Technology and the Diversity of Limits

Choose one item from the “Items I think are technology” side of your two-column table. Explain why that item matches your team’s definition of technology. If you did not list anything in this column, describe an item that you think is technology and explain why you think it is.

Students’ answers will vary depending on the definition they wrote for technology. Many students may choose an electronic item such as a computer or cell phone as an example of technology. Allow any thoughtful answer because this is an Engage activity.

Choose one item from the “Items I think are not technology” side of your two-column table. Explain why that item does not match your team’s definition of technology. If you did not list anything in this column, describe an item that you think is not technology and explain why you do not think it is.

Students’ answers will vary depending on the definition they wrote for technology. Some students may think that items such as backpack or a skateboard are not examples of technology. Allow any thoughtful answer because this is an Engage activity. If you encounter misconceptions, simply make a note of them to inform your teaching through the rest of the chapter. Ask students who do not have anything in the “not technology” column to provide their own example of something that is not technology, and explain why it does not match their definition of technology.

How was your team’s definition similar to other teams’ definitions? How was your team’s definition different?

Students should be able to observe common themes in the different definitions. They should list any similarities as well as anything that makes their team’s definition unique. If students finish early, you might ask them to consider whether the unique qualities in their team’s definition are something that they still believe should appear in the definition and describe why or why not.

You worked with your partner to come up with your team’s definition.

1. How did it help you to work with a partner?

   Students’ answers will vary. Some students should recognize that new ideas were generated when they worked with their partners.

2. Many people who design technology work in teams. Why do you think that might be important?

   Students will likely state that having more people means having more ideas. They may also say that when there is more than one person, a team can split the work. Students may come up with other ideas as well.

This activity is an Engage activity. Engage activities have two learning goals:

• To help you start thinking about the main concept in the chapter
• To find out what you already know about the main concept in the chapter

List two things you did in this activity that match the goals of an Engage activity.

In this activity, students expressed what they currently know about technology. They also wrote a definition of technology based on their work of dividing up the cards. Each task activated their ideas about technology.