INSTRUCTORS MANUAL FOR Technology for Success Computer Concepts 2nd Edition. Campbell, Ciampa, Cleme

Technology for Success Computer Concepts 2e Campbell, Ciampa, Clemens, Freund, Ruffolo, West (Instructors Manual All Chapters, 100% Original Verified, A+ Grade) (Lecture Notes Only)

Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 5 Module Outline.................................................................................................................... 6 Additional Discussion Questions ....................................................................................... 7 Additional Activities and Assignments .............................................................................. 8

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to terms and concepts that will help them as they learn in later modules and become digital citizens. They will begin to analyze how they use technology and the rights and responsibilities that go along with technology use. Basic terms such as computer, data, information, hardware, and software are introduced. More complex topics such as the Internet of Things, the digital divide, and accessible technologies are introduced to help lay the groundwork for the remaining modules.

MODULE OBJECTIVES The following objectives are addressed in this module: • • •

Explain the evolution of society’s reliance on technology.

Develop personal uses for technology to help with productivity, learning, and future career growth.

Explain the role of technology in the professional world.

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KEY TERMS accessibility: The practice of removing barriers that may prevent individuals with disabilities from interacting with data or an app. alternative text (alt text): Text that provides descriptions for all visual elements or non-text objects in an electronic document or web page.

Americans with Disabilities Act (ADA): Law that requires any company with 15 or more employees to make reasonable attempts to accommodate the needs of physically challenged workers. app: Short for “application,” a computer program that performs specific tasks; also called a program. audio book: Reads aloud to the user instead of reading on a printed page or on the screen. bluetooth: Wireless technology that uses short-range radio connections that simplify communications among Internet devices and between devices and the Internet.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

BYOD (bring your own device): Policy that enables employees to use their personal devices to conduct business. chip-and-pin technology: An improvement in card technology that stores data on an embedded chip instead of a magnetic stripe. cloud computing: An Internet-based delivery of computing services, including data storage and apps. computer: An electronic device, operating under the control of instructions stored in its memory, which can accept data, process the data to produce information, and store the information for future use. computer-aided manufacturing (CAM): Used by manufacturers to streamline production and ship products more quickly. With CAM, robots perform work that is too dangerous, detailed, or monotonous for people. data: Raw facts, such as text or numbers. digital citizen: Person familiar with how to use technology in order to become an educated and productive member of the digital world. digital divide: The gap between those who have access to technology and its resources and information, especially on the Internet, and those who do not. digital literacy: Having a current knowledge and understanding of computers, mobile devices, the web, and related technologies. email: A system used to send and receive messages and files using the Internet. embedded computer: A computer that functions as one component in a larger product, and that has a specific purpose. enterprise computing: Refers to the use of technology by a company’s employees to meet the needs of a large business. graphic organizer. Software that enables a user to create an outline or structure of information. green computing: A practice that involves reducing electricity consumed and environmental wate generated when using computers, mobile devices, and related technologies. hardware: The device itself and its components, such as wires, cases, switches, and electronic circuits.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

Individuals with Disabilities Education Act (IDEA): U.S. law that requires that public schools purchase or acquire funding for adaptive technologies. information: Data that has been processed to be meaningful. information technology (IT) department: Department in medium and large businesses responsible for ensuring that all the computer operations, mobile devices, and networks run smoothly. integrated circuits: Developed in the 1960s, packed the equivalent of thousands of vacuum tubes or transistors into a silicon chip about the size of your thumb. intelligent classroom: Classroom in which technology is used to facilitate learning and communication. intelligent workplace: Uses technology to enable workers to connect to the company’s network, communicate with each other, use productivity software and apps, meet via web conferencing, and more.

Internet of Things (IoT): An environment where processors are embedded in every product imaginable (things), and these things communicate with one another via the Internet or wireless networks. kiosk: A freestanding booth usually placed in a public area that can contain a display device used to present information to the public or event attendees. learning management system (LMS): A web-based site where students can check their progress in a course, take practice tests, and exchange messages with the instructor or other students. machine-to-machine (M2M): Using computers to monitor computer assembly lines and equipment. microprocessor: The “brains” of a computer, a chip that contains a central processing unit. mobile health (mHealth): Refers to healthcare professionals using smartphones or tablets to access health records stored in the cloud, and patients using digital devices to monitor their conditions and treatments. network: A collection of two or more computers connected together to share resources. personal computer (PC): Computer designed for personal use, as opposed to commercial or industrial use.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

program: A set of coded instructions written for a computer, such as an operating system program or an application program; also called an application or an app. screen reader: Technology that uses audio output to describe the contents of the screen. smart device: A device that can communicate, locate, and predict; part of the Internet of Things (IoT). software: The programs and apps that instruct the computer to perform tasks.

Software processes data into meaningful information. speech recognition: A technology that enables a computer to understand and react to spoken statements and commands. telecommuting: Working from home. transistor: Smaller, cheaper, and more reliable replacement for vacuum tubes in the second generation of computers. vacuum tube: Cylindrical glass tubes that controlled the flow of electrons, used in the first generation of computers.

Wi-Fi: A wireless data network technology that provides high-speed data connections that do not require a physical connection. Short for wireless fidelity. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: • •

Key terms that students need to understand later modules have been introduced, including cloud computing, Bluetooth, and network.

To streamline content and avoid repetition, content on AI/VR has been moved to Module 12.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

MODULE OUTLINE I.

II.

III.

IV. V.

Explain the Evolution of Society’s Reliance on Technology a. Outline the History of Computers b. Explain the Impact of the Internet of Things and Embedded Computers I. ATMs and Kiosks II. IoT at Home III. IoT in Business c. Recognize the Impact of the Digital Divide Develop Personal Uses for Technology to Help with Productivity, Learning, and Future Career Growth a. Use Technology in Daily Life b. Use Technology to Assist Users with Disabilities c. Apply Green Computing Concepts to Daily Life Explain the Role of Technology in the Professional World a. Explain Enterprise Computing b. Identify Uses of Technology in the Workplace c. Outline Technology Careers I. Software and Apps II. Technology Equipment III. IT Departments IV. Technology Service and Repair V. Technology Sales VI. Technology Education, Training, and Support VII. IT Consulting VIII. System Development IX. Web Marketing and Social Media X. Data Storage, Retrieval, and Analysis XI. Information and Systems Security d. Explain How You Might Prepare for a Career in Technology I. Professional Online Presence II. Certifications III. Technology in K-12 Education IV. Technology in Higher Education V. Technology in Healthcare VI. Technology in the Transportation Industry VII. Technology in Manufacturing Module 1 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

VI. VII. VIII.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

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ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

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Explain the evolution of society’s reliance on technology. Why is it important to be digitally literate? Give specific examples as to what that means to you personally in your daily life, school, and future career growth. Why is it important as a member of society to be not only digitally literate, but also a digital citizen?

Develop personal uses for technology to help with productivity, learning, and future career growth. Which areas of technology do you struggle with? Which areas do you think you have mastered? What more do you have to learn in order to continue your personal and career growth?

Explain the role of technology in the professional world. How has the role of technology for doing your job changed in the past year? Five years? Ten years?

If you haven’t started your career, think about how changes in technology might have impacted you. Explain how technology is changing the way businesses hire and train employees and how employees’ abilities to use technology to work remotely or telecommute have evolved. Explain why this is important to you.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

ADDITIONAL ACTIVITIES AND ASSIGNMENTS There are four questions per learning objective. For the classroom activities, the heading for the section that includes the topic is listed.

Lesson Objective 1: Explain the evolution of society’s reliance on technology.

1. Classroom activity 1: (Explain the Impact of the Internet of Things and Embedded Computers) List the items in the classroom that are embedded computers. List the items in your household that are embedded computers and compare them with your group. Discuss how IoT can be used in households and in business settings.

2. Classroom activity 2: (Outline the History of Computers) Put the following computer history terms in the order in which they were invented: • • • • •

Microprocessors The personal computer Transistors Integrated circuits Vacuum tubes

3. Quick Quiz: The programs and apps instructing the computer to perform tasks are called ______. (Answer: Software) 4. Critical Thinking: Review the key terms introduced in this module. Which terms were new to you? Choose three terms that were new to you and write any additional facts that you know about them or any questions you might have.

How would you go about expanding your knowledge on the terms?

Lesson Objective 2: Develop personal uses for technology to help with productivity, learning, and future career growth.

1. Classroom activity 1: (Use Technology to Assist Users with Disabilities) Select a type of disability (visual, hearing, learning, physical). Research technologies that can be used to assist with the disability type. Explain how the user would benefit from using the technology and how the user could bypass any barriers, such as price or availability.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 1: Impact of Digital Technology

2. Classroom activity 2: (Use Technology in Daily Life) Read the example of a user’s daily use of technology in this section of the text.

List three examples of how your use differs. List three things you learned that you might use to improve your efficiency or convenience. Explain any new technologies that have recently emerged that could improve the experience for the user in the example.

3. Quick Quiz: (True or False) The ENERGY STAR® program encourages manufacturers to recycle computer components. (Answer: False. The ENERGY STAR® program encourages manufacturers to create energy efficient devices).

4. Critical Thinking: How do we as a society help contribute to the problem of computer waste and what efforts can we put in place to reduce it? Discuss five reasons why green computing is an important part of the environmental effort. List ten ways you already or will apply green computing to your daily life.

Lesson Objective 3: Explain the role of technology in the professional world 1. Classroom activity 1: (Explain Enterprise Computing) Identify a company and the different departments within its organization. Next, discuss the different technology components that could be used within each department. Table 1-1 can serve as guidance.

2. Classroom activity 2: (Explain How You Might Prepare for a Career in Technology) Explain how you would create an online profile. Include: a/an (a) professional name, (b) resume, (c) photograph (or what you might wear and why), and (d) explanation of which professional social network you would use and why.

3. Quick Quiz: The trend of healthcare professionals using smartphones or tablets to access health records stored in the cloud and patients using digital devices to monitor their conditions or treatment is called ______. (Answer: mhealth) 4. Critical Thinking: What are the pros and cons of a BYOD (bring your own device) policy in the workplace, as opposed to the company providing necessary equipment to employees? [return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 8 Module Outline.................................................................................................................... 8 Additional Discussion Questions ..................................................................................... 10 Additional Activities and Assignments ............................................................................. 11

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to the web and the Internet.

Students will explore how they use the web in their daily life and for work and schools. They will learn about the components and technologies used in websites and webpages. E-commerce is introduced. Conducting and evaluating web searches is a large part of being digitally literate. Students explore how search engines and other search tools work, and how to create and refine web searches. Information literacy skills that help determine the accuracy and credibility of websites and web searches are covered.

MODULE OBJECTIVES The following objectives are addressed in this module: • • • • •

Explain the role of the web in daily life.

Describe websites and webpages.

Use e-commerce.

Explain how information literacy applies to web searches and research.

Conduct online research.

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KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules.

3D Secure: A standard protocol for securing credit card transactions over the Internet. address bar: The part of a browser window that displays the location of the current webpage. bandwidth: A term commonly used to describe the capacity of a communication channel. blog: Short for web log, an informal website consisting of date- or time-stamped articles, or posts, in a diary or journal format.

Boolean operator: A character, word, or symbol that focuses a web search. Also called a search operator.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

breadcrumb: A step in the path you follow to display a webpage. browser: A program, such as Microsoft Edge, that is designed to display webpages. business-to-business (B2B): E-commerce model in which businesses provide goods, information, and services to other businesses, such as advertising, credit, recruiting, sales and marketing, technical support, and training. business-to-consumer (B2C): E-commerce model in which businesses provide goods and services to consumers; the most widespread example is online shopping. cache: A holding area where your browser keeps a copy of each webpage you view.

This temporary storage area helps speed up processing time. citation style: In a formal reference to a published work such as a book, journal, magazine, or website, the sequence of elements and the punctuation between them; common citation styles include MLA, APA, or Chicago. citation: In a research paper, a reference to a source; usually in parentheses at the end of a sentence. consumer-to-consumer (C2C): E-commerce model in which consumers provide goods and services to other consumers; the most widespread example of this is online auctions. content aggregator: A website that gathers, organizes, and then distributes web content. cookie: A small text file created by a website that stores information on your computer. copyright: An originator’s exclusive legal right to reproduce, publish, or sell intellectual property. crawler: Software that combs the web to find webpages and add new data about them to a database. Also called spider.

Creative Commons (CC): A non-profit organization that makes it easy for content creators to license and share their work by supplying easy-to-understand copyright licenses; the creator chooses the conditions under which the work can be used. digital certificate: A technology used to verify a user’s identity by using a digital key that has been “signed” by a trusted third party. This third party verifies the owner and that the key belongs to that owner.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

digital rights management (DRM): A collection of technologies used by software publishers and trade groups to fight software piracy and prevent unauthorized copying of digital content; includes authentication, certificates of authenticity, encryption, and digital watermarks. domain name: The portion of a URL or email address that identifies one or more IP addresses, such as cengage.com. dynamic webpage: The webpage where the content changes as you interact with it, such as a news site that updates based on breaking news. e-commerce: Business transactions that occur over an electronic network such as the Internet. electronic storefront: An e-commerce website selling products or services. encryption: A security method of “scrambling” information as it is transmitted over a network. Information is scrambled in such a way that it cannot be read unless the user possesses the “key” to unlock it back to a readable format. ethics: The moral principles that govern people’s behavior; many schools and other organizations post codes of conduct for computer use, which can help you make ethical decisions while using a computer. fair use doctrine: Allows you to use a sentence or paragraph of text without permission if you include a citation to the original source. general search engine: A nonspecialized search engine designed to find general results; general search engines include Google, Bing, and Yahoo! hit: The most relevant matched result listed in a search engine. home page: The main page on a website is called the home page. Also called the start page. hot spot: a wireless network device that provides Internet connections to mobile computers and devices. hyperlink: Text or an image in a webpage that you can click to navigate to another webpage, download a file, or perform another action, such as sending an email message; also called a link.

