Discrete Structure

To be submitted to: Mr. Roger Intong Faculty BITE DEPARTMENT CATHERINE PIANO BSIT2

DESIGN * -------------------------------------------------
Device type: * Tablet * -------------------------------------------------
OS:
* Windows (8) * -------------------------------------------------
Dimensions:
* 11.97 x 7.46 x 0.39 inches (304 x 189.4 x 9.9 mm) * Weight: * 26.46 oz (750 g) the average is 17.4 oz (496 g)
DISPLAY
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Physical size: * 11.6 inches * -------------------------------------------------
Resolution:
* 1366 x 768 pixels * -------------------------------------------------
Pixel density: * 135 ppi * -------------------------------------------------
Technology:
* LCD * -------------------------------------------------
Colors:
* 16 777 216 * -------------------------------------------------
Touchscreen:

* Multi-touch * Features: * Light sensor
MULTIMEDIA
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Music player: * Filter by: * Album, Artist * Features: * Album art cover, Background playback * Speakers: * Stereo speakers
TECHNOLOGY
* Data: * LTE, HSPA (unspecified)
OTHER FEATURES * -------------------------------------------------
Sensors:
* Accelerometer * Voice recording

Introduction
Summary: How can we keep students focused on schoolwork with all the electronic temptations surrounding them? By engaging the students completely with our lessons, keeping students actively involved in their learning, and reflecting on our practice to avoid blaming the technology or kids’ short attention spans, in my opinion.
Let’s face it: Most kids love gadgets. They love their cell phones, iPods, iPads, and video game consoles. If they could get away with it, they would spend almost all of their day focused on one gadget or another, just like I used to be with books. Instead of bookworms, perhaps we should call these kids “gadgetworms.”
So, how can we keep them focused on our lesson when they would rather text their friends? We can return to the very first principle of good lesson planning.
1. Start from Where the Students Are
Student-centered teachers take their students’ interests, capabilities, and goals to heart. Their lessons tend to be more successful as a result. The successful lesson plans I have created are a result of what I predict my students will enjoy, based on what I know of them. I could never use that exact same lesson plan again, because it was tailored toward a particular group of students.
A fellow teacher felt that her students were not responding well to Romeo and Juliet. After reflecting on the problems she was having, she decided to give them a project using the famous balcony scene. She asked them to rewrite the scene as if Romeo and Juliet were texting each other. The results were hilarious – and showed true understanding of the scene. Shelly simply incorporated one of their interests – texting – into the lesson, acknowledging their love of this form of communication while also requiring them to learn Shakespeare. I was observing from the back of the room and did not see any real texting going on because the students were having fun learning.
Statement
Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.
For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University–Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the Web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing earbuds.
Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.
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itasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”
Concern about young people’s use of technology is nothing new, of course. But Rosen’s study, published in the May issue of Computers in Human Behavior, is part of a growing body of research focused on a very particular use of technology: media multitaskingwhile learning. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.
But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new marshmallow test of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.
The media multitasking habit starts early. In “Generation M2: Media in the Lives of 8- to 18-Year-Olds,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.
“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching American Idol, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”
For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. One large survey found that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.
During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Omore surreptitious approach, Such steps may seem excessive, even paranoid: intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cellphones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit uses by students. dif Educational technology, sometimes termed EdTech, is the study and ethical practice of facilitating e-learning, which is the learning and improving performance by creating, using and managing appropriate technological processes and resources.[1] The term educational technology is often associated with, and encompasses,instructional theory and learning theory. While instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee,[2]educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.[3]
Technology in education is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word "technology." Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as smartphones and games (both online and offline) are beginning to draw serious attention for their learning potential. Media psychology is the field of study that applies theories of human behavior to educational technology.
Consider the Handbook of Human Performance Technology.[4] The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek "techne" which means craft or art. Another word, "technique," with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator.[citation needed]
A classic example of an Educational Psychology text is Bloom's 1956 book, Taxonomy of Educational Objectives.[5] Bloom's Taxonomy is helpful when designing learning activities to keep in mind what is expected of—and what are the learning goals for—learners. However, Bloom's work does not explicitly deal with educational technologyper se and is more concerned with pedagogical strategies.
According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. Educational Technologists typically have a graduate degree (Master's, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology,