Zhang d lis 560 assignment 2

LOCATION TECHNOLOGY WORKSHOP FOR PARENTS OF TEENS 1

Location Technology Information Workshop for Parents of Teens

Training Module Part 2: Lesson Plan

Di Zhang

LIS 560 A


Table of Contents

1.0 Introduction……………………………………………………………………………………………3

2.0 Lesson Plan: Locating Technology Information Workshop…………………...........................3

2.1 Objective/Outcome .………….…………………………………………………………………3

2.2 Skill……………..…………………………………………………………………......................3

2.3 Target Audience…………………………………………………………………………………3

2.4 Materials Needed………………………………………………………………………………..4

2.5 Program…………………………………………………………………………………………..5

3.0 Evaluation/Conclusion……………………………………………………………………………….8

4.0 Further Training………………………………………………………………………………………8

5.0 Bibliography…………………………………………………………………………………………..9

6.0 Appendices………………………………………………………………………………………….11


1.0 Introduction
Teens overwhelmingly embrace technology. According to a recent PEW study, 89% of
online teens say the internet and other technology such as iPods, cell phones, and digital
cameras make their lives easier. Parents need to embrace this, and use technology to help
them parent. Parents of teenagers are a unique group of information users in that they must
keep up with the rapid growth and information consumption of their children. This not only
includes staying up-to-date on the use of technology and information of teens, but also being
able to use that same technology and information to perform their parental responsibilities. This
training module is designed to address one particular information need of parents of teens that
was elucidated in part 1: the ability to track the whereabouts of teens and to increase
supervision. In order to address this need, it may be helpful for parents to be aware of the
current and emerging technologies that will help them to retrieve and store information. This will
be the focus of this workshop.

2.0 Lesson Plan: Location Technology Information Workshop

2.1 Objective/ Outcome

Increase awareness of technologies to monitor teen activities and whereabouts

Increase skills of finding suitable devices, programs, and technologies

2.2 Skill

Ability to locate information about devices, programs, and technologies (smart phone
apps, software, and GPS devices) to monitor and locate individuals
Ability to utilize information to address personal preferences and needs

2.3 Target Audience

The target audience is parents of teens from age 13-19. According to the CDC, the
mean age of mothers having their first baby has hovered around 25 over the past 3 decades.
Parents of teens who are their first child may typically be between their mid-thirties and mid-
forties. However, this does not take into account parents who have teenagers who may be their
second, third, fourth child or beyond, which is a more unpredictable range. Moreover, women
have been more babies at every age. The audience for the workshop may be diverse in age,
gender, race, and socioeconomic status. According to the US Census Bureau, there are about
30 million teens in the United States. With only a third of households having a nuclear family, it
is difficult to figure out exactly how many people would qualify as parents of teenagers, but it is


certainly a sizeable portion of the population that well exceeds 30 million (1/10th of the
population).

As mentioned in part 1, research into the information needs and behavior of parents has
been lacking. What is known is that parents of teens have a variety of information needs that
involvesupporting children emotionally, monitoring and verifying information, acting on
personal ideals of parenting, setting expectations, boundaries, and consequences for
teens’ behavior, implementing positive reinforcement in interactions with teens, and
making sure that children are supervised and knowing their whereabouts. The last need
is the subject of this workshop.
According to the APA, lack of supervision of youth is among the greatest risk
factors for drug abuse, among other risks. Therefore, parents need to monitor the
whereabouts of their teenage children to make sure that they are in safe environments
and within reach of a trusted adult who can help them. In this workshop, I will be
teaching skills for finding information about technologies that can retrieve and store
information on the whereabouts of teens.

2.4 Materials needed

 GPS band that can be worn on the wrist
 Handout on internet resources and strategies for information searching
 A computer lab with a projector and screen, and computers that allow Internet access.
Students will be enrolled on a first come first serve basis due limits on the number of
computers available.
 Evaluation forms.

2.5. Program

2.5.1 Introduction

“Hello, and welcome to our workshop on using technology to ensure teens are better supervised
and reachable. As parents, I’m sure you’re aware that teens are being supervised less often
than previous generations. These days, teens have more places to go and more things to do
than ever before. At the same time, parents are often busier than ever with work and other
responsibilities. As a result, making sure our teens are in a safe place is a more challenging
than it used to be.

“As parents, you know that the teen years are when guidance is most necessary because of risk
situations and behaviors that teens tend to get themselves into.