Hypertext Transfer Protocol (HTTP): The most common way to transfer information around the web, to retrieve the page; when the URL for a webpage starts with http://, the web browser uses this protocol for transferring the information.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

Hypertext Transfer Protocol Secure: A protocol used to make a secure connection to a computer; identified by the “s” in the “https” prefix in a URL and often used by banks and retail stores. index: A list of terms and locations built by a spider or crawler as it combs the web to find webpages and add new data about them to a database. information literacy: The ability to find, evaluate, use, and communicate online information. intellectual property: Unique and original works, such as ideas, inventions, art, writings, processes, company and product names, and logos. intellectual property rights: Legal rights protecting those who create works such as photos, art, writing, inventions, and music.

Internet: A global collection of millions of computers linked together to share information worldwide. Internet Engineering Task Force (IETF): A nonprofit group that sets standards to allow devices, services, and applications to work together across the Internet.

Internet Protocol (IP) address: A unique number that identifies every computer on the Internet; consists of four to six sets of numbers from 0 to 255 separated by periods, or dots, as in 216.35.148.4.

Internet service provider (ISP): A company that sells Internet access. keyword: In a search engine, a descriptive word or phrase you enter to obtain a list of results that include that word or phrase. media sharing site: A website that enables members to manage media such as photos, videos, and music. mobile hot spot: Enables you to connect a phone, computer, or other device to the Internet through the cellular network. modem: A device that sends and receives data over cable or telephone lines. navigate: To move from one webpage to another in a browser. navigation bar: In a browser, a set of buttons or hyperlinks that allows visitors to move to any page within a website. net neutrality: The concept that one website has the same value or priority as other websites, resulting in equal, unrestricted access to each site.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

online social network: An online community where users can share their interests, ideas, stories, photos, music, and videos online with other registered users. Also called a social network or social media. paraphrase: To restate an idea using different words from the original; paraphrasing someone else’s idea still constitutes plagiarism, which is claiming someone else’s idea as your own. plagiarism: Taking someone else’s work and passing it off as your own. portal: A website that combines pages from many sources and provides access to those pages. Also called web portal. protocol: A standardized procedure used by computers to exchange information. public domain: The item, such as a photo, is available and accessible to the public without requiring permission to use, and therefore is not subject to copyright. query: With regards to the Internet, a search term entered into a search engine on the web to obtain results. In a database, a database object is used to specify criteria that extract data based on criteria that the query creator specifies. Criteria are conditions for a field. responsive web design: A way to provide content so that it adapts appropriately to the size of the display on any device, such as on a laptop or a smartphone. search engine optimization (SEO): Tools to allow search engines to better find or index your website. search engine: Software used by search sites to locate relevant webpages by creating a simple query based on your search criteria and storing the collected data in a search database. search operator: A character, word, or symbol that focuses a web search. Also called a Boolean operator. search tool: An electronic tool that finds online information based on criteria you specify or selections you make. social media site: An online community where users can share their interests, ideas, stories, photos, music, and videos online with other registered users. Also called a social network or social media. Also called an online social network or social network site.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

social network site: An online community where users can share their interests, ideas, stories, photos, music, and videos online with other registered users. Also called an online social network or social media site. specialized search tool: A search tool that concentrates on specific resources, such as scholarly journals or the United States Congress. specialty search engine: A search engine that lets you search databases, news providers, podcasts, and other online information sources that general search engines do not always access. spider: Software that combs the web to find webpages and adds new data about them to the database. Also called crawler. start page: The main webpage around which a website is built, or the webpage opens every time you start a browser. Also called a home page. static webpage: The webpage where the content does not change very often. subject directory: An online guide to subjects or websites, usually arranged in alphabetic order. Also called a web directory. top-level domain (TLD): The three-letter extension after the period in a domain name, the TLD identifies the type of organization associated with the domain.

Transport Layer Security (TLS): Technology used to encrypt data that helps protect consumers and businesses from fraud and identity theft when conducting commerce on the Internet. uniform resource locator (URL): The webpage address that identifies the location of website on the Internet. usage right: A right that indicates when you can use, share, or modify the images you find online. web app: An app stored on an Internet server that can be run entirely in a web browser. web directory: An online guide to subjects or websites, usually arranged in alphabetic order. Also called a subject directory. web portal: A website that combines pages from many sources and provides access to those pages. Also called a portal. web server: An Internet computer that stores webpages.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

web: A collection of webpages located on computers around the world, connected through the Internet. Originally known as the World Wide Web. webpage: A specially formatted electronic document that can contain text, graphics, sound, video, and links to other webpages. website: A collection of webpages. Often shortened to “site.”

Wi-Fi: A wireless data network technology that provides high-speed data connections that do not require a physical connection. It is used for mobile devices. wiki: A collaborative website where you and your colleagues can modify and publish content on a webpage. wildcard: A special symbol that substitutes for unknown characters in search text; the most common are the question mark (?), which stands for any single character, and the asterisk (*), which represents any group of characters. word stem: The base of a word.

World Wide Web Consortium (W3C): One of the leading organizations that sets guidelines for the web and that work together to write web standards.

World Wide Web: A collection of webpages located on computers around the world, connected through the Internet. Also called the web. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: • •

Added a section on connecting to the Internet, which includes discussion of ISPs, Wi-Fi, and hotspots.

New section on Net Neutrality (moved up from Module 10 in previous edition)

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MODULE OUTLINE I.

Explain the Role of the Web in Daily Life a. Define Web Browsing Tools I. Browsers II. Webpage Identification

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

II.

III.

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V.

VI. VII. VIII. IX. X.

III. Webpage Navigation b. Connect to the Internet c. Explain the Purpose of a Top-Level Domain d. Describe Internet Standards Describe Websites and Webpages a. Identify Types of Websites b. Explain the Pros and Cons of Web Apps c. Identify the Major Components of a Webpage d. Identify Secure and Insecure Websites Use E-Commerce a. Explain the Role of E-Commerce in Daily Life b. Use E-Commerce in Business Transactions c. Use E-Commerce in Personal Transactions I. E-Commerce Security d. Explain How to Find E-Commerce Deals Explain How Information Literacy Applies to Web Searches and Research a. Define Information Literacy b. Explain How Search Engines Work c. Use Search Tools and Strategies d. Refine Web Searches e. Evaluate the Pros and Cons of Net Neutrality Conduct Online Research a. Use Specialty Search Engines b. Evaluate Online Information c. Gather Content from Online Sources I. Creative Commons d. Apply Information Literacy Standards Module 2 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

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© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

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Explain the role of the web in daily life. Were you aware of the difference between the terms “web” and “Internet?” What websites do you visit often?

For what purpose? Have you ever visited a website that was not responsive?

What was your experience?

2 Describe websites and webpages. Have you ever used a content aggregator or social bookmarking site? For what purpose? Which site(s)? Do you ever share your own media on sites such as YouTube? How concerned are you about website security? Have you ever had an encounter with a website that was not secure? What did/could you do in this instance?

3 Use e-commerce. Do you conduct more B2C or C2C e-commerce? Describe your experiences with both. Do you prefer to shop in person in a store or online? Why? What are the pros and cons of each to you? What precautions do you take when exchanging payment information online?

4 Explain how information literacy applies to web searches and research. What type of search operators (if any) do you typically use in a search? How will you apply what you learned in this module going forward? Are you for or against net neutrality? Why?

5 Conduct online research. Have you ever felt like a site you are using is not accurate? How could/did you come to that conclusion? After reading about copyrights, public domain, fair use, and other terms in this module, have you ever misused someone else’s intellectual property? What could/can you do about it now? How will you change how you do research based on what you have learned? [return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

ADDITIONAL ACTIVITIES AND ASSIGNMENTS There are four questions per learning objective. For the classroom activities, the heading for the section that includes the topic is listed.

Lesson 1: Explain the role of the web in daily life.

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Classroom activity 1: (Connect to the Internet) Do a poll in the class about what ISPs students use. Which ISP is most popular? For what reason have people chosen it? Does anyone in the class have a wired network at home, school, or work? Is 5G Internet service available in your area?

2 Classroom activity 2: Explain the Purpose of a Top-Level Domain.

TLDs and Accuracy. Find examples of some of the popular TLDs in the United States and discuss the differences that can occur based upon who runs the website. Do you notice a difference with some types of TLDs in terms of credibility, bias, or reliability? Which TLDs do you trust the most, which do you eye with skepticism (if any), and why?

3 Quick Quiz: A webpage where the content does not change often is called ______. (Answer: static)

4 Critical Thinking: Discuss who should set standards about what type of content should be available on the Internet, and what the standards of conduct should be (if any)? What are some of the challenges with enforcing Internet standards? How, if at all, can these be overcome?

Lesson 2: Describe Websites and Webpages

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Classroom activity 1: (Identity Types of Websites) Compile a list of all the activities that can be completed online and find examples of these websites. Some suggestions include: play games; access news, weather, and sports information; download or read books; participate in online training; attend classes; download and share media; shop for goods and services; conduct research; pay bills; communicate with people conduct banking and finance activities.

2 Classroom activity 2: Do a classroom poll for what web apps students use most often and for what purpose. Does your school provide access to web apps? Do you prefer other programs than what are offered? Describe the purpose of and advantages of collaborative web apps.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

3 Quick Quiz: Match the major components of a website to their definitions.

1 2 3 4 5

4

Header Navigation bar Body Sidebar Footer a. Provides supplemental material, such as ads and links b. The main content area c. Lists links to other parts of the website d. Includes the logo and the title e. Lists information such as when the webpage was last

Answer: 1-d, 2-c, 3-b, 4-a, 5-e Critical Thinking: How does our reliance on the Internet impact interpersonal communications? Think about the activities that you now conduct online and which you used to conduct in person or via phone. Does our reliance on technology close us off socially from one another, or does it lead to closer relationships (keeping track of friends via social media that we might have otherwise lost touch with, for example)?

Lesson 3: Use E-Commerce

1. Classroom activity 1: (Use E-commerce in Personal Transactions) Investigate the following payment types and discuss their attributes. What are the pros and cons of each? A) PayPal, B) Venmo, C) Apple Pay, and D) Google Wallet.

2. Classroom activity 2: (Explain the Role of E-commerce in Daily Life) Compare and contrast the three types of e-commerce websites. What attributes does each need to be successful? Divide the class into three groups, and have each group create a plan of what their website would look like. Present your plan to the other groups.

3. Quick Quiz: Retail websites often track the consumer’s preferences by using _______. (Answer: cookies)

4. Critical Thinking: Discuss the impact that online retail has had on storefront businesses. Is it a positive or negative to our economy? Think about the last time you went to a small privately owned bookstore, toy store, etc. Are we discouraging small business owners with our emphasis on the retail economy?

Why are some online stores adding physical locations?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 2: The Web

Lesson 4: Explain How Information Literacy Applies to Web Searches and Research 1. Classroom activity 1: (Use Search Tools and Strategies) Assign a subject for the class to research, and then discuss the search strategy. Use the steps from Figure 2-19 as a model and use your specific topic to illustrate how each of these steps would lead you to information.

2. Classroom activity 2: (Evaluate the Pros and Cons of Net Neutrality) Research the current laws enacted or proposed regarding net neutrality. Do the laws favor ISPs or users of the Internet? Why did you reach that conclusion? Explain whether you personally would benefit or not from these laws and explain why.

3. Quick Quiz: To describe what you want to find and produce a list of results that include _______. (Answer: keywords) 4. Critical Thinking: What is information literacy, and how is it measured? What are some ways that we can become more informationally literate?

Lesson 5: Conduct Online Research 1. Classroom activity 1: (Apply Information Literacy Standards) Research your school or instructor’s policies regarding citations and plagiarism.

Write a two paragraph essay on a topic relevant to this module, such as net neutrality or copyright licenses. Use proper citation on at least two sources using your school or instructor’s preferred style.

2. Classroom activity 2: (Evaluate Online Information) How can we best determine what information, if any, on the Internet is valid?

What does “fake news” mean to you? Discuss how a rumor can become “fact” much easier on the Internet by playing a game of “telephone” with the class and comparing it to social media platforms.

3. Quick Quiz: A nonprofit organization that helps content creators keep the copyright to their materials while allowing others to use, copy, or distribute their work is _______. (Answer: Creative Commons) 4. Critical Thinking: If you created a song, photograph, writing, or movie, what steps would you take (if any) to protect it before distribution? Would you be willing to make it public domain. Why or why not? Would your answer depend upon the type of media created? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 8 Module Outline.................................................................................................................... 8 Additional Discussion Questions ....................................................................................... 9 Additional Activities and Assignments ............................................................................ 10

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to the various types of hardware with which they will interact or rely on as they use computers and networks. They will learn to differentiate between input and output, and identify types of input and output devices, such as audio or print. Lastly, they will be introduced to hardware maintenance and troubleshooting, with an emphasis on how to identify and attempt to fix common hardware issues.

MODULE OBJECTIVES The following objectives are addressed in this module: • • •

Categorize the various types of hardware and processors.

Demonstrate familiarity with input and output devices.

Maintain hardware components.

[return to top]

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules.

