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Technology Consumption vs. Technology Creation

By Jaime Fortin for Pinnguaq 120-180 minutes
Level
Grades 4-6
Subjects
English Language Arts,
Art,
Science and Technology
components
  • Technology and Society
  • Design
Tools & Languages
Unplugged

Key Coding Concepts

  • Sequences

Terminology

Overconsumption

The action or fact of having or using too much of something to excess.

 

Tech Creationism

Any type of technology that enables creative expression, such as music, art, coding, podcasts, augmented reality and app development.

 

Fatigue

A feeling of tiredness that has a gradual onset. Unlike weakness, fatigue can be alleviated by periods of rest. Fatigue can be caused by overconsumption of technology, or being indoors for too long.

 

Unplug

Colloquially, to disconnect from technology.

Today, nearly everyone uses some sort of device, whether a laptop, tablet, cell phone or video game console. As great as these technologies are, it is important to take breaks to engage in other activities.

Learning Goals
This module aims to help youth understand that while technology is a great tool, it should not be consumed in excess. Students will begin to develop the necessary skills to be critical users of technology. Students will learn that it is acceptable and encouraged to use computers and technology for fun and learning, but it is also very important to consider what they are consuming and why.

Guiding Questions
How many hours a day do you use technology? What types of technology do you use? Why is it important to “unplug” and take breaks from our devices?

Curriculum Links
This module provides an opportunity to address curriculum expectations in Computer Studies, Health and Wellness, and Language Arts. Students will be introduced to problems that come with excessive technology consumption, and the concept of moderation in the use of technology. This lesson is geared to students in Grades 4 to 6.

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Technology
  • Samples of various types of media (film, TV show, video game, YouTube videos etc.)
  • (Optional) Recording device (phone or handheld camera)

Materials
  • Sticky notes or small squares of paper
  • Pencils/Pens/Markers
  • 8” x 11” sheets of paper

Before the lesson…
  • Review lesson plan
  • Review key coding concepts and ensure you are confident describing them to your group
  • Build the lesson’s main project, ensuring you are comfortable with all steps
  • Locate and gather technology + optional materials

Consume

Host a conversation about what kids are watching. What are you watching (or listening to, playing, etc.)? Select a few examples of different forms of media (video game, TV, YouTube video) to screen with the students.

Curate

After watching the examples ask: Why are you watching this (for entertainment, to be informed, to educate)? Ask students guiding questions about the audio and visual elements of some of the pieces you screened (what is the narrative, how does the pacing and editing contribute to the story, who do you think this piece of media is intended for and how can you tell?).

Exercise: Write a Film Review

This exercise will encourage students to recall details of the film/TV show (or whatever form of media chosen) and consider the cinematic language it uses. After writing their reviews, students could share their work with the class to compare various perspectives. Presenting the reviews verbally also presents an opportunity for students to consider how they communicate their ideas and reflections on a topic. Tips for writing reviews: Share your honest opinions about the film, TV show or form of media the student chose. Provide a clear reason or an example explaining why you feel the way you do. Evaluate the technical aspects of the form of media: how did it look and sound? Evaluate the stories and profiles.

Work Session

Create a one-minute video that shares what your Canada looks like. Your This Is My Canada video can be shot on a camera phone or other commercial camera and must be no longer than one minute in length. The opening of your video should introduce the viewer to This Is My Canada and then proceed to give a tour of your community or school and how you perceive your Canada.

Conclusion

Have students sit in a circle or back at their desks, and hand each of them two sticky notes. After making their video consider… Why are you making this video? Who is this video for?

Learning Outcomes
  • I can identify the audience for specific media
  • I can objectively review content on the internet
  • I exercise my creativity, imagination and self-expression through creation of online media
  • I gained the desire to improve my digital literacy skills

Assessment Ideas

Have students write a reflection about how they may change their videos/presentations to reflect the audience viewing them. Assess the video/presentations and the reflections for the following:

  • Identifying audience for media
  • Creating an appropriate narrative
  • Ability to pace the story
  • Logical flow and cohesiveness of the story

Alternate Work Session

In the case where creating a video tour of your community or school isn’t possible, students could create a ‘draw my life’ style video with the same goal of describing their community or school from their point of view. Students can draw all scenes in advance and present their tours to the class. This can be done by recording a video using the paper scenes to tell a story while talking or by standing up and presenting their tour using the paper scenes.

Ask students about the benefits of creating content vs. simply consuming? Why should this be a priority? Encourage students to reflect on how they feel creating their This is my Canada video vs. watching others. How does this relate to digital fatigue?

For more lesson ideas, check out the Pinnguaq Learning Space.

Lesson created by Jaime Fortin for Pinnguaq.
See lesson on the Pinnguaq Learning Space.

Photo by CineDirektor FILMS from Pexels

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    The K-12 Computer Science Framework

    Although learning how to build digital projects is a key part of Computer Science education, students should also learn a wider set of skills and competencies that will help them to harness the power of digital technologies as both creators and consumers. A comprehensive approach to K-12 Computer Science education includes learning about the following five focus areas:

    View Framework ➝

    Programming

    By the end of high school, students should be able to create a simple computer program.

    Computing and Networks

    By the end of high school, students should understand and be able to use the tools and devices commonly used to build digital projects.

    Data

    By the end of high school, students should be able to explain how we use computers to create, store, organize, and analyze data.

    Technology and Society

    By the end of high school, students should be able to explore the ways in which technology and society have mutually shaped each other.

    Design

    By the end of high school, students should be able to apply design principles to the digital projects they create.