Emerging Technologies and Applications · SHS2 Ict

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.2 - Identify technologies used by home users, small/home office users, mobile users, power users and enterprise users.

By the end of the lesson, learners can:

Define each of the five user categories (home, small/home office, mobile, power, and enterprise users) in their own words.
Identify at least three specific technologies or devices commonly used by each user category.
Classify a given list of technologies and applications according to the user category that most commonly uses them.
Compare and contrast the technology needs of two different user categories, explaining at least two similarities and two differences.
Analyse a real-world scenario to determine which user category it describes and justify their reasoning with evidence.

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Curriculum details

Strand: ICTs IN THE SOCIETY (Strand 1)
Sub-strand: Emerging Technologies and Applications (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate knowledge and understanding of Emerging Technologies 2.1.2.LO.1 Evaluate the applications and implications of technology in various sectors of society. Identify and analyse technology usage patterns across different user categories.
Indicator: 2.1.2.LI.2 - Identify technologies used by home users, small/home office users, mobile users, power users and enterprise users.
Suggested placement: Semester 1, Week 17 (Week 17 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.53: the content-standard token is visibly printed `2.1.2.CS1`, which omits the separator before the final sequence; `2.1.2.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. 53

Exemplars (from the NaCCA curriculum)

Project- and Problem-Based learning and practical sessions:
- Participate in project-based and problem-based learning activities to identify technologies commonly used by home users, small/home office users, mobile users, power users, and enterprise users.
- Utilise inclusive teaching strategies, such as multimedia presentations, to ensure the understanding and engagement of diverse learners (e.g., individuals with visual impairment, dyslexia, dysgraphia).
Teaching and Learning Materials:
- ● Notepad or exercise book ● Pen ● Smartphones ● Laptops ● Desktop computers
- ● Tablets ● TV and Radio ● Open Educational Resources (Including YouTube, MOOCs -
- Udemy/Coursera, Khan
- Academy, TESSA) ● The iBox (CENDLOS)
- ● Productivity tools ● Subject-based application software ● Instructional Laboratories (with multimedia equipment and smartboards) ● Maintenance and repair workshops
Assessment (2.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.