimately destroyed during
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Allied bombing in WWII, Zuse went on to fabricate one of the first
high level programming languages, entitled “Plankalkul”, and designed
the Z4, conceived as one of the first commercial computers, built in the
late 1940s.
Alan Turing – (6/23/12-6/7/54)
Thought by many as the “father of computer science”, Turing was
instrumental in formalizing the modern conception of algorithmic
computation. Entitled the “Church-Turing Thesis”, Turing envisioned
a machine capable of representing any calculation that may be
“performed by an algorithm running on a computer, provided that
sufficient time and storage space are available,” thus dubbed a Turing
Machine. Turing went on to postulate the notion of a “Turing Test,”
that could reasonably gauge artificial intelligence.
Linus Torvalds – (12/29/68-Present)
Software architect Linus Torvalds created in 1991 an operating system
kernel derivative of Unix, capable of running on personal computers.
Entitled Linux, Torvald’s influence in the software industry spawned a
mass free software and open standards revolution. The Linux kernel is
the basis of countless modified operating systems developed by a
multitude of contributing programmers.
Will Wright – (1/20/60-Present)
Influential game designer known primarily for life simulations
modeling city development (Sim City), artificial intelligence (Sims),
and evolutionary design (Spore). Founder of development house
Maxis, Wright’s company currently operates as a subsidiary of
Electronic Arts, the largest publisher of interactive games.
http://en.wikipedia.org
http://flickr.com/photos/patlike/253269050/
generation
Photo of key
component
Features
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First
“First Generation - 1940-1956: Vacuum Tubes”
The first generation of computing relied upon vacuum tubes,
entailing storage of data by magnetic drums. These gigantic
machines occupied entire rooms. Expensive to operate due
to excessive electricity requirements, machines of the first
generation were known to break down often, as a
consequence of massive overheating. ENIAC, UNIVAC,
and EDVAC epitomize the recognizable machines from this
era. Programming these machines consisted of task specific,
binary coding referred to as “machine language”.
Second
“Second Generation - 1956-1963: Transistors”
Owing to advances in “magnetic core memory”, transistors
effectively replaced vacuum tubes during the second
generation. The change brought about a move towards
miniaturization and greater efficiency. Programming moved
from machine language to “assembly languages” including
COBOL and FORTRAN, shifting from complex binary
codes to abbreviated design. Computers at this period
contained many modern components including “printers,
tape storage, disk storage, memory, operating system, and
stored programs.” The ability of machines to store
programs added greater flexibility, by allowing for ease of
running multiple programs in memory stored within the
computer. Strech, Larch, and the IBM 1401 are recognizable
machines from this era.
Third
“Third Generation - 1964-1971: Integrated
Circuits”
Integrated circuits drastically shrank the size of computing
machinery even further, in the third generation.
Semiconductors, built from silicon chips made of quartz,
comprised many smaller transistors. Quartz better absorbed
heat, solving many thermal problems limiting hardware
design. Operating systems became common place, enabling
numerous programs to run simultaneously, with a primary,
central program coordinating computer memory and other
hardware components. Advances in efficiency as a product
of integrated circuits significantly lowered cost barriers to
consumers, allowing for computers to reach a wide audience
beyond government and large businesses.
Fourth
“Fourth Generation - 1971-Present:
Microprocessors”
The microprocessor remains the hallmark of the fourth
generation, with single silicon chips holding thousands of
integrated circuits. What took entire rooms of computer
components to accomplish in the first generation could now
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comfortably fit in a single hand holding a microprocessor.
The advent of wide scale home computing reached fruition
during the early 1980s with the introduction of IBM and
Apple Macintosh home computers, which moved from
command line interfaces to GUIs, graphical user interface
based software designed to simplify the working
environment of the computer, into a familiar desktop.
Networking existing computers to one another, first in
government, then business, and finally in the home shaped
together to form the basis of the internet. Cursor based
input navigation saw easier manipulation with the
widespread adoption of the mouse.
Fifth
“Fifth Generation - Present and Beyond: Artificial
Intelligence”
Numerous next generation technologies are still in
development. Most agree that artificial intelligence, based
upon neural networks that roughly mimic function of the
human brain, is still in a period infancy, with many false
starts. Quantum computation, in which the quantum
properties of particles can be made to represent data,
remains similarly beyond the current scope of practicality,
owing to limits of present scientific knowledge.
Nanotechnology, the manipulation of matter and
construction of machines on a molecular scale, also has
some ways to go. Other advances are readily viable, and in
various stages of maturity. Parallel processing has found
increasing adoptability in multi-core processor architecture
such as the Cell processor by Sony, IBM and Toshiba.
Splitting task oriented instructions between multiple
processor cores promises faster execution than standard,
single processing machines. The capability to interpret
natural language has readily seen recent advancement with
concurrent development of voice and handwriting
recognition software, and language translation software has
seen an upswing in adoption, particularly in online
communication. As a whole, fifth generation technology
has the potential to vastly reshape human society. Yet it’s
important to note that popular conceptions and forecasts by
academic professionals routinely hover above and beyond
reasonable estimates of future technology.
http://www.webopedia.com/DidYouKnow/Hardware_Software/2002/FiveGenerations.asp
http://www.tulefog.org/ftp/foghorn/v10n11.pdf
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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.
Microsoft Windows employs accessibility features designed to “minimally” assist those
with hearing and visual impairment:
1) Keyboard – “Sticky Keys” allows people that have difficulty holding down
numerous keys at one time to select one key to represent multiple combinations.
So, if someone who suffers from mobility impairment, such as arthritis, cannot hit
“control”, “alt” and “delete” together, pressing “shift” five times will enable a
modifier key to act as that particular combination of keys.
2) Sound – “Sound Sentry” is designed to help those with auditory impairment. If a
user has difficulty hearing system sounds, Sound Sentry will create a visual
representation for that specific sound, such as blinking and flashing borders and
titles:
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3) Display – Users with visual impairment can select the “Display” tab under the
Accessibility Options boxed menu to enable a high contrast mode, with a
multitude of available color and font configurations:
*NOTE – This option crashed my computer.
(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,
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Blackboard, or Quizmaker, you may wish to develop online self-quizzes for your
students. (TPE2, TPE3)
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