No Games Allowed!

Overview and Benefits

Project Design

Unit Plan Index

Instructional Strategies

No Games Allowed!

At a Glance

Grade Level: Grade 11

Subjects: Technology.

Topics: Data Communication, Networking, Web Site Development, Publication Development, and Presentation Development

Time Needed: 15 x 1 hr lessons

Key Learnings:
1. Fundamentals of data communication
2. Networks
3. Data communication software
4. Introduction to the Internet
5. Current and future trends in data communications.

Things You Need

Brains and hands. Pen and paper. Encyclopaedias, Dictionaries, Textbooks, Computer magazines, Internet access. Web development software. Desktop Publishing software, Textbooks, Slide Presentation software and if available (not required):

GIF Animator (to create own relevant animations)

Picture/Photo editor (to create own pictures)

Internet (news sites and technology review sites): South African search engines:
Price Lists from suppliers (most available online) - latest computing magazines and newspapers.
Data projector and Multi-media computer (speakers, cd-rom, USB port)
Relevant software. If available: lectern & microphone with speakers.

National Curriculum Statements ›

Resources ›

Unit Summary
Students learn about networks from a perspective that interests them most: Using networks for gaming.

Curriculum Framing Questions

Critical Question:
Have Information and Communications Technologies influenced society and communities?

Unit Questions:
What network will let you play your games?
What are the different communications media used in computers?
Which channels link up a network?
What are nodes and how are they connected?
What devices do we use in a network?
What "languages" do these nodes use to communicate?
How do these devices talk to each other?
What layout are the connected in?
How can we hook them all up?
Which of these can be used for gaming?
What networks will let me play games?
What network do I want to game over?

Instructional Procedures
1. Students discuss what they believe networks to be using the following questions:

What do they consist of?
What are they used for?
Have you put together any networks?

Using resources around them, they make notes about what networks consist of and the major groups they could be divided into. Students them make notes of things they will need to do more research on. Students can work in groups and save all work in an electronic medium. A support document that provides a concept map of networks is available to assist students.

2. Students then conduct research into the following questions:

What transmission media are and how they are categorised.
How they communicate and what software is needed.
What the various networking devices are and how they are categorised.
How networks can be configured and why.
How do networks and their components affect games?

Students then create a web site with all their researched content and their own descriptions. See a sample.
Alternatively they may create a publication. See a sample.
Learners do own work, but can interact / ask questions.

3. Students take their research and knowledge from the last 6-8 lessons and apply it to create a slide presentation that describes how networks work. This is an overview, but they must use examples of existing technology. A rubric for assessment was used.

4. Students look up the latest available information about networking products in South Africa. They should concentrate in the products/items they included in their presentation and see what the prices are. Students look for possible trends/changes happening with networking in South Africa, in particular advantages & disadvantages of the various products.

5. Students update their slide presentation by creating a copy and changing the focus to ensure it answers the unit question. They are encouraged to make all their work as interactive as possible.

6. Students present their final work as an oral (slide presentation) - highlighting and answering the questions set by the educator or by their peers (web site / publication) An outline of the project and what tasks have to be accomplished is available for viewing.

Prerequisite Skills

Knowledge of doing effective internet searches.
Knowledge of web development software such as MS FrontPage.
Web design skills.
Knowledge of desktop publishing software such as MS Publisher.
DTP skills.
Knowledge of file management.
Ability to use relevant software, for example: MS PowerPoint and MS Paint.
Knowledge of integrating various software applications together (eg hyperlinks).
Oral skills.

Differentiated Instruction
ELSEN learner - There are alternative computer devices and assessment tools to help. Provided these are available, the learner should be able to complete the unit. Additional time, or less detailed multimedia publications, would be needed.

Larger monitors and correct system settings (visual impairment)
No focus on sound (aural impairment)
Speech recognition software and alternate input devices, such as data capture tablets, enhanced mouse and keyboards (manual impairment)

Gifted Student - Some additional topics could be:

Routers
Linking networks to each other and to the World Wide Web.
Enhance forms and data capture with spreadsheets and databases that are linked to the web site and report back with updated reports, graphs and charts.
Do a topology of the school network.

English Language Learner - Teaching Engine application can be used to convert content into other languages (translation) and to pronounce (speaking). One would require the services of a translator to enter own content.

Assessment
Rubric & Assessment Tool, applied to web site or publication (newsletter or brochure and slide presentation).

Credits
This unit was developed by Mr Mariano Badiali of Wynberg Boys High School in the Western Cape as part of the Intel Teach to the Future Programme.

National Curriculum Statements
LO1 Identify basic network configurations, devices and architectures.
Differentiate between network topologies and evaluate their relative merits.
Identify and describe various network protocols and switching techniques and compare their relative merits.

LO2 Access the World Wide Web using search engines to retrieve information.
Demonstrate examples of good and bad navigation from experience on the Internet.
Demonstrate the ability to transfer files over the Internet.
State and discuss how the latest technologies facilitate human interaction.

LO3 Examine the effects of the use of computers across a range of application areas.
Research and comment on the impact of computers in globalizing trends (e.g. ecommerce and e-learning).

LO4 Produce well-structured and visually effective graphs that illustrate complex data using real world data.
Design a simple user interface for a real interactive activity.
Implement the user interface using a GUI supported programming environment.
Apply Boolean conditions successfully in application software such as spreadsheets and search engines.

Resources
Jacobs, Sandra, 2002, Computer Studies 2003: Grade 11 Theory, Study Opportunities, Pretoria.

Internet resources:
1) www.jegsworks.com*
2) www.google.com*
3) www.aardvark.co.za*
4) www.ananzi.co.za*
5) www.news24.com*
6) www.itweb.co.za*
7) www.reviews-zdnet.com*
8) www.cnet.com*
9) www.treadwell.co.nz/reviews/infocommtech.asp*

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