ALEX Resources

   View Standards     Standard(s): [DLIT] (6) 34 :

28) Define assistive technologies and state reasons they may be needed.

[DLIT] (7) 34 :

28) Classify types of assistive technologies.

Examples: Hardware, software, stylus, sticky keys.

[DLIT] (8) 33 :

27) Analyze assistive technologies and how they improve the quality of life for users.

Example: Research multiple speech to text technologies and write a persuasive essay in favor of one over another.

What do hearing aids, wheelchairs and prosthetics all have in common? All three are examples of assistive technology that help people with disabilities or the elderly perform daily activities independently or with assistance. In this lesson, students will learn about assistive devices and how innovation plays a key role in the invention process, including raising empathy. Specifically, students will learn how 3D printed prosthetics are changing lives and design their own assistive technology to help others.

Using the invention process, teams will be asked to identify a problem that could be solved through a new assistive device or an innovation to an existing invention. They will then sketch, draw or build an assistive device to share with their classmates in 4 to 5 minutes presentations. Students should receive constructive feedback from their peers, work on any redesigns and present their device to real-life stakeholders. An optional activity for schools that have 3D printers is to allow students to 3D print their final designs.

   View Standards     Standard(s): [DLIT] (6) 34 :

28) Define assistive technologies and state reasons they may be needed.

[DLIT] (7) 34 :

28) Classify types of assistive technologies.

Examples: Hardware, software, stylus, sticky keys.

[DLIT] (8) 33 :

27) Analyze assistive technologies and how they improve the quality of life for users.

Example: Research multiple speech to text technologies and write a persuasive essay in favor of one over another.

In this interactive lesson, students will discover how new apps are improving the lives of people with a disability or illness and helping to raise empathy. Through original student-produced videos via PBS NewsHour Student Reporting Labs, students will learn about individuals who have overcome challenges and went on to help others. Then, students will use their knowledge of the invention process to design their own app which addresses a problem facing their school or community.

   View Standards     Standard(s): [DLIT] (8) 33 :

27) Analyze assistive technologies and how they improve the quality of life for users.

Example: Research multiple speech to text technologies and write a persuasive essay in favor of one over another.

In this video from Inside Science, mechanical engineering students design and build a prosthetic hand using a 3-D printer and a system of pulleys. This video can be played during a lesson on assistive technologies.  Students can watch the video prior to designing and building their own assistive technology.

   View Standards     Standard(s): [DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 17 :

11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

[DLIT] (8) 33 :

27) Analyze assistive technologies and how they improve the quality of life for users.

Example: Research multiple speech to text technologies and write a persuasive essay in favor of one over another.

[DLIT] (9-12) 17 :

11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[DLIT] (9-12) 29 :

23) Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

Students will learn to see smartphone apps as tools to solve real-world problems. This lesson guides students through a design brainstorm process to invent an app idea related to public art. Students will be designing an app idea to tackle a problem related to public art in their community. All you need is the activity worksheet, some pens, markers, and creativity!

WHY APPS? Well, to start with, they’re everywhere. According to the Pew Research Center, 78% of teens now have a cell phone, and almost half (47%) of those own smartphones. Teens don’t have to be limited to the role of the consumer in today’s digital marketplace. All you need is a little know-how and an idea—which is the focus of this curriculum.