“How many folks here have teens in Middle School? This is an age where it is still critical for
them to be supervised. Can you give me an example of a young teen that may have gotten into
trouble that may not have happened with appropriate supervision?”

*Allow time for discussion and examples to be raised.


“How many folks here have teens in High School? This is the age when teens start driving, and
often when kids start drinking as well. This can be a bad combination. Peer groups are highly
influential, and teens at this age experience many academic as well as social demands. Can
you think of any other challenges high school teens face that may call for increased supervision?
Can you give me an example of a teen in high school that may have gotten in trouble because
they could not be found or contacted by a trusted adult?”


“How many folks here have teens out of high school? What risk factors might be affecting this
group?


“I know that you probably already know the benefits of having the contact information for your
teen’s friends and their families, as well as any organizations or locations that your teen
frequently visits. Inthis workshop, we will go over some further ways to help ensure your teen is
safe and reachable by learning more about technology. This will include learning skills to search
for information on smart phone apps, software, and GPS devices that can help keep track of
teens. Also, you will learn how to select the technologies that fit your preferences, needs, and
budget.”

Attention Activity:

Perception: “You might think that I’m wearing a fashionable (or not so fashionable) bracelet. But
what I’m really wearing is a GPS tracking device intended to be used by parents to track minors.”

I raise up my arm to reveal the shiny device.

Inquiry: “I’d like you to imagine that your son or daughter has gone to a friend’s house to spend
the night. It is 11pm and they have not checked in with you, even though they were asked to do
so once they reached the house. You call their cellphone but get no response. You have the
house number of the friend whose house they are staying over at. You call the house number a
couple of times, but there is no response. You stay up until 2am and there still is no response.
This has happened before, so you decide to wait until morning. You call them again the next
morning and there still is no response. You drive over to your son or daughter’s friend’s house
at 10am in the morning and they are indeed in the house. Fortunately, it turns out that the teens
were at home all night, but never bothered to check their phones.

“Here is a question I would like you to consider: Would you ever consider monitoring your son or
daughter withthis GPS tracking bracelets?”

Variability: “I’d like you to get into groups of four and to discuss what you would do in the
scenario I just described and what your answer would be to the question I just asked. Please
remember to be respectful of each other’s opinions.”

Hopefully, the participants reach theconclusion that it should be a family decision to use these
technologies, and that the teen ought to beshould in the decision making process. If necessary,
I will explain why location technologies are not likely to work without the teen’s cooperation.

2.5.2 Body of the Lesson


Skill 1: Ability to locate information about devices, apps, and technologies (smart phone apps,
software, and GPS devices) that can help monitor individuals

Steps

1. Short lecture with handout (Appendix A) and PowerPoint slides
2. Online demonstration, while students follow along
3. Activity: students individually search for information on a device, program, or
technologies that they are interested

Method

The steps just specified address different learning styles addressed by McCarthy. I
appeal to the analytical learner by addressing the question of “what.” The lecture will appeal to
their verbal abilities, and the PowerPoint presentation and the handout will appeal to their ability
to process and reflect on information. I appeal to the common sense learner by addressing the
question of “how.” Allowing the students to follow along on their own computers allows them to
learn by thinking and doing. I appeal to the dynamic learning by asking the question of “what if.”
The thirdstep allows dynamic learners the opportunity to pursue their own interests, to be
creative, and to wonder what is possible with the technology. Lastly, I appeal to the imaginative
student by addressing “why” questions that ask about their feelings. Furthermore, I encourage
class discussion, including asking and answering questions, and the sharing of experiences.
The lecture and online demonstration embody more of a directed instruction approach to
learning, since they involve the communication of direct information and drilling/practice,
respectively. Step three, the activity, embodies more of a constructivist approach to learning
because it allows the student to learn through exploration and is likely led by considerations of
relevance. According to Robyler, both directed instruction and constructivist approaches must
be considered when it comes to classroom instruction.

Tasks

1. Lecture with handout and PowerPoint Presentation

I will introduce ways to search for information about devices, programs, and apps to
locate individuals

- Searching the Web through Google

- Technology websites

- How to learn about apps and tracking abilities through the websites of mobile
phone providers

2. Demonstration

I demonstrate how to use the Web to search for needed information

- Searching for technology information and news through Google
- Visiting helpful technology websites
- A run-throughof the websites of popular mobile phone providers and what
options for offered for locating/tracking individuals (parents will likely find that
their own mobile phone provider offers such features)


- An overview of apps such as Google Latitude, and Facebook Check-in, as
well as GPS devices.

