Emerging Technologies and Applications · SHS1 Ict

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.1 - Explain digital devices and their importance

By the end of the lesson, learners can:

Define the term “digital device” in their own words and give at least three examples from everyday life.
Categorise common digital devices (desktop computers, laptops, mobile phones, tablets, e-readers, storage devices, input devices, and output devices) according to their main function.
Explain at least two ways each category of digital device is important in daily life, education, and work.
Justify the choice of a particular digital device for a given task (strategic reasoning at depth-of-knowledge Level 3).
Reflect on their personal use of digital devices and describe how responsible use affects their wellbeing and that of others (SEL integration).

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: ICTs IN THE SOCIETY (Strand 1)
Sub-strand: Emerging Technologies and Applications (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate knowledge and understanding of Emerging Technologies Teaching 1.1.2.LO.1 Explain and apply digital and Collaboration: Learners will work in mixed-ability/gendersocial media platforms sensitive groups (teachers should identify abilities and organise their seating), share their ideas with peers and accept constructive feedback. Communication: All learners will be allowed to provide oral and/or written descriptions of the steps involved in applying digital and social media platforms for everyday life. Creativity: Learners will be allowed to introduce their ideas in designing the documents leading to innovation and creativity. Personal development: Through individual work based on interest and ability (this requires the identification of learners' interests/abilities and supporting their learning that is linked to what interests them).
Indicator: 1.1.2.LI.1 - Explain digital devices and their importance
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.31: the content-standard token is visibly printed `1.1.2.CS1`, which omits the separator before the final sequence; `1.1.2.CS.1` is used as the import code only to preserve the document's year/strand/sub-strand association
Curriculum reference: NaCCA curriculum document, p. 31

Exemplars (from the NaCCA curriculum)

Project-Based Learning: Engage in individual and mixed-ability/gender-sensitive group work to brainstorm and explain the importance of digital devices (e.g., desktop computers, laptop computers, mobile phones, tablet computers, e-readers, storage devices, input devices, and output devices). Avoid stereotypes.
SEL: When teaching students about the Emerging Technologies, usage, and function of Internet Service Providers (ISPs), you can integrate Social Emotional Learning (SEL) principles to create an engaging and supportive learning experience. Here are some SEL features you can incorporate into this specific topic:
Self-awareness: 1. Encourage students to reflect on their personal experiences and interactions with the internet. 2. Help students become aware of their emotions and attitudes towards the internet, considering both the benefits and potential risks.
Self-management: 1. Teach students about responsible internet use, including online safety practices and digital citizenship. 2. Help students develop strategies for managing their time effectively when using the internet for various purposes.
Social awareness: 1. Explore the impact of the internet on society, including its influence on communication, information access, and global connectivity. 2. Encourage discussions on digital divide issues and the importance of ensuring equitable access to the internet.
Relationship skills: 1. Promote collaborative learning by assigning group projects or activities that involve researching and presenting the different aspects of internet evolution and usage. 2. Encourage students to engage in discussions about responsible digital behaviour, including handling cyberbullying and fostering positive online relationships.
Responsible decision-making: 1. Discuss the ethical considerations related to internet usage, such as privacy, security, and responsible sharing of digital content. 2. Help students evaluate the reliability and credibility of online sources and make informed decisions about the information they consume and share. 3. Explore the role of ISPs in ensuring reliable internet connectivity and discuss the responsibility of ISPs in promoting fair access and maintaining net neutrality.
Teaching and Learning Materials:
- and Learning
- Notepad or exercise book
- Pen
- Smartphones
- Laptops
- Desktop computers
- Tablets
- TV and Radio
- Productivity tools
- Open Educational
- Resources (Including
- YouTube, MOOCs -
- Udemy /Coursera,
- Khan Academy,
- TESSA)
- The iBox (CENDLOS)
- Subject-based application software
- Instructional
- Laboratories (with multimedia equipment and smartboards)
- Maintenance and repair workshops
Assessment (1.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.