3. Individual Activity

Students learn more about a device, program, or app that interests them

- Students may begin by searching on Google, browsing a tech website, or
looking at company website.
- Students will be asked to fill out a sheet about the features of the technology,
its cost, how it can be used, and how they could feel about using it (Appendix
C).

Skill 2: Ability to utilize information to address personal preferences and needs

Steps

1. Students share information
2. Class discussion

Method

This part of the class is aimed at addressing the Confidence and Relevance components
of learning according to Keller’s ARCS model. In order to build confidence, students must be
told what is expected of them, they must have challenging and meaningful opportunities to learn
and to fulfill those expectations, and they must get encouragement and acknowledgement when
they meet those expectations. In this exercise, the instructor sets clear expectations as to what
kind of information students will look for. Furthermore, the exercise will be relevant to each
student, because they have the freedom to choose which piece of technology they would like to
learn more about. This helps to make the exercise both challenging and meaningful. Finally, the
student builds confidence by meeting expectations as well as receiving acknowledgment of their
learning as they share their findings with the class.

Task

1. Students share information

Each student shares what they learned about a device, program, or app that they
researched

- Students form groups of four with people near them

- Students use their sheet as a guide for talking about the technology

2. Class discussion

The class weighs the pros and cons of the various technologies

- What information needs the technologies might fulfill

- How they might reduce the teen risks


- Who might benefit from them

3.0 Evaluation/Conclusion
“Let’s go over what we did in our workshop today. First, I explained how to use the internet to
search for information about location and tracking technologies. We then went online and
practiced searching Google, company websites, and tech websites. Third, you challenged
ourselves by putting your searching skills to the test; you had an individual activity in which each
of your sought more information about a piece of technology that interests you. Lastly, we
shared information about these technologies, weighed their pros and cons, whom they might
benefit, and how they would be beneficial.”

“There are a few concepts that I want to run through once again. Can we reiterate some of the
risks that teens of various ages face without proper supervision and accountability for their
whereabouts? How can some of the technologies that we covered today reduce these risks? I
also want to leave you with a few questions to ponder: As technologies rapidly develop and
improve, it is becoming easier to monitor and track anything, including people. Is there a point
that parents should not cross in monitoring their children? For example, under what
circumstances, and for what reasons, might a GPS device be appropriate to install in a car?
Would it ever be appropriate to install a GPS band on a teen, as I demonstrated at the
beginning of this class?

“I will leave you to ponder these personal questions by yourself. I hope that you now have
greater skills to stay up-to-date on technologies that can help you monitor and supervise your
teens in whatever way is most appropriate to your family. The library sincerely thanks you for
coming to the workshop. We hope that this has been an informative and satisfying experience.
Before you leave, I ask that you take a minute to fill out a questionnaire to help us improve our
workshops.”

Satisfaction

Throughout the workshop, I will seek ways to optimize the Satisfaction in the students’
experience. I offer extrinsic rewards by making sure that each student has the attention that
they need. I also provide positive reinforcement and feedback when they have shown aptitude
in the skills covered. I treat each student equally in terms of the standards that I set and offering
help that is appropriate to each student’s ability. Intrinsic reinforcement is addressed by making
sure that all students’ questions are answered, and all their needs are met. Because they
voluntarily come to the workshop, it is assumed that they are genuinely interested in learning
the skills covered. Therefore, they will get the intrinsic reinforcement they seek so long as their
information needs are met and they are shown respect, competence, and equality.

4.0 Further Training

Parents have a variety of information needs that depend largely on the multitude of
needs their children have. One area that I am interested in addressing in a future workshop is
the monitoring of the information consumption of teens (media, social networks, internet, etc.). I
believe such a workshop would be helpful for parents who have to keep track of and evaluate


the myriad of media outlets, websites, and other formal and informal resources that teens
access on a daily basis.

5.0 Bibliography

22 Surprising facts about birth in the United States. (2009, August). Baby Center. Retrieved

February 24,2011, from http://www.babycenter.com/0_22-surprising-facts-about-birth-in-

the-united-states_1372273.bc?showAll=true

American Women Are Waiting to Begin Families. (2002, December 11). Centers for

Disease Control and Prevention. Retrieved February 24, 2011, from

http://www.cdc.gov/nchs/pressroom/02news/ameriwomen.htm

Case, D.O. (2008). Looking for Information: A Survey of Research on Information

Seeking, Needs, and Behavior (2nd ed.). UK: Emerald Group Publishing Limited.

Developing Adolescents: A Reference for Professionals. American Psychological

Association. (2008). Retrieved from APA Web site:

http://apa.org/pi/families/resources/develop.pdf

Fatt, James Poon Teng. (1993). Learning Styles in Training: Teaching Learners the

Way to Learn. Industrial and Commercial Training, 25(9), 17-23.

Macgill, A. (2007). Parents, Teens and Technology. PEW Research Center Publications.

Retrieved on February 25, 2011 from: http://pewresearch.org/pubs/621/

McCarthy, Bernice. (1997). A tale of four learners: 4MAT’s learning styles. Educational

Leadership, 54(6), 46-52.

McDonough, H. (2007). “Dragging a Three-Year-Old to a Library”: The Information


Behavior of Parents of Young Chidren. Southern Connecticut State University.

Retrieved on January 24, 2011, from:

http://myriadeyes.com/MLSCapstonePortfolio/CoursesTaken/McDonough_ILS53
7_Group_Information_Behavior.htm

Pattee, A. (2006). The secret source: Sexually explicit young adult literature as an

information source. Young Adult Library Services, 4, 30-38.

Robyler, M.D. & J Edwards. (2000). “Learning Theories and Integration Models.” In

Integration Educational Technology into Teaching. Upper Saddle River: Prentice
Hall.

A. Shanton and P. Dixon. Just what do they want? What do they need? A study of the

information needs of children, Children and Libraries 1 (2003), pp. 36-42.

Spinks, S. (2002). Frontline: Inside the Teenage Brain. Retrieved on January 24, 2011,

from PBS Web site:

http://pbs.org/wgbh/pages/frontline/shows/teenbrain/etc/script.html

US Census Bureau. (2009). Retrieved on February 24, 2011, from

http://factfinder.census.gov/servlet/STTable?_bm=y&-geo_id=01000US&
qr_name=ACS_2009_5YR_G00_S0901&-ds_name=ACS_2009_5YR_G00_&-
redoLog=false


Appendix A: Workshop Handout

Helpful Websites

http://cnet.com/ - Reliable and fresh news on gadgetry and technology. Trustworthy reviews.

http://geek.com/- Up and running since 1996. Exactly what the name suggests. News, reviews, and
buying guides.

http://pcworld.com/- The online version of the magazine. As trustworthy and professional as they get.

http://ilounge.com/- A great resource for anything Apple related.

Technology Discussed

Apps: Google Latitude

http://www.google.com/mobile/latitude/

AT&T FamilyMap

http://familymap.wireless.att.com/finder-att-family/howWorks.htm

Facebook Check-In

http://www.facebook.com/blog.php?post=418175202130

GPS
*Personal bracelet

*Vehicle

Severity scale

Real Time with history tracking Passive Tracking Car Chip


Appendix B

Workshop Evaluation

What aspects of today’s workshop were MOST informative, helpful, or satisfying? Please explain briefly.

What aspects of today’s workshop were LEAST informative, helpful, or satisfying? Please explain briefly.

Do you feel that you gained any meaningful skills in this workshop? Please explain briefly.

How could this workshop be improved next time? Please be as specific as you can.

Are there topics that were left out that you would have liked to learn or discuss?

Are there any technologies that you think should have been addressed, but were not?


Appendix C

Activity Sheet- Researching a Technology

Instructions: Research a piece of location technology using the Internet search strategies and
resources that you learned in part 1. You may either delve deeper into a technology or product
that was mentioned in the lecture or you may begin a new search altogether. Feel free to
discuss your search process with those around you or ask one of the library staff if you
approach a barrier.

Answer the following questions during the beginning of your search:

1. What search strategy or strategies are you using? What resources are you using?
2. Are you having any trouble finding relevant information? Are you having any trouble
narrowing down your search?

Once you have decided on subject, answer the following questions:

3. What company makes it? Does this company offer different versions?
4. What is the cost?
5. Make a list of its main features. Why would these features be appealing?
6. What is its purpose? Under what circumstances would is it useful?
7. Who is it designed for? Who might find it most useful?
8. Can you think of any uses for it other than its advertised uses?
9. How would you feel about using this product or technology? Explain your reasoning.
10. Try an alternate strategy or resource and see if you can find the same information about
this product or technology. Which route worked better? Why?

Zhang d lis 560 assignment 2

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (9)

Similar to Zhang d lis 560 assignment 2

Similar to Zhang d lis 560 assignment 2 (20)

Recently uploaded

Recently uploaded (20)

Zhang d lis 560 assignment 2