3D printer: Uses a process called additive manufacturing to create an object by adding material one horizontal layer at a time to print solid objects. adapter: An external battery that provides power to the laptop and helps its battery recharge. all-in-one computer: Similar to a desktop computer, but the monitor and system unit are housed together. arithmetic logic unit (ALU): Responsible for performing arithmetic operations in the CPU. ASCII: An 8-bit coding scheme, which means that the 8 bits are used to represent text and symbols in computers and other devices. benchmark: A test run by a laboratory or other organization to determine processor speed and other performance factors.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

binary system: A number system that has two digits, 0 and 1. bit: (Short for binary digit), the smallest unit of data a computer can process. bus: Wires on which data travels to and from the CPU. bus width: Determines the speed at which data in a computer travels, also referred to as word size. byte: When 8 bits are grouped together, they form a byte. A byte can represent a single character in the computer or mobile device. central processing unit (CPU): A complex integrated circuit consisting of millions of electronic parts and is primarily responsible for converting input (data) into meaningful output (information). clock speed: The speed at which a processor can execute instructions. Clock speed either can be measured in Megahertz (MHz) or gigahertz (GHz). cloud storage: Storing electronic files on the Internet, not on a local computer; often called storing data “in the cloud.” control unit: Manages the flow of instructions within the processor. cycle: The smallest unit of time a process can measure. dance pad: Game controller that is a flat, electronic device divided into panels that users press with their feet in response to instructions from the video game. desktop computer: Computer that typically consists of the system unit, monitor, keyboard, and mouse. device driver: A program that controls a device attached to your computer, such as a printer, monitor, or video card. digital camera: A camera that creates a digital image of an object, person, or scene, and allows you to download or send pictures or videos to a computer. digital pen: A small device, shaped like a pen, that you can use to draw, tap icons, or tap keys on an on-screen keyboard, similar to a stylus, but is more capable because it has programmable buttons. earbuds: Speakers that are small enough to place in your ears. external hard drive: Storage drive housed in a separate case and typically connected to your computer using a USB cable.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

firmware: The instructions on a ROM chip, which can enable your computer to perform additional tasks or fine-tune how your computer communicates with other devices. flash memory: A type of nonvolatile memory that can be erased electronically and rewritten. form factor: The shape and size of a computer. game controller: An input device you use when playing a video game. gamepad: Game controller held in both hands that controls the movement and actions of players or objects. On gamepads, users press buttons with their thumbs or move sticks in various directions to trigger events. hard drive: The most common storage medium on a computer; can be magnetic or solid state. headphones: Output device that consists of a pair of small listening devices that fit into a band placed over your ears. headset: Includes one or more headphones for output, and a microphone for input. input device: Communicates instructions and commands to a computer, which then translates the input into data that the computer can interpret. Common input devices are keyboard, touchscreen, mouse, stylus, scanner, microphone, and game controller. joystick: Game controller with a handheld vertical lever, mounted on a base, that you move in different directions to control the actions of the simulated vehicle or player. keyboard: Input device that contains not only characters such as letters, numbers, and punctuation, but also keys that can issue commands. laptop: A portable computer that is smaller than the average briefcase and light enough to carry comfortably; often called a notebook. memory card: A removable flash memory storage device, usually no bigger than 1.5 inches in height or width, that you can insert and remove from a slot in a computer, digital camera, mobile device, or card reader/writer. microphone: Used to enter voice or sound data into a computer. mobile device: A portable or handheld computing device, such as a smartphone or a tablet, with a screen size of 10.1 inches or smaller.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

motherboard: A circuit board inside a computer that contains the microprocessor, the computer memory, and other internal devices. motion-sensing controller: Game controller that allows users to guide on-screen elements with air gestures. mouse: The most common type of pointing device used with computers. multi-core processor: Processor with multiple cores. multitouch screen: A display that can respond to multiple fingers touching the screen simultaneously. nonvolatile memory: Permanent memory whose contents remain on the computer or device even when it is turned off. optical media: CDs, DVDs, and Blu-ray discs (BDs), and use laser technology for storage and playback. output device(s): Conveys information from the computer to the user, based on the data and instructions that are input by the user. Common output devices include displays, speakers, headphones, projectors, and printers. paging file: A file on a hard disk that the operating system uses to hold parts of programs and data files that do not fit in RAM. Also called a swap file. peripheral device: A device such as a keyboard, mouse, printer, or speakers that can connect to and extend the capability of a computer. platform: The software, or operating system, a device uses. plug-and-play: Devices that begin functioning properly as soon as you connect them to your computer. pointing device: A device used to point to and select specific objects on the computer screen. Examples of point devices include a mouse, touchpad, and trackball. port: A slot on the computer or device where you can attach a peripheral device. power-on self test (POST): At startup, a sequence that tests all computer components for proper operation. printer: Creates hard copy output on paper, film, and other media. processor cache: Stores frequently used data next to the processor so that it can easily and quickly be retrieved.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

projector: Displays visual output from a computer on a large surface such as a wall or screen.

QR code: A square-shaped graphic that corresponds to a web address or other information; QR is short for quick response. random access memory (RAM): The storage location that is part of every computer and that temporarily stores open apps and document data while a computer is on. read-only memory (ROM): Permanently installed memory on your computer attached to the motherboard. The ROM chip contains the BIOS, which tells your computer how to start. restore: Returning an operating system or files back to their default settings, or migrating back to the operating system’s previous version. scanner: A input device that converts an existing paper image into an electronic file that you can open and work with on your computer. smartphone: An Internet-capable phone that usually also includes a calendar, an address book, and games, in addition to apps. solid state drive (SSD): A hard drive without moving parts that is faster and more durable than magnetic drives. CC 3-7 speaker: An output device used to convey audio output, such as music, voice, sound effects, or other sounds. stylus: A pen-shaped digital tool for making selections and entering information on a touchscreen, as well as draw, tap icons, or tap keys on an on-screen keyboard. surge suppressor: A device that prevents power fluctuations from damaging electronic components. swap file: Data that cannot fit in RAM and uses an area of the hard disk called virtual memory. Also called a paging file. tablet: A small, flat computer with a touch-sensitive screen that accepts input from a digital pen, stylus, or your fingertip. touchpad: A flat surface that is touch-sensitive, and you move your finger around the touchpad to move the pointer on the screen. touchscreen: A display that lets you touch areas of the screen to interact with software.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

trackball: A stationary pointing device with a ball anchored inside a casing, as well as two or more buttons.

Unicode A 16-bit coding scheme that is an extension of ASCII and can support more than 65,000 symbols and characters, including Chinese, Japanese, Arabic, and other pictorial characters. uninterruptible power supply (UPS): A device that maintains power to computer equipment in case of an interruption in the primary electrical source, usually in the form of a short-term battery backup that comes on automatically in case of power loss.

USB flash drive: A removable storage device for folders and files that you plug into a USB port on your computer; makes it easy to transport folders and files to other computers; also called a pen drive, flash drive, jump drive, keychain.

USB hub: An external device that contains many USB ports. video card: A circuit board that processes image signals. virtual memory: The capability of an operating system to temporarily store data on a storage medium until it can be “swapped” into RAM. voice synthesizer: Voice output that converts text to speech. volatile memory: Memory that is temporary and loses its contents when the power is turned off. webcam: A camera built-in to a computer, which is primarily used for videoconferencing, chatting, or online gaming. wheel: A type of game controller that mirrors the functionality of a steering wheel in a vehicle. Turning the wheel will turn the vehicle you are driving in the game. word size: Determines the speed at which data in a computer travels, also referred to as bus size. [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • • •

New figures 3-1 and 3-2 have been added to visually differentiate how computers interact with data and information.

New figure 3-18 has been added to visually differentiate between ROM and RAM. Added coverage of QR codes as input methods.

Content has been rearranged to group hardware devices with similar functions together.

[return to top]

MODULE OUTLINE I.

II.

III.

Categorize the Various Types of Hardware and Processors a. Differentiate between Input and Output Devices b. Explain How Computers Represent Data c. Identify Types of Computers and Processing Components I. Computer Types II. Peripheral Devices III. Storage Solutions IV. The CPU V. Memory d. Explain Considerations When Purchasing a Computer Demonstrate Familiarity with Input and Output Devices a. Investigate Input Devices I. Manual Input II. Touchscreen Input III. Audio and Visual Input IV. Gaming Input b. Experiment with Output Devices I. Display Output II. Audio Output III. Print Output c. Explain How to Install Computer Hardware Maintain Hardware Components a. Measure Hardware Performance

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

IV. V. VI. VII. VIII.

b. Troubleshoot Hardware Problems c. Maintain Computer Hardware d. Restore a Device Module 3 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

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Categorize the various types of hardware and processors. What type(s) of devices do you use daily? What tasks do you do exclusively on one type of device, such as a smartphone, and what other tasks do you accomplish using a variety of devices? What types of peripheral devices do you have access to?

2 Demonstrate familiarity with input and output devices. Do you prefer using touchscreens or other input devices such as a stylus or keyboard? Why? For what purpose do you rely on audio output devices? Do you prefer headsets, headphones, or ear buds? Why? How often do you use a printer, and for what purpose? Has your use of printers changed in the past five years? If so, how?

3 Maintain hardware components. Explain a situation where you found your device or an app to be not working properly. What did you do? What have you learned in this module that you could apply for the next time this occurs? How do/can you prevent hardware failures? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

ADDITIONAL ACTIVITIES AND ASSIGNMENTS There are four questions per learning objective. For the classroom activities, the heading for the section that includes the topic is listed.

Lesson 1: Categorize the Various Types of Hardware and Processors.

1. Classroom activity 1: (Identify Types of Computers and Processing Components) Choose a computer type. Divide the classroom up into groups, with each group researching one of the following: desktops, all-in-ones, laptops, and tablets.

Have each group present the following to the group: what are the pros and cons of their form, three different examples of their form along with its hardware specification and price.

2. Classroom activity 2: (Differentiate Between Input and Output Devices) List types of input devices. Rank them in order of your preference. Compare your list to others’. Discuss the reasons why you might choose each input device, including for which computer types they are best suited, or any accessibility requirements you have.

3. Quick Quiz: Identify whether the following types of RAM are volatile or nonvolatile: • • • •

Flash memory SRAM MRAM DRAM

Answer: • • • •

Flash memory—nonvolatile SRAM—volatile MRAM—nonvolatile DRAM - volatile

4. Critical Thinking: Should people just automatically buy the most expensive computer they can afford? Why might it not be a good idea to start from price instead of starting from needs and hardware specifications?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 3: Hardware and Processors

Lesson 2: Demonstrate Familiarity with Input and Output Devices.

1. Classroom activity 1: (Investigate Input Devices) The electronic gaming industry has become huge. Discuss the differences between computer and console gaming—consider price, technical specifications, and convenience. Research the different types of input devices that can be used and the types of games that they are used with. Consider the VR movement and its impact on gaming.

2. Classroom activity 2: (Experiment with Output Devices) Research the different types of printers, and discuss their pros and cons.

Consider their price, quality, and what types of uses each printer is best suited towards. What are some of the uses for 3-D printing?

3. Quick Quiz: A stationary pointing device with a ball anchored inside a casing, as well as two or more buttons is called a/n ________. (Answer: trackball) 4. Critical Thinking: What are some of the uses for input and output devices for those with accessibility issues? How can the use of input and output technology help those who have disabilities?

Lesson 3: Maintain Hardware Components 1. Classroom activity 1: (Troubleshoot Hardware Problems) Put all the common hardware problems from Table 3-5 into a bucket or make a wheel which class members can use to randomly select problems. One class member randomly chooses a hardware problem, and then class discusses ways to troubleshoot the problem.

2. Classroom activity 2: (Restore a Device) Demonstrate how one would restore the operating system from the following platforms: Windows, macOS, Google Android, Apple iOS. At what point is a restore warranted? Should other troubleshooting steps be tried first? Discuss the importance of backing up files prior to a restore.

3. Quick Quiz: The speed at which a processor can execute instructions is called ______. (Answer: clock speed) 4. Critical Thinking: Which types of hardware issues are self-solvable, and when should you engage the services of a technician? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 6 Module Outline.................................................................................................................... 6 Additional Discussion Questions ....................................................................................... 7 Additional Activities and Assignments .............................................................................. 8

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to terms and concepts that will help them as they learn in later modules and become digital citizens. They will begin to analyze how they use technology and the rights and responsibilities that go along with technology use. Basic terms such as computer, data, information, hardware, and software are introduced. More complex topics such as the Internet of Things, the digital divide, and accessible technologies are introduced to help lay the groundwork for the remaining modules.

MODULE OBJECTIVES The following objectives are addressed in this module: • • • •

Examine the types of operating systems.

Explain how an operating system works.

Personalize a computer operating system to increase productivity.

Manage files and folders.

[return to top]

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules. active window: The window you are currently using, which appears in front of any other open windows. administrator account: Provides full access to the computer; additional responsibilities associated with an administrator account include installing programs and apps, adjusting security settings, and managing network access. boot process: Triggers a series of steps and checks as the computer loads the operating system. bootstrap program: A built-in startup program that executes a series of tests to check components, including the RAM, keyboard, and storage, and identifies connected devices and checks their settings. buffer: An area of memory that stores data and information waiting to be sent to an input or output device.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

button: An icon you click to execute commands you need to work with an office app.

Close button: In a Windows title bar, the rightmost button; closes the open window, app, or document. closed source: A program that keeps all or some of the code hidden, enabling developers to control and profit from the program they create. data file: A file that contains words, numbers, and pictures that you can manipulate.

A spreadsheet, a database, a presentation, and a word-processing document are examples of data files. default settings: Standard settings that control how the screen is set up and how a document looks when you first start typing. desktop: An operating system screen that contains icons for programs and files, as well as toolbars, taskbars, menus, and buttons you can use to start programs and apps. Also called home screen. desktop operating system: An operating system installed on a single computer. Also called a PC (personal computer) operating system. Examples include Microsoft Windows, Apple’s macOS, UNIX, Linux, and ChromeOS. dialog box: A window with controls that lets you tell Windows how you want to complete an application program’s command. executable file: Contains the instructions your computer or device needs to run programs and apps. file: A collection of information stored on your computer, such as a text document, spreadsheet, photo, and song. file format: The organization and layout of data in a file. folder: A named location on a storage medium that usually contains related documents. folder window: A window that displays the contents of a folder, drive, or device. gigabyte (GB): 1 billion bytes of data. graphical user interface (GUI): A collective term for all the ways you interact with the device; a GUI controls how you interact with menus, programs and apps, and visual images such as icons by touching, pointing, tapping, or clicking buttons and other objects to issue commands.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

home screen: An area on a mobile device that contains icons for programs and files, as well as toolbars, taskbars, menus, and buttons you can use to start programs and apps. Also called desktop. icon: A small picture that represents a program, file, or peripheral device. kernel: The core of an operating system; manages memory, runs programs, and assigns resources. kilobyte (KB): Thousands of bytes of data. library: A special folder that catalogs specific files and folders in a central location, regardless of where the items are stored on your device.

Maximize button: On the right side of a window’s title bar, the center button of three buttons; is used to expand a window so that it fills the entire screen. megabyte (MB): Millions of bytes of data. menu: A list of related items, including folders, applications, and commands.

Minimize button: On the right side of a window’s title bar, the leftmost button of three buttons; is used to reduce a window so that it only appears as an icon on the taskbar. mobile operating system: Has features similar to those of a desktop operating system, but is focused on the needs of a mobile user and the capabilities of the device. natural user interface (NUI): A GUI interface that enables you to train it to respond to your gestures and voice commands. open source: A program or app (including an operating system) that has no restrictions from the copyright holder regarding modification and redistribution; users can add functionality and sell or give away their versions to others. operating system (OS): A program that manages the complete operation of your computer or mobile device and lets you interact with it. partition: A section of a hard disk that functions like a separate disk; also called a volume.

PC (personal computer) operating system: An operating system installed on a single laptop or desktop computer. Also called a desktop operating system. Examples include Microsoft Windows, Apple’s macOS, UNIX, Linux, and ChromeOS. program window: On a desktop or laptop computer, it displays a running program.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

resource: In an operating system, this is a component required to perform work, such as the processor, RAM, storage space, and connected devices.

Restore Down button: On the right side of a maximized window’s title bar, the center of three buttons reduces a window to its last non-maximized size; in a restored window, this button changes to the Maximize button. server operating system: Multiuser operating system because it controls a single, centralized server computer that supports many users on networked computers. shortcut: Link to a file, folder, or app that appears on the desktop.

Software as a Service (SaaS): Software that is distributed online and sometimes costs a monthly subscription or an annual fee. spooling: Placing data into a buffer. system software: The software that runs a computer, including the operating system and utilities. terabyte: Trillions of bytes of data; A digital storage amount equivalent to 1,000 gigabytes. user account: Identifies to Windows the resources, such as apps and storage locations, a user can access when working with the computer. utility: An app or program that enables you to perform maintenance-type tasks related to managing the computer or device. virtual machine (VM): Enables a computer or device to run another operating system in addition to the one installed. virtualization: The practice of sharing computing resources, such as servers or storage devices, among computers and devices on a network. volume: A section of a hard disk that functions like a separate disk; also called a partition. window: A rectangular-shaped work area that displays an app or a collection of files, folders, and tools. [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • •

Definition of NUI (natural user interface) is covered with GUIs. Expanded section on Selecting an Operating System.

Content has been updated and is presented in a more device-diagnostic manner to ensure coverage goes beyond Windows and PCs and includes mobile devices.

[return to top]

MODULE OUTLINE I.

II.

III.

Examine the Types of Operating Systems a. Explain How You Interact with an Operating System I. Operating System Features b. Classify Operating System Types I. Operating System Models II. Closed vs. Open Source c. Select an Operating System d. Differentiate Among Operating Systems I. Desktop Operating Systems II. Mobile Operating Systems III. Server Operating Systems Explain How and Operating System Works a. Explain the Role of an Operating System I. Files and Folders b. Describe How an Operating System Manages Memory c. List Steps in the Boot Process Personalize an Operating System to Increase Productivity a. Customize an Operating System b. Customize Hardware using System Software c. Manage Windows d. Use Administrative Tools I. Utilities e. Adjust Power Settings f. Run More than One Operating System g. Manage User Accounts

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

IV.

V. VI. VII. VIII. IX.

Manage Files and Folders a. Protect Files b. Compress and Uncompress Files c. Save Files and Folders to File Systems d. Determine File Properties e. Manage File Names and File Placement f. Manage Folder Names and Folder Placement Module 4 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 40 minutes total. Students apply their knowledge of module concepts.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1

Examine the types of operating systems. What experiences have you had with the different desktop, server, and mobile operating systems covered in the module. For what purposes did you use them? What are your general impressions, based upon their experiences?

2 Explain how an operating system works. How does the operating system you use impact your choice of and use of input and output devices? What other roles does the operating system play in your efficiency and convenience?

3 Personalize a computer operating system to increase productivity. What experiences do you have, if any, with using a virtual machine? For what purposes do/could you use one? What security benefits and risks does a VM have?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

4 Manage files and folders. What organization structure do you use to organize your files and folders? Are your files and folders named so that you can easily find things without searching? If not, what steps can you take to make your files and folders more organized? [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS Examine the types of operating systems.

1. Classroom activity 1: (Differentiate Among Operating Systems) Assume that the class is designing a new mobile operating system. Discuss what attributes the mobile operating system should have. Use the two main operating systems, iOS, and Android, and discuss what similarities and differences you would want your operating system to have from these two models. Should it be closed or open source, and why? Finally, determine a name for your new operating system.

2. Classroom activity 2: (Classify Operating System Types) What are some examples of programs that use the Software as a Service model? What are the benefits and drawbacks? How do you feel about manufacturers switching to SaaS-only models. Why?

3. Quick Quiz: An operating system that is distributed under the terms of a General Public License (GPL), which allows you to copy the OS for your own use, to give to others, or to sell, is _________. (Answer: Linux)

4. Critical Thinking: Should operating system updates be mandatory? Discuss why software computers might want to implement such a policy and the pros and cons.

Explain how an operating system works.

1. Classroom activity 1: (Describe How an Operating System Manages Memory) Discuss the steps that you would take with a computer that won’t complete the boot up process. What are the possible factors that could be impacting this? How would you proceed with troubleshooting such an issue?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

2. Classroom activity 2: (Use Technology in Daily Life) You are troubleshooting a computer with slow performance. Draft a list of questions that you would want to ask about memory. Explain how memory can impact a computer’s performance and any possible recommendations you might make about memory on a computer with slow performance.

3. Quick Quiz: Data and instructions entered into the memory of a device is referred to as _____________. (Answer: input)

4. Critical Thinking: What is the difference between volatile and nonvolatile memory? Provide examples of each.

Personalize a computer operating system to increase productivity

1. Classroom activity 1: (Use Administrative Tools). Show the Settings Panel, Control Panel, Task Manager, or equivalent tools from the operating system students use. Discuss the actions they can take using each and under what circumstances each might be preferable.

2. Classroom activity 2: (Customize Hardware Using System Software). Discuss and look at what hardware settings can be changed to accommodate those with accessibility issues. What can be done in terms of customization of input devices (pointing devices and keyboard) to help users?

3. Quick Quiz: An operating system controls your computer by managing the components required to perform work, such as the processor, RAM, storage space, and connected devices, which are called its _________. (Answer: resources)

4. Critical Thinking: What utilities should be used regularly by the average user, and for what purposes?

Manage files and folders

1. Classroom activity 1: (Compress and Uncompress Files). Demonstrate the process of compressing and uncompressing a file/folder for the class to illustrate the amount of space saved.

2. Classroom activity 2: (Manage File Names and File Placements). Assume that you are going to type class notes for this class and organize them into a file management system. Discuss files/folder structure that you would use to keep everything organized. What naming convention would you use for your files?

What file extension do you think your notes would use, and why?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 4: Operating Systems and File Management

3. Quick Quiz: A virtual machine runs in a separate section of a hard disk called a/n _________. (Answer: partition or volume)

4. Critical Thinking: What type of information is available in the file properties area? Why is this information valuable? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 7 Module Outline.................................................................................................................... 8 Additional Discussion Questions ....................................................................................... 9 Additional Activities and Assignments ............................................................................ 10

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to the types of apps they will encounter for personal and professional use. They will compare web apps, native apps, local apps, etc. to determine their similarities and differences. Students will learn about collaborative app suites, such as Microsoft Office, and the common features of word processing, spreadsheet, presentation, and database apps and other apps that may be a part of a collaborative or productive suite. Lastly, they will learn about graphics app types and apps including photo editing, drawing, and more.

MODULE OBJECTIVES The following objectives are addressed in this module: • • •

Explain apps and their purposes.

Use common features of productivity apps.

Recognize graphics app.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules. absolute cell reference: A cell reference that does not change when the formula containing that reference is moved or pasted to a new location. animation: An effect you apply to an object that makes the object appear, disappear, or move. app: A type of software that can be installed and run on a computer, tablet, or smartphone. argument: Information necessary for a formula or function to calculate an answer.

Big Data: Large and complex data sources that defy easy handling with traditional data processing methods. bitmap: A grid of square colored dots, called pixels, that form a picture; assigns a color to each pixel in a graphic. Also called raster or vector format. bitmap graphic: A grid of square colored dots, called pixels, that form a picture; also, a file containing a graphic that consists of a bitmap.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

built-in function: A feature in spreadsheet apps that performs financial, mathematical, logical, date and time, and other calculations. cell: The box formed by the intersection of a column and a row. cell address: A cell’s location, expressed by its column letter and row number, such as A1. chart: A graphic that represents data using bars, columns, dots, lines, or other symbols to make the data easier to understand and to make it easier to see the relationships among the data. Sometimes called a graph. clip art: Premade pictures and symbols you can use in electronic documents. communications app: An app that provides tools for sharing or receiving information. conditional formatting: Special formatting that is applied if values meet specified criteria. control: In a database, any form or report element such as a label, text box, or combo box. Specifies where content is placed and how it is formatted. database: A collection of data organized in a manner that allows access, retrieval, and reporting of that data. device management app: An app that provides tools for maintaining your computer or mobile device. document: An electronic file you create. document management tool: A tool that protects and organizes files, and lets you share documents with others. drawing app: An app that lets you create simple, two-dimensional images, which are often vector graphics. field: A column containing a specific property for each record, such as a person, place, object, event, or idea. field name: A column label that describes a field. Each field is assigned one. filter: To specify a set of restrictions to only display specific database records, online images, or files. font: A set of letters, numbers, and symbols that all have the same style and appearance.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

form: An object that provides an easy-to-use data entry screen that generally shows only one record at a time. formatting: The enhancement of how content appears on the screen via changes to its font, size, color, or alignment. Text formatting options involve changing the font, size, style, and color of text and adding special effects such as reflection, shadows, and outlining. form: In Access, an object that provides an easy-to-use data entry screen that generally shows only one record at a time. formula: A mathematical statement in a spreadsheet or table cell that calculates a value using cell references, numbers, and arithmetic operators such as +, -, *, and /. function: A predefined computation or calculation, such as calculating the sum or average of values or finding the largest or smallest value in a range of cells in spreadsheet software. graphics and media app: An app that allows you to interact with and edit digital media. insertion point: A blinking vertical line that appears when you click in a paragraph, cell, or text box; indicating where new text or an object will be inserted. local app: ? landscape orientation: The position of a page, slide, or worksheet so that the page, slide, or worksheet is wider than it is tall. macro: A small program you can create to perform repetitive tasks. mobile app: A native app that you access on a smartphone or tablet. mobile web app: An app stored on an Internet server that can be entirely run in a web browser using a smartphone or tablet. native app: An app written for a specific operating system and installed on a computer or mobile device. Also called a local app. on-screen keyboard: A keyboard displayed on-screen that includes keys for typing text, numbers, and symbols. operator: A mathematical symbol used in a formula to combine different values, resulting in a single value that is displayed within the cell. Examples of arithmetic operators include +, -, *, and /. page orientation: The direction in which content is printed on the page.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

paint app: An app designed for drawing pictures, shapes, and other graphics with various onscreen tools, such as a text, pen, brush, eyedropper, and paint bucket. personal interest app: An app that gives you tools to pursue your interests. photo and image editing app: An app that provides the capabilities of paint apps and lets you enhance and modify existing photos and images. pivot table: An interactive spreadsheet table designed to create meaningful data summaries that analyze worksheets containing large amounts of data from a range or table into a concise tabular format. pixel: Short for picture element, an individual point of color on a display screen or printout. Square-colored dots on a grid of raster or bitmap images. platform-specific: A mobile app designed for a specific operating system like Android or iPhone. portable app: An app that runs from a removable storage device such as an external hard drive or flash drive, or from the cloud. portrait orientation: The position of a page, slide, or worksheet so that the page, slide, or worksheet is taller than it is wide. presentation: A document that lets you create and deliver a dynamic, professionallooking message to an audience in the form of a slide show. presentation app: An app that lets you create visual aids for presentations to communicate ideas, messages, and other information to a group. productivity app: An app for personal use that you may use to create documents, develop presentations, track appointments, or stay organized. productivity suite: A collection of productivity apps such as Microsoft Office 365, Apple iWork, G Suite, or Apache OpenOffice.

Query: In a database, an object that provides a spreadsheet-like view of data, similar to that in tables; it may provide the user with a subset of fields and/or records from one or more tables. Also, SQL commands used to retrieve data. raster: Another name for bitmap images. Also called vector format. read-only access: A way to share files so others may read the file but cannot change it. record: In a database or spreadsheet, a row of data in a table, representing a complete set of field values for a specific person, place, object, event, or idea.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

relational database: A database that consists of a collection of tables that can be joined through a common field; each table contains information on a specific subject, stored in the same file. relational database management system (RDBMS): A software program in which data is organized as a collection of tables where items are organized in columns and rows.

Also called a relational database. relative cell reference: In a formula, a cell address that automatically changes to reflect the new location when the formula is copied or moved; the default type of referencing used in Excel worksheets; also called a relative reference. report: A database object that creates a professional printout of data that may contain enhancements such as headers, footers, and calculations on groups of records. scroll bar: Bars on the right edge (vertical scroll bar) and bottom edge (horizontal scroll bar) of a document window that lets you view a document that is too large to fit on the screen at once. slide master: The template for the slides in a presentation that contains theme elements and styles, text formatting, the slide background, and other objects that appear on all the slides in the presentation. slide show: A document that lets you create and deliver a dynamic, professionallooking message to an audience. Also called a presentation. sort: To organize data, such as table rows, items in a list, or records in a mail merge, in ascending or descending order, based on criteria such as date, alphabetical order, file size, or filename. sparkline: A quick, simple chart located within a cell that serves as a visual indicator of data trends. spreadsheet: A grid of cells that contain numbers and text; in Microsoft Excel, a spreadsheet is called a worksheet.

SQL (Structured Query Language): A language that provides a standardized way to request information from a relational database system. style: A named collection of formats that are stored together and can be applied to text or objects. synchronize: To make the data, settings, preferences, and apps set up the same way on all your devices, such as for web and native apps.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

table: In a relational database such as Microsoft Access, a collection of records for a single subject, such as all the customer records, organized in grids of rows and columns, much like worksheets in spreadsheet applications; the fundamental building block of a relational database because it stores all the data. template: A document that has been preformatted for a specific purpose (such as an invitation, a brochure, a flyer, a cover letter, or a resume). transition: The way a slide appears on the screen in place of the previous slide during a slide show. trendline: A line that represents the general direction in a series of data. vector graphics: A format for storing digital images that tends to be simple images composed of shapes, curves, lines, text, and diagrams created by mathematical formulas. video editing app: An app that allows you to modify a segment of a video, called a clip. view-only link: A link to a workbook on a OneDrive that can be viewed by users. what-if analysis: A way to explore the impact that changing input values has on calculated values and output values. word processing app: An app that includes tools for entering, editing, and formatting text and graphics. workbook: A collection of related worksheets contained within a single file. worksheet: A single sheet in a workbook file that is laid out in a grid of rows and columns. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: •

Content has been updated and is presented in a more device-diagnostic manner to ensure coverage goes beyond Windows and PCs and includes mobile devices. Clarification added to differentiate between “software” and “apps and programs.”

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

• •

The presentation section has added information about presenting over the web.

Content has been updated and revised to ensure currency.

[return to top]

MODULE OUTLINE I.

II.

III.

Explain Apps and Their Purposes a. Describe Types of Apps b. Identify Common Features of Apps c. Use Mobile Apps d. Describe the Pros and Cons of Mobile Apps e. List Additional App Categories Use Common Features of Productivity Apps a. Use Productivity Suites b. Use Collaboration Tools c. Use Word Processing Apps I. Word Processing Features II. Document Formatting III. Document Management d. Use Spreadsheet Apps I. Spreadsheet Features II. Spreadsheet Formatting III. Formulas and Functions IV. Spreadsheet Data Organization and Analysis V. Spreadsheet Charts e. Use Presentation Apps I. Presentation Formatting II. Transitions, Animations, and Templates III. Share and Display Presentations IV. Presentation Design and Delivery f. Use Database Apps I. Database Tables II. Database Queries III. Database Forms IV. Database Reports V. Database Management Recognize Graphics Apps a. Describe Paint Apps

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

IV. V. VI. VII. VIII.

b. Describe Photo Editing Apps c. Describe Drawing Apps Module 5 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Explain apps and their purpose. List the five apps you use most frequently.

Differentiate between the types of apps/devices upon which you use the apps.

If you use an app on multiple devices, describe the differences in features and capabilities, if any.

2. Use Common Features of Productivity Apps. Describe a project/document you have/could create using at least two productivity apps. For what purpose would you use each app? What issues might you encounter when combining the content from each app?

3. Recognize Graphics Apps. List the types of graphics you have used, and for what purpose. What have you learned that might change the format or type of graphic(s) you might use? Explain why. [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

ADDITIONAL ACTIVITIES AND ASSIGNMENTS Lesson 1 Explain Apps and Their Purposes

1. Classroom activity 1: (Describe Types of Apps) Research the native apps for the latest version of Android and iOS. Prepare a list for each mobile operating system and compare their similarities and differences.

2. Classroom activity 2: (Use Mobile Apps) Using Table 5-1, poll the class on how many use each type of app. What additional apps or app categories not listed do they use? Have students prioritize the app categories by listing them in order of how important they are to them.

3. Quick Quiz: An app that runs from a removable storage device is called a/n ______ app. (Answer: portable)

4. Critical Thinking: Discuss the trend of many mobile apps to track location and access your microphone, contacts, photos, and other personal information on your device. How do you feel about this trend? Are we as electronics consumers too trusting of technology, and what can we do to ensure privacy on our devices? Should these features be opted in or opt out?

Lesson 2: Use Common Features of Productivity Apps

1. Classroom activity 1: (Use Collaboration Tools) Form a pair or small group. Use a collaborative web app, such as one of the G Suite apps, to create a document. Each student should contribute content, and comment or make changes to others’ content.

2. Classroom activity 2: (Use Database Apps) You are the manager of a business that stores customer data, including credit card numbers and other sensitive personal information. Discuss what protocols you would implement to ensure that the data is entered correctly, not changed, or deleted, and secure from attacks.

3. Quick Quiz: To automatically apply formatting to all values that meet specified criteria, use ______ formatting. (Answer: conditional)

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 5: App Use

4. Critical Thinking: Discuss the impact the pandemic had on how presentations are delivered. What benefits do you personally see? What positive and negative consequences are there in business? In school? How have you used these technologies?

Lesson 3: Recognize Graphics Apps

1. Classroom activity 1: (Describe Photo Editing Apps) Poll the class to see what types of photo editing apps they use, and for what purpose. How do they store or categorize their photos? What features automatically apply metadata to their photos? Do they use this, and if so, how?

2. Classroom activity 2: (Recognize Graphics Apps) Have students use one of their own photos saved as a bitmap and change its size dramatically. Then take the same photo and save it as a vector image and compare the results.

3. Quick Quiz: Bitmap images are based on a grid of square colored dots called ______. (Answer: pixels)

4. Critical Thinking: Discuss the impact of applying filters or making other changes to photos before sharing them. Is this positive or negative? Why? Is it ever inappropriate to make edits to a photo? Why or why not? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 5 Module Outline.................................................................................................................... 5 Additional Discussion Questions ....................................................................................... 6 Additional Activities and Assignments .............................................................................. 7

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to the threats and risks to their devices, data, and personal information. They will learn about types of viruses and threat actors, and what each does. They will learn defensive strategies to prevent and recover from a virus or other attack, as well as how to protect their data and personal health.

MODULE OBJECTIVES The following objectives are addressed in this module: • • • •

Determine the risks associated with cybersecurity attacks.

Describe the hazards associated with using technology.

Apply defenses to repel cyber attacks.

Use protective measures against technology hazards.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules. adware: A type of spyware that changes your browser settings to display advertisements tailored to your interests. Not inherently harmful but can be annoying. antimalware software: Software that can combat various malware attacks to protect files. authentication: The process of ensuring that the person requesting access to a computer, or other resources is authentic, and not an imposter. biometrics: Using the unique characteristics of a body part for authentication. broker: Individuals willing to sell their knowledge of a vulnerability to other attackers or even governments. cyberbullying: Bullying that takes place on technology devices like cell phones, computers, and tablets using online social media platforms, public online forums, gaming sites, text messaging, or email. Cyberbullying includes sending, posting, or sharing negative, harmful, mean-spirited, and usually false content about another person.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

cybercriminal: A cyber attacker whose motivation is financial gain. cybersecurity: The practices, processes, and technologies used to protect devices, networks, and programs that process and store data in an electronic form. cyberterrorist: An attacker whose goal is to cause disruption and panic among citizens and whose motivation is ideological. data backup: A copy of a file or message that is stored in another location for safekeeping. ergonomics: An applied science that specifies the design and arrangement of items that you use so that you and the items interact efficiently and safely. e-waste: Electronic waste. Electrical or electronic equipment that no longer works or is no longer being used that is typically thrown away as garbage. hacktivist: Attackers who are strongly motivated by principles or beliefs, and who typically act alone or in small groups and target businesses or government agencies with which they disagree. identity theft: Using someone’s personal information, such as their name, Social Security number, or credit card number, to commit financial fraud. keylogger: Malware that silently captures a user's keystrokes, screen images, and other information without the user's knowledge. malware: Software that silently enters a device without the user's knowledge or permission and then performs a harmful action. multifactor authentication (MFA): A way to increase security when using passwords; Using or combining more than one authentication technique. password: A string of uppercase and lowercase letters, numbers, and symbols that when entered correctly, allow you to open a password-protected database or to obtain access to a Windows or Apple user's account. password manager: A program that helps you create and store multiple strong passwords in a single user “vault” file that is protected by one strong master password. patch: A software “fix” for a vulnerability found in a program. phishing: Sending an email or displaying a web announcement that falsely claims to be from a legitimate enterprise in an attempt to trick the user into giving private information.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

ransomware: A type of malware that prevents a user’s device from properly and fully functioning until a fee is paid. It embeds itself onto the computer in such a way that it cannot be bypassed, even by rebooting. repetitive strain injury (RSI): Aches and pains associated with repeated and longterm usage of the devices. script kiddie: An individual who wants to attack computers but lacks the knowledge of computers and networks needed to do so. They download freely available automated attack software (scripts) from websites and use it to perform malicious acts. social engineering: A means of using trickery to cause the victim to act in the attacker’s favor or give valuable information to the attacker. state actor: Government-sponsored cyber attackers who are launched against a government’s foes such as foreign governments or even citizens of their own nation that they consider hostile or threatening. strong password: A password longer than eight characters that uses a combination of uppercase and lowercase letters, numbers, and symbols. technology addiction: A behavioral hazard that occurs when a user is obsessed with using a technology device and cannot walk away from it without feeling extreme anxiety. threat actor: Formal term used to describe individuals or entities who are responsible for launching cyberattacks. trojan: Malware that pretends to be a program performing a normal activity, but also does something malicious. typo squatting: Registering fake look-alike websites so that users who enter misspelled URLs are directed to these sites. virus: A computer program designed to copy itself into other programs with the intention of causing mischief or harm, usually without the user’s knowledge or permission. weak password: A password that is short in length (less than 15 characters), uses a common word (princess), a predictable sequence of characters (abc123), or personal information (Braden). [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • •

New coverage of the importance of cybersecurity.

Expanded information about authentication.

Additional coverage on the risks of data collection.

[return to top]

MODULE OUTLINE I.

II.

III.

IV.

Determine the Risks Associated with Cybersecurity Attacks a. Define Cybersecurity b. Describe the Importance of Cybersecurity c. Explain the Difficulties of Cybersecurity d. Catalog Types of Attackers e. Contrast Different Cybersecurity Attacks I. Malware Attacks II. Social Engineering Attacks Describe the Hazards Associated with Using Technology a. Narrate the Risks of Data Collection b. Define Other Technology Hazards I. Physical Hazards II. Behavioral Hazards III. Environmental Hazards Apply Defenses to Repel Cyber Attacks a. Use Strong Authentication I. Passwords II. Multifactor Authentication (MFA) III. Biometrics b. Manage Patches c. Back Up Your Data d. Recognize Social Engineering Attacks e. Configure Your Web Browser settings f. Use Antimalware Software Use Protective Measures against Technology Hazards a. Secure Your Privacy b. Practice Good Ergonomics

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

V. VI. VII. VIII. IX.

c. Reduce E-Waste Module 6 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Determine the risks associated with cybersecurity attacks. Discuss why it is so difficult to prevent cyberattacks. One factor is universally connected devices. Why is this necessary? What could you not do if you were unconnected? What can you do to protect yourself?

2. Describe the hazards associated with using technology. Data collection happens constantly, even without your knowledge. What risks exist that make you reconsider your technological actions or activities? What have you learned that you can apply to defend yourself?

3. Apply defenses to repel cyber attacks. Discuss the types of passwords students have and how they manage them. Do any use biometrics? If so, how?

Do any use the same password for everything? Ask students to evaluate if their passwords are weak or strong, and without sharing the passwords, what changes they might make.

4. Use protective measures against technology hazards. Discuss the importance of reducing e-waste. Ask students to evaluate their own actions, as well as those of the school as a whole. What changes might they consider or recommend? Why? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

ADDITIONAL ACTIVITIES AND ASSIGNMENTS Lesson 1 Determine the Risks Associated with Cybersecurity Attacks 1. Classroom activity 1: (Catalog Types of Attackers) Research recent cyber attacks. Discuss the actions of the perpetrator and assess the damage caused. Were the threat actors caught? What should a punishment be for such a crime? What existing laws can be applied?

2. Classroom activity 2: (Contrast Different Cybersecurity Attacks) Poll the class to see if anyone has been a victim of a cybersecurity attack.

What type(s)? Were there any actions they took that they would reconsider to prevent another attack? What recommendations do students have?

3. Quick Quiz: Malware that pretends to be a program performing a normal activity but also does something malicious is a/n ______. (Answer: Trojan) 4. Critical Thinking: Discuss how user confusion impacts preventing and recognizing attacks. How can users evaluate and assess the information they receive in general, and with a specific device or app?

Lesson 2: Describe the Hazards Associated with Using Technology 1. Classroom activity 1: (Narrate the Risks of Data Collection) Form a pair or small group. List the top apps each member uses daily. Review the data collection policies for the apps. Do you think the policies are appropriate? Is data being collected that isn’t relevant to using the app? How does what you have learned make you consider your app usage?

2. Classroom activity 2: (Define Other Technology Hazards) Evaluate your school’s green computing measures. What recommendations do you have to improve them? What is the school doing well? How can you go about helping the school to be more energy efficient?

3. Quick Quiz: An injury associated with repeated and long-term usage of devices is called a/n ______ injury. (Answer: repetitive stress/strain) 4. Critical Thinking: Discuss the dangers of technology addiction. Have you ever known anyone who was affected by this? What can you do to help someone who is struggling with technology addiction?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 6: Cybersecurity and Safety

Lesson 3: Apply Defenses to Repel Cyber Attacks 1. Classroom activity 1: (Use Strong Authentication) Poll the class to see who routinely uses multifactor authentication for their devices and apps. What types of MFA combinations are most widely used? For what reasons do people avoid using MFA? 2. Classroom activity 2: (Back Up Your Data) Ask students to compare the backup systems they use on their personal devices to the backup used by their school or work. Why might a school or business use a more secure backup system than a personal user? What types of backup programs do students use?

3. Quick Quiz: A software “fix” for a vulnerability found in a program is called a/n ______. (Answer: patch) 4. Critical Thinking: Discuss the relationship between security and convenience when choosing methods to prevent cyber attacks. What choices should you make to ensure that you can use your devices, apps, and data easily, while still protecting them?

Lesson 4: Use Protective Measures against Technology Hazards 1. Classroom activity 1: (Secure Your Privacy) Poll the class to see who follows the guidelines listed in this section. Ask if anyone has been a victim of a cyber attack after giving out personal information to the wrong source or as a result of a data breach. Discuss any additional methods used to protect privacy.

2. Classroom activity 2: (Practice Good Ergonomics) Ask students to evaluate their setup for doing schoolwork or at their office.

Does anyone use a standing desk? What changes do students think they might make based on what they have learned?

3. Quick Quiz: The applied science that specifies the design and arrangement of items that you use so that you interact efficiently and safely is called ______.

(Answer: ergonomics) 4. Critical Thinking: Discuss the responsibilities companies have when collecting customer data. Is it ever OK for a company to collect data that they don’t need in order to sell it to data brokers? Why or why not? Besides bad press, what impact can a data breach have on a company’s business? Has anyone ever chosen to end a relationship with a company over a data breach? [return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 8 Module Outline.................................................................................................................... 8 Additional Discussion Questions ..................................................................................... 10 Additional Activities and Assignments ............................................................................ 10

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to the various types of digital media, including audio, video, as well as 2D and 3D graphics. Students will explore the various uses of digital media in their personal lives and in business. Lastly, students will learn how to create and protect their digital media content.

MODULE OBJECTIVES The following objectives are addressed in this module: • • •

Explain digital media concepts.

Describe uses for digital media.

Describe how to create digital media.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules.

2D animation: Displays 2D images in rapid sequence to create the illusion of lifelike motion, as in a classic animated cartoon.

2D: Refers to the two dimensions of height and length.

3D animation: Displays 3D objects or models in rapid sequence to create the illusion of natural motion.

3D CAD app: Applications used by engineers and scientists to create wireframe drawings of objects, which they can rotate to view from multiple angles.

3D image: Portrays an image with a perception of depth, making it look real.

3D: Refers to the three dimensions of height, length, and width. analog device: A machine that reads or produces physical signals in their original form, such as a camera or tape player. analog sound waves: Continuous sound waves created in response to vibrations in the surrounding air, such as a drumstick hitting a drum pad. animated GIF: A series of slightly different GIF images displayed in sequence to achieve animation effects.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

animation app: An app that lets you create animations to give objects the appearance of motion or activity. artificial intelligence (AI): The technological use of logic and prior experience to simulate human intelligence. audio app: Included on a portable media player, including smartphones, and often offers features such as file-shuffling and volume control. audio capture and editing app: An app that allows you to edit, copy, and share digital audio files. audio input device: A device, such as microphone or headset, that lets you enter sound into a computer. augmented reality (AR) gaming: A type of gaming that integrates visual and audio game content with your real environment. augmented reality (AR): A type of virtual reality that uses an image of an actual place or thing and adds digital information to it. bit rate: The number of bits of data processed every second, usually measured as kilobits per second (kbps). blockchain: A database that includes a list of ordered records, called blocks, which are encrypted and linked. codec: A device or program that encodes and usually compresses digital media data for storage and then decompresses the data for playback. Short for compressor/decompressor. compression: A space-saving technique used to store data in a format that takes less space. compression: A space-saving technique used to store data in a format that takes less space. computer-aided design (CAD) app: An app used to create highly detailed and technically accurate drawings that can be shredded, modified, and enhanced with speed and accuracy. container: A wrapper that contains parts of a video file including the video, audio, and codec, in a single package. digital audio: A type of sound that is recorded and stored as a series of 1s and 0s.

Music, speech, and sound effects are types of digital audio.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

digital device: A machine that reads and produces digital, or binary, data. digital media: Content you create, produce, and distribute in digital, or computerreadable, forms, such as photos, audio, video, and virtual reality. digital video: Created by capturing live footage using a video camera. digitizing: To convert sound to a format your computer can read. downloading: The process of transferring (copying) a file from a server, computer, or device to another computer or device. game console: Hardware that allows you to play video games using handheld controllers as input devices; examples include Xbox, Nintendo Wii, and Sony PlayStation. geotagging: A feature of digital cameras that can identify a picture’s geographical location. graphics tablet: A hardware device used to create drawings with a pressure-sensitive pen. hologram: A projected image that appears three-dimensional, to allow you to superimpose virtual objects and characters onto scanned images of real objects in the room, and then interact with the virtual and real objects.

HTML 5: The latest version of the Hypertext Markup Language that is built into browsers. image-editing app: A program that lets you open and modify existing images. in-betweening: An animation technique using a sequence of images, in which one or more objects are changed slightly between each image. Often shortened to betweening or tweening. keyframe: A location on a timeline that marks the beginning or end of a movement, effect, or transition. license filter: A search engine tool that lets you search for pictures that you can use, share, or even modify for personal or commercial use. live audio feed: Audio transmitted live, as it happens; you can play the audio directly from the Internet. live video streaming: Streaming video content transmitted live, as it happens; you can view the media as it arrives.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

logo: A recognizable symbol that identifies a person, business, or organization. lossless compression: A method of reducing graphics file size in which none of the original file data is discarded; TIF, PNG, and GIF files can be compressed using lossless compression. See also Lossy compression, CC 7-6 lossy compression: A method of reducing graphics file size in which some of the original file data is discarded; the lost data is generally not noticeable; JPEG files use lossy compression. machine learning (ML): A branch of AI that uses statistics to help machines learn from data, identify patterns, and make decisions to progressively improve their performance without much human intervention. media player: An application that lets you play audio and video files; most tablets and smartphones include media players. megapixel: One million pixels. On a digital camera, the measurement describes the camera’s maximum resolution; the higher the number of megapixels, the higher the resolution of photos, and the larger the picture files. meme: A video clip, animated GIF, or digital image, often with numerous text added, that is spread by Internet users. micro speaker: A portable speaker that can be as small as an inch or two in height and width.

MIDI (Musical Instrument Digital Interface): A standard music file protocol used by a variety of electronic musical instruments, computers, and other related devices to connect and communicate with each other. mix: To combine music and sounds. mixed reality: A hybrid of virtual reality and augmented reality, include simulations that let you see the real world while interacting with realistic virtual objects. music production app: Lets you record, compose, mix, and edit music and sounds.

Examples include Apple GarageBand and Logic Pro X. non-fungible token (NFT): A digital identifier assigned to one file or version of a digital graphic and is used to claim ownership and certify authenticity. on-demand content: Media such as radio or TV shows, in which the original media file is stored on the media distributor’s server and is sent to your computer for viewing.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

plug-in: Third-party program that extends the built-in functionality of an application or browser to play videos. real-time animation: Animation produced as you watch or play a game because you are in control of the characters’ movements. rendering: To transform a wireframe drawing into a solid 3D image. resolution dependent: Describes graphics whose image quality deteriorates as their size increases; bitmap graphics are resolution dependent, but vector graphics keep the same quality as their size increases. resolution: The number of horizontal and vertical pixels in a display device or the sharpness and clarity of an image. sampling app: A program that breaks sound waves into separate segments, or samples, and stores each sample numerically. sampling: Converting analog sound waves into digital sound. Also, to take samples of sound waves a specified number of times per second. screenshot: An image of a computer screen or an active window that can be saved or inserted into a document as a graphic object that you can size and position. set top box: A device that allows you to view streaming media on your TV set; examples include Apple TV, Roku, and Google Chromecast. simulation: A sophisticated computer animation that is useful for training and teaching in many fields, particularly in areas in which learning can be dangerous or difficult. skin: A visual image created by audio software to go along with the sounds being played. smart TV: A television that can connect to the Internet and stream TV shows and movies from subscription streaming services. sound card: A circuit board that gives a computer the ability to process sound. sound recorder app: A program that can capture sound from an audio input device such as a microphone or headset. stand-alone player: Software that plays certain types of audio files, such as MP3 files, on a desktop or laptop computer. stock photo gallery: A website that maintains an inventory of photographs and other graphics and makes them available for download.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

stop motion animation: A type of animation where animators move real-life objects through a sequence of poses and capture the movements one frame at a time. When you play the frames in sequence, the objects seem to move. stream: A way of receiving audio and video content on your computer; it lets you watch or listen to the content as it arrives. synthesized music: Created as a digital file using electronic instruments called synthesizers, or synths for short. synthesized speech: Sound output that is the result of breaking words into individual sound units, called phonemes, and stringing them together to create words and phrases. text-to-speech app: An app that accepts text as input and then generates sounds from phoneme sequences to create synthesized speech. tile: To upload pieces of an image separately and then put them back together on a website so that someone would have to download each individual piece of the image to achieve the same effect.

TV stick: A device, usually the size of a USB drive, that connects to a television to provide access to the Internet and to streaming apps. video conference: A meeting among several geographically separated people who use a network or the Internet to transmit audio and video data; also called a web conference. video console: A hardware device with special controllers that let you play video games. viral: A video that has been shared millions of times over social media in a short period of time. virtual reality (VR): The use of computers to simulate a real or imagined environment that appears as a three-dimensional (3-D) space. virtual world: An environment simulated by virtual reality software to appear as a real or imagined 3-D space. voice recognition: A technology that determines who is speaking rather than what is being said. voice-over: Voice narration that can accompany a slide presentation or other video.

VR gaming system: Hardware necessary for playing virtual reality games.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

watermark: Semi-transparent text or a graphic that appears behind or in front of existing text on the printed pages of a document, spreadsheet, or publication. wireframe drawing: A 3D object composed of individual lines. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • •

New section on using digital media for business.

New section on protecting your digital media creations with copyrights.

Added coverage of emerging technologies, such as memes, NFTs, and blockchain.

[return to top]

MODULE OUTLINE I.

II.

Explain Digital Media Technology Concepts a. List Types of Digital Media I. 2D and 3D Digital Graphics II. 2D and 3D Animations III. Digital Video and Audio IV. Virtual Reality b. Describe How Computers Represent Images I. Data Representation II. Resolution and Compression c. Describe How Computers Represent Audio and Video I. Sound Representation II. Video File Resolutions d. Identify Digital Media File Formats I. Graphics File Formats II. Audio File Formats III. Video File Formats Describe Uses for Digital Media a. Explain How to Use Gaming Systems I. Gaming Consoles

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

III.

IV. V. VI. VII. VIII.

II. Mobile Gaming III. Virtual Worlds b. Explain How to Use Animations I. Web Animations II. Animation Use in Entertainment c. Explain How to Use Graphics d. Explain How to Play Digital Media I. Streaming Video II. Streaming Audio III. Video Hardware and Apps IV. Videos on the Web e. Describe How Businesses Use Digital Media I. Computer-Aided Technology Describe How to Create Digital Media a. Explain How to Create Graphics and Animations I. Graphics Hardware II. Graphic and Media Apps III. Animation Apps b. Explain How to Record and Play Sounds and Music I. Synthesized Music II. Speech and Voice Recognition Apps III. Synthesized Speech c. Explain How to Develop Original Videos I. Video Capture d. Explain How to Edit Digital Media Files e. Describe Ways to Protect Your Digital Media Content Module 7 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Explain Digital Media Technology Concepts. What experiences have you had with virtual reality? What equipment (hardware and software) did you use?

Have you ever used VR for training purposes or anything besides gaming? For what purpose?

2. Describe Uses for Digital Media. Do you participate in online games? Describe your experiences. What equipment (hardware and software) were you required to purchase? What security measures did you take to protect your devices and personal information from attack?

3. Describe How to Create Digital Media. How can digital media creators ensure their work will not be used without their permission? Have you ever used a work without permission? Would you make the same choice today? What consequences should there be for using someone’s intellectual property without authorization or payment? [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS Lesson 1 Explain Digital Media Technology Concepts

1. Classroom activity 1: (Describe How Computers Represent Audio and Video) Discuss the pros and cons of using analog or digital media. Which do you prefer and why? Discuss convenience, quality, ease of distribution (illegal and legal), cost, etc.

2. Classroom activity 2: (List Types of Digital Media) Select a color and ask students to use different methods of selecting RGB values to recreate the color. Discuss what they learned about fine-tuning color and how they could apply this to other work they do.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

3. Quick Quiz: A 3D object composed of individual lines is a/n ______. (Answer: wireframe)

4. Critical Thinking: When looking at media resolution and file size, what factors should be taken into consideration? Break down your answer according to still photos, video, and audio files.

Lesson 2: Describe Uses for Digital Media

1. Classroom activity 1: (Describe How Businesses Use Digital Media) Have the class research different types of CAD software. Present the comparison of the pros and cons of each type. Factors to consider include professional uses, ease of use, cost, availability, and features.

2. Classroom activity 2: (Explain How to Play Digital Media) Discuss the pros and cons of cable tv service v. streaming services. Who in the class uses streaming services instead of cable? What are some of the most popular streaming services, and what sort of hardware is required to access these services? Research a cost comparison. Does anyone in the class use a paid audio streaming service? What are the pros and cons of this?

3. Quick Quiz: Projected images that appear 3D are called ______. (Answer: holograms)

4. Critical Thinking: Discuss the rise and fall of the NFT market. What are the advantages of investing in emerging markets such as this? What is the value of something non-tangible? What other technologies have students learned about that rose and fell in value?

Lesson 3: Describe How to Create Digital Media

1. Classroom activity 1: (Explain How to Create Graphics and Animations) Divide the classroom into groups and have each group research a different type of graphics software – image-editing, drawing, photo-editing, and animation. What are some of the common brands of software within each category, what are their capabilities and price points, and ease of use?

2. Classroom activity 2: (Explain How to Develop Original Videos) Discuss the evolution of animation in the movies over the last century. What are some of the common types of animation used in movies? Use examples and view clips to compare differences between 2-D and 3-D, stop-motion, and other animation techniques.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 7: Digital Media

3. Quick Quiz: If you post a video that is shared millions of times over social media in a short period, it is said to have gone ______. (Answer: viral) Critical Thinking: What role does synthesized music play in the creation and production of music today? In what ways do artists rely on technology to mix and alter music? How do you feel about features such as autotuning? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 7 Module Outline.................................................................................................................... 8 Additional Discussion Questions ....................................................................................... 9 Additional Activities and Assignments ............................................................................ 10

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to the roles and methods used in app and system development, including the SDLC (software/system development life cycle) phases. They will learn about programming languages and other development tools, as well as strategies such as object-oriented programming.

Lastly, they will learn about how to monetize, market, and sell an app.

MODULE OBJECTIVES The following objectives are addressed in this module: • • • •

Categorize development roles and methods.

Identify development phases.

Describe development tools and str.

Explain how to sell apps.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules. activation: A technique that some manufacturers use to ensure that you do not install a program or app on additional devices beyond what you have paid for.

Activation usually is required upfront, or after a certain trial period, after which the program or app has limited functionality or stops working. adaptive development: Software development method that incorporates flexibility in the goals and scope of the project; agile projects may evolve in phases, releasing components as they are finalized, and adding functionality as it is needed or requested by users. Also called agile development. agile development: Software development method that incorporates flexibility in the goals and scope of the project; agile projects may evolve in phases, releasing components as they are finalized, and adding functionality as it is needed or requested by users. Also called adaptive development. analysis phase (SDLC): This phase of the software development life cycle that includes conducting a preliminary investigation and performing a detailed analysis.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

app store: An online store to help you locate and download apps for your mobile device. assembly language: A second generation programming language in which the programmer uses symbolic instruction codes, such as A for add, M for multiply, and L for load. change management: The process of recognizing when a change in a project has occurred, taking actions to react to the change, and planning for opportunities that may arise because of the change. class: In object-oriented programming, a type of object that defines the format of the object and the actions an object can perform. code repository: A web-based tool programmers use to archive and host source code. compiler: A program that converts a source program into machine language before executing it. crash: Occurs when a program or app stops functioning correctly. cross-platform: A tool that developers can use to build apps that work on multiple platforms, rather than writing different code for Android or iPhone devices. debugger: Used by programmers to test code in one section, or an entire program, to determine any errors, and provide suggestions to fix them. deliverable: Any tangible item, such as a chart, diagram, report, or program file, created during development. design phase (SDLC): A phase of the software development lifecycle when the project team acquires the necessary hardware and programming languages/tools, as well as develops the details of the finished product. development: The process of creating programs and apps from the idea stage to distribution to users.

DevOps: A software development approach that encourages collaboration between the development and operations, produces programs quickly, and then offers continuous updates to increase the functionality of the program. documentation: A collection and summary of the data, information, and deliverables specific to a project.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

End-user license agreement (EULA): A license agreement that grants permission for one installation. Also called a Single User license. feasibility: The measure of the suitability of the development process to the individual project at any given time. feature creep: Occurs when one activity has led to another that was not planned originally; this, the scope of the project has now grown. Also called scope creep. focus group: Consists of a series of lengthy, structured group meetings in which users and IT professionals work together to design or develop an application. Also called a joint-application design (JAD) session. freeware: Software that is copyrighted and provided at no cost, but the developer retains all rights to the product.

Gantt chart: A chart that shows project schedule timelines. implementation phase (SDLC): The phase of the software development life cycle in which the new program or app is built and delivered to users. integrated development environment (IDE): An app that provides multiple programming tools in one environment. interpreter: A tool that translates and executes one statement of code at a time.

IT consultant: cars A professional that is hired based on technical expertise, including service and advice. joint-application design (JAD) session: Consists of a series of lengthy, structured group meetings in which users and IT professionals work together to design or develop an application. Also called a focus group. license agreement: Specifies the number of devices on which you can install the product, any expiration dates, and other restrictions. machine language: A first generation, low-level programming language that uses a series of binary digits (0s and 1s). method: An action that an object can perform; procedures are often written to invoke methods in response to user actions. mobile first design: A design principle centered on building apps to work on mobile devices first because these typically have more restrictions than a tablet or desktop computer, such as smaller screens. multiple-user license agreement: Lets a specified number of users access the app.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

object: In object-oriented programming, an item that can contain both data and the procedures that read or manipulate that data. object-oriented programming (OOP): A common method of programming that focuses on objects that represent real persons, events, or transactions, and the behavior and data associated with those objects. patch: A software “fix” for a vulnerability found in a program.

PERT chart: Short for Program Evaluation and Review Technique chart, analyzes the time required to complete a task and identifies the minimum time required for an entire project. piracy: Illegally copying software, movies, music, and other digital materials. planning phase (SDLC): The initial phase of the software development life cycle, including reviewing and approving requests for the project, allocating resources, and forming a project team. predictive development: Software development technique that uses a linear, structured development cycle. procedural language: A third-generation programming language that uses a series of English-like words to write instructions, such as ADD for addition, or PRINT for printing. programmer: The person who creates app code. programming language: A set of words, abbreviations, and symbols. A programmer or developer uses a programming language to create instructions for a program or app. project management: The process of planning, scheduling, and then controlling the activities during system development. project management app: An app used to assist developers in planning, scheduling, and controlling development projects. project team: Consists of users, the system analyst, and other IT professionals. prototype: A working model that demonstrates the functionality of the program or app. quality assurance: Testing software and reporting any issues to the developers. rapid application development (RAD): Uses a condensed or shortened software development process to produce a quality product.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

registration: Submitting your name and other personal information to the manufacturer or developer of the software which is typically optional. request for information (RFI): A less formal request method that uses a standard form to request information about a project or service. request for proposal (RFP): The vendor selects the product(s) that meets the specified requirements and then quotes the price(s). request for quotation (RFQ): Identifies the required product(s). With an RFQ, the vendor quotes a price for the listed product(s). scope: A project’s goals, objectives, and expectations. scope creep: Occurs when one activity has led to another that was not planned originally; this, the scope of the project has now grown. Also called feature creep. service pack: A collection of software updates combined in one package. shareware: Software that is copyrighted and provided at no cost for a trial period, after which users must send payment to continue using the program. single-user license agreement: Grants permission for one installation. Also called an End user license agreement (EULA). site license: Allows an organization to provide access to as many users as they want, either by individual installations or providing network access or Internet passwords. software development life cycle (SDLC): The set of activities used to build a program. source code editor: A text editor designed for programming. support and security phase (SDLC): The phase of the software development life cycle in which the app receives necessary maintenance, such as fixing errors or improving its functionality. syntax: A set of rules for code language and writing code instructions; used for functions in Excel, procedures in VBA, and queries and properties in Microsoft Access. system proposal: Using the data gathered during the feasibility study and detailed analysis to present a solution to the need or request. systems analyst: The person responsible for designing and developing an information system.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

testing phase (SDLC): Involved providing necessary maintenance for a program or app, such as fixing errors or improving functionality. troubleshooting: The steps you take to identify and solve a problem, such as a crash. update: In Windows, to change to software that can prevent or repair problems, enhance the security of a computer, or improve a computer’s performance. upgrade: New releases of the program or app which may require an additional fee to enable the upgrade to install. user experience (UX): The focus on the user’s reaction to and interaction with a product, including its efficiency, effectiveness, and ease of use. value-added reseller (VAR): An organization that purchases products from manufacturers and then resells these products to the public, offering additional services with the product. waterfall method: A linear, structured software development cycle that takes each step individually and completes it before continuing to the next phase. wireframe: A blueprint of different aspects of a program that also indicates how a user gets from one area of the program to another. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • • •

Focus changed from app use and development to just development.

Added coverage on change management, including dealing with scope creep.

New section on vendor proposals: types, evaluating, and making decisions.

New section on project management techniques and tools

[return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

MODULE OUTLINE I.

II.

III.

IV.

Categorize Development Roles and Methods a. List Development Roles I. Project Leadership b. Describe Components of the Development Process I. Reasons for Development II. Change Management c. Explain How to Evaluate Vendor Proposals I. Technical Specifications II. Vendor Proposal Requests III. Vendor Proposal Testing IV. Vendor Proposal Decisions Identify Development Phases a. Discuss the Phases in the SDLC I. Planning Phase II. Case Scenario: Planning Phase III. Analysis Phase IV. Case Scenario: Analysis Phase V. Design Phase VI. Case Scenario: Design Phase VII. Implementation Phase VIII. Case Scenario: Implementation Phase IX. Support and Security Phase X. Case Scenario: Support and Security Phase b. Differentiate Between Development Methodologies Describe Development Tools and Strategies a. Explain Project Management Techniques I. Gantt and PERT Charts II. Project Management Apps III. Data and Information Gathering Techniques b. Determine How to Select Languages and Tools c. Differentiate Among Programming Languages d. Differentiate Among Programming Tools e. Define Object-Oriented Programming f. Summarize Trends in App Development Explain How to Sell Apps a. Determine How to License Your App I. Piracy II. Free Apps

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

V. VI. VII. VIII. IX.

b. Explain How Users Acquire and Manage Apps I. App Installation II. Troubleshooting Tools Module 8 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Categorize Development Roles and Methods. Which development role interests you the most? Why? What additional skills would you need to acquire? How would you go about acquiring those skills?

2. Identify Development Phases. What type of app would you like to develop?

How would you determine the feasibility of the project? What factors would you consider to determine if the project should go forward? How would you monetize the app?

3. Describe Development Tools and Strategies. Why do developers use a mobile first design strategy? What types of considerations do they need to make this happen? What tools exist to make the apps cross-platform?

4. Explain How to Sell Apps. How does piracy affect app prices and development? Why is it important to not participate in piracy? If you knew someone was pirating digital content, such as an app, what would you do about it? What should the consequences be for piracy? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

ADDITIONAL ACTIVITIES AND ASSIGNMENTS Lesson 1 Categorize Development Roles and Methods

1. Classroom activity 1: (Categorize Development Roles and Methods) Poll the class to see if anyone has any experience with software development or project management. Ask them to share their experiences. Discuss what skills would be helpful for these roles.

2. Classroom activity 2: (Explain How to Evaluate Vendor Proposals) Select a type of vendor proposal. Why did you select that one? What types of specifications are you hoping to get? How will you evaluate and compare vendor proposals?

3. Quick Quiz: Any tangible item during a development project is called a/n ______. (Answer: deliverable)

4. Critical Thinking: Discuss the factors in development that might lead to scope creep. What can be done to avoid it? How should a project leader react to scope creep? In what cases would the change(s) be approved, and what would be the repercussions?

Lesson 2: Identify Development Phases

1. Classroom activity 1: (Discuss the Phases in the SDLC) Have the class expand on the Case Scenario in this section. Who on the project team is involved in each phase? What do they do? What decisions need to be made at each phase? What other information or questions do you have?

2. Classroom activity 2: (Differentiate Between Development Methodologies) Discuss the pros and cons of each methodology discussed in this section. Why would someone choose one over the other? Which strategy makes the most sense to you? Why? How would you use the strategy in a project?

3. Quick Quiz: The development strategy that incorporates flexibility in the goals and scope of the project is called ______. (Answer: agile/adaptive)

4. Critical Thinking: What tasks in the SDLC might be able to be done simultaneously? What phases might be skipped? Under what circumstances?

Research other models besides the SDLC and compare them.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 8: App Development

Lesson 3: Describe Development Tools and Strategies

1. Classroom activity 1: (Summarize Trends in App Development) One of the recent trends in education is to teach coding to children. Discuss some of the reasons why coding skills might be beneficial when taught to children. Research websites and games that teach this skill and evaluate their effectiveness. Should coding be required in elementary schools? Why or why not?

2. Classroom activity 2: (Differentiate Among Programming Tools) Explore a code repository, such as GitHub, and discuss the pros and cons of using a social media platform for software development.

3. Quick Quiz: In OOP, an item that can contain both data and the procedures that read or manipulate that data is a/n ______. (Answer: object)

4. Critical Thinking: What is object-oriented programming, and what are some of the advantages of using it? In what situations might it be more or less useful?

Lesson 4: Explain How to Sell Apps

1. Classroom activity 1: (Determine How to License Your App) Explore the three types of license agreements and look at an example of a typical EULA. Discuss whether a typical computer user would be likely to review the EULA before agreeing to it. What red flags might make you reconsider installing or acquiring the app?

2. Classroom activity 2: (Explain How Users Acquire and Manage Apps) Differentiate between registration and activation. As an app developer, what are the advantages of each? As a user, what do you consider important about each?

3. Quick Quiz: A collection of updates combined in one package is a/n ______.

(Answer: service pack)

4. Critical Thinking: What is the difference between freeware, open source, shareware, and public domain? How may one legally acquire software from each of these categories? Why is it important to obey the terms of the license agreement? [return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

11

Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 List of Student Downloads ................................................................................................ 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 5 Module Outline.................................................................................................................... 5 Additional Discussion Questions ....................................................................................... 7 Additional Activities and Assignments .............................................................................. 7

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to tools and strategies that enable website development. They will learn about the purposes of HTML, CSS, and XML, as well are tools such as content management systems and FTP. They will learn about the importance of, and tools used in website data analytics. They will learn steps to build a website from code and will follow a case scenario in which they implement what they have learned.

LIST OF STUDENT DOWNLOADS Students should download the following items from the Student Companion Center to complete the activities and assignments related to this module: •

Data Files: XX

MODULE OBJECTIVES The following objectives are addressed in this module: • • • •

Compare the roles of HTML5, CSS, and JavaScript when developing websites.

Describe strategies for creating and publishing websites.

Manage websites using data tools and analytics.

Build a website from code.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules. absolute web reference: Identifies the location of webpages or files stored on other websites. attribute: In web coding, additional information needed to completely specify a tag. banner: Graphic that identifies the website, often at the top of each page.

Cascading Style Sheet (CSS): Used to specify the format and appearance of content on webpages, such as fonts, colors, borders, backgrounds, and alignment.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

client-side script: Script that runs in your browser to control a webpage’s behavior and often makes it interactive; usually written in JavaScript. code editor: A type of text editor that has additional features to help write code accurately and efficiently. content management system (CMS): Software that lets a group of users maintain and publish content of all kinds, but especially for websites. deprecated tags: In HTML, this describes an older tag whose continued use is discouraged because newer techniques have been created to accomplish the same result. domain registrar: An organization that sells and manages web domain names.

Examples include GoDaddy. dynamic website: A webpage whose content changes as you interact with it. embedded style: A style that applies to all tags of one type on the webpage. external link: Link to another website.

FTP (File Transfer Protocol): An app used to upload or download files between your local computer and a remote web server.

Hypertext Markup Language (HTML): A collection of symbols called tags, to specify the layout and elements or content within a webpage, such as headings, paragraphs, images, and links. Stands for Hypertext Markup Language. inline style: In HTML, a style attribute of most HTML tags within the body section.

JavaScript: A popular language for writing scripts that run in your browser to control a webpage’s behavior and often make it interactive. local computer: The computer storing files to publish to a server using an FTP client app. one-sided tag: HTML 5 tag that does not require a closing tag. project: In an IDE, these are the files and folders that are related to a website being developed. publish: To post a website to a web server online, or if using a content management system, to upload content to a content management system, so it is visible on a website on the Internet.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

relative web reference: Identifies the location of webpages and files in the current website. remote web server: A web server on the Internet. scripting language: Programming language used to code webpage scripts, such as Python, Java, JavaScript, PHP, Ruby, or C#. script: Program that performs a series of commands or actions written in a scripting language and can be embedded in a webpage. server-side script: Script that runs on a server, often to process data from an online form or to interact with website content stored in a database located on a server. static website: A website whose content does not change very often. style sheet: External file that stores style information for a larger website to create a consistent appearance across all pages on the website. tag: An HTML code that “marks up” the content in a document called a webpage. text editor: Program like Notepad in Windows or TextEdit in macOS that can be used for entering programming code for your website; like a word processing program, but lacks most text formatting features, such as fonts, colors, margins, and paragraphs. uptime: A measure of the percent of the time a website is “up” or online; an indicator of a web host’s reliability. web address: A unique address on the Internet where a webpage resides; also called a URL. website analytics: A set of measurements that helps you to understand how people use your website. website builder: A tool used to create professional looking websites by dragging and dropping predefined elements to their desired locations on a page without coding.

XML (Extensible Markup Language): An open-source markup language mainly used to identify and share data across a wide range of applications. [return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • •

New section on dashboards and website data analytics.

Replaced and updated Case Study scenario.

[return to top]

MODULE OUTLINE I.

II.

III.

IV.

Compare the Roles of HTML5, CSS, and JavaScript When Developing Websites a. Explain How to Use HTML b. Explain How to Use CSS c. Explain How to Use JavaScript Describe Strategies for Creating and Publishing Websites a. Explain When to Use Static and Dynamic Websites b. Explain the Importance of Responsive Design c. Compare Tools for Creating Websites I. Website Builders II. Content Management Systems III. Text Editors and IDEs d. Describe How to Host and Publish a Website Manage Websites Using Data Tools and Analytics a. Explain How to Track Website Usage with Analytics Tools b. Describe the Use of XML to Update and Structure Data Build a Website from Code a. Describe the Steps for Coding and Publishing a Website b. Write Code for a Webpage I. HTML Tags and Attributes II. Structure of an HTML Page III. Webpage File Names c. Case Study: Create a Website for Parks Unlimited d. Add Titles, Headings, Paragraphs, and Line Breaks I. Titles II. Headings III. Paragraphs IV. Line Breaks

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

V. VI. VII. VIII. IX.

e. Case Study: Add a Title, Headings, Paragraphs, and Line Breaks to the Parks Unlimited Home Page f. Add Images g. Case Study: Add a Banner and Images to the Parks Unlimited Website h. Add Unordered and Ordered Lists i. Case Study: Add Lists to the Parks Unlimited Website j. Add Links I. Absolute Web References and Relative Web References k. Case Study: Add Links to the Parks Unlimited Website l. Add Multimedia Content to a Webpage I. Embed Local Content II. Embedded External Content m. Case Study: Add a Map and a YouTube Video to the Parks Unlimited Website n. Validate HTML Code o. Case Study: Validate Your HTML Code for the Parks Unlimited Website p. Publish a Website Online q. Case Study: Publish the Parks Unlimited Website Files to a Web Server r. Display a Webpage Online s. Modify the Appearance of a Webpage Using CSS I. Embedded and Inline Styles II. Colors t. Case Study: Add Syles to the Parks Unlimited Website u. Control a Webpage’s Behavior with JavaScript v. Case Study: Adding JavaScript to Change the Font Size of the Parks Unlimited Home Page Module 9 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Compare the Roles of HTML5, CSS, and JavaScript when Developing Websites.

Select a website such as your school’s website. Evaluate elements that were likely developed using JavaScript. How did you reach that conclusion? What other types of interactivities exist or could enhance the website?

2. Describe Strategies for Creating and Publishing Websites. What is responsive web design? Why is it important? Have you ever visited a website meant for another screen size? Did you continue to visit the website or abandon it for another? Why or why not?

3. Manage Websites Using Data Tools and Analytics. What types of data can analytic tools provide? Why is each important? How does each help a web designer to make decisions? What disadvantages are there to not tracking and analyzing website data?

4. Build a Website from Code. What types of multimedia can you add to a website? Why might you add each? What are the advantages and disadvantages of embedding local or external content? How can sites such as YouTube help include multimedia on a website? [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS Lesson 1 Compare the Roles of HTML5, CSS, and JavaScript When Developing Websites

1. Classroom activity 1: (Explain How to Use JavaScript) Research free JavaScript tutorials online. Have the class walk through these tutorials, and then discuss some of the practical applications of learning this language in web development. Is there a JavaScript certification?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

2. Classroom activity 2: (Explain How to Use HTML) Research free HTML tutorials online. Have the class walk through these tutorials, and then discuss some of the practical applications of learning this language in web development. Is there an HTML certification?

3. Quick Quiz: Match each web development language with its definition. a. HTML b. CSS c. JavaScript i.

Specifies the appearance of content on a webpage ii.

Specifies the behavior of a webpage iii.

Specifies the content within a webpage (Answer: a-iii; b-ii; c-ii)

4. Critical Thinking: Is it necessary to know HTML, CSS, or JavaScript to create a website? Why or why not? How can experience with these languages help when creating a website?

Lesson 2: Describe Strategies for Creating and Publishing Websites

1. Classroom activity 1: (Explain When to Use Static and Dynamic Websites) Explore several different websites and discuss whether they are static or dynamic. What attributes show you which category they fall into?

2. Classroom activity 2: (Compare Tools for Creating Websites) As a class, preview a free CMS and design a website using its tools. Divide the class into groups, and have each group make a contribution. Research different CMS platforms and compare their ease of use, price point, and features and capabilities. What are the pros and cons of using a CMS? Why would you use one over a website builder?

3. Quick Quiz: Dynamic websites often interact with website content stored in a database located on a server by running _________. (Answer: server-side scripts)

4. Critical Thinking: What are the different considerations that must be kept in mind when deciding how and where to publish a website? At what point in the development process should decisions be made about the publishing and hosting strategy? Why?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 9: Web Development

Lesson 3: Manage Websites Using Data Tools and Analytics

1. Classroom activity 1: (Explain How to Track Website Usage with Analytics Tools) Learn how to set up and configure a Google Analytics account for a website.

Discuss what statistics you can view using the tool, and how that could help in finetuning the website development. Are there other analytic tools that can capture this information as well? Compare and contrast their capabilities.

2. Classroom activity 2: (Describe the Use of XML to Update and Structure Data) Have the class research and walk through free XML tutorials online. Discuss how businesses can utilize website databases to gather data and then use XML to examine data (download to a spreadsheet, for example). What are some of the other applications of XML that businesses can leverage when designing websites?

3. Quick Quiz: Website data analytics often is displayed on a/n ______. (Answer: dashboard)

4. Critical Thinking: What steps should one take to track user behavior on a website? Should it be necessary to include a statement informing visitors that the website is tracking user behavior?

Lesson 4: Build a Website from Code

1. Classroom activity 1: (Includes content from various learning objectives) Walk through the Café Unlimited Case Study and complete the associated activities to (a) add titles, headings, paragraphs, and line breaks; (b) add a banner and images; (c) add links; and (d) add unordered lists.

2. Classroom activity 2: (Includes content from various learning objectives) Walk through the Café Unlimited Case Study and complete the associated activities to (a) add a map and a YouTube Video; (b) validate your HTML code; (c) publish the website files to a web server; (d) add styles; and (e) add JavaScript to change the font size.

3. Quick Quiz: Locations of webpages and files in the current website are ______ web references. (Answer: relative)

4. Critical Thinking: What steps would you need to take to create and publish a professional website online? What decisions do you need to make during development? What tools would you prefer to use? Why? [return to top]

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9

Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 5 Module Outline.................................................................................................................... 6 Additional Discussion Questions ....................................................................................... 7 Additional Activities and Assignments .............................................................................. 7

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1

Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to the concepts of networking and network tools and devices. They will learn about network features, designs and types. They will explore methods to connect to networks such as network protocols, IoT, and cellular networks. Lastly, they will learn about network security and how to protect yourself, your data, and your devices.

MODULE OBJECTIVES The following objectives are addressed in this module: • • •

Describe key features of connected networks.

Connect to different types of networks.

Discuss issues of network security

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules. biometric device: Device that authenticates a person’s identity by translating a personal characteristic, such as a fingerprint, into a digital code that is compared with a digital code stored in a computer verifying a physical or behavioral characteristic. body area network (BAN): A form of personal area network that consists of small, lightweight biosensors implanted in the body or worn on the body, such as a smartwatch. bus network: Network topology in which all devices attach to a central cable, called a bus, which carries the data. If the bus fails, the devices on the network will no longer be able to communicate. cable modem: Device that sends and receives digital data over a cable TV connection. client: A computer or mobile device on the network that relies on the server for its resources. client/server network: Network architecture in which one or more computers act as a server, and the other computers on the network request resources from the server.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

denial of service (DoS) attack: A type of attack, usually on a server, that is meant to overload the server with network traffic so that it cannot provide necessary services. distributed denial of service (DDoS) attack: A denial of service attack that uses multiple computers to attack a server or other network resource.

DSL modem: A device that uses existing standard copper telephone wiring to send and receive digital data. encryption: A security method of “scrambling” information as it is transmitted over a network. Information is scrambled in such a way that it cannot be read unless the user possesses the “key” to unlock it back to a readable format.

Ethernet: The most common network standard for wired networks. evil twin: A normal looking yet fraudulent Wi-Fi network that allows hackers to capture personal information users transmit. extranet: Allows outsiders (such as customers, vendors, and suppliers) to access an organization’s intranet. firewall: A protective barrier between a computer or network and others on the Internet.

Internet peer-to-peer (Internet P2P) network: A type of P2P network where users share files with each other over the Internet. intranet: A private network for use by authorized individuals; organizations use this private network to communicate internally and can allow users to use a web browser to access data posted on webpages. local area network (LAN): Connects computers and devices in a limited area, such as a home, a school building, or a small office complex, so they can share hardware and software resources.

MAC (Media Access Control) address: A unique hardware address identified for your computer or device. mesh network: Network topology in which all devices interconnect with each other. If a single device on the network fails, the rest of the network will continue to function by communicating via an alternate route. Two types of this network include full mesh and partial mesh. metropolitan area network (MAN): A type of wide area network (WAN) that is operated by a city or county.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

network architecture: The logical design of all devices on a network. network attached storage (NAS): One or more hard drives that connect directly to a network and provide a centralized location for storing programs and data on large and small networks. network interface card (NIC): A circuit board that connects a computer to a wired or wireless network. network standard: Specifies the way computers access a network, the types of hardware used, data transmission speeds, and the types of cables and wireless technology used. network switch: A device that connects two or more computers to a network by providing a central point of connection for cables in a network. network topology: The physical arrangement of computers and devices on a network. peer-to-peer (P2P) network: A network architecture in which a small number of computers (often fewer than 10) communicate directly with one another and can share each other’s resources. personal area network (PAN): Network that connects personal digital devices within a range of approximately 30 feet, such as a smartwatch that connects to your cell phone. Devices on this network often are connected via the short-range wireless technology Bluetooth. protocol: A standardized procedure used by computers to exchange information. ring network: Network topology in which data travels from one device to the next in a sequential fashion; if one device on the network fails, network communication could cease to function. No longer common. rootkit: Malware that gains administrator-level, or root-level, access to a computer or network without the system or users detecting its presence. router: A device that connects two or more networks and directs, or routes, the flow of information along the networks. server: A computer on a network that controls access to hardware, software, and other resources. spyware: Software that tries to collect personal information or change computer settings without your consent.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

star network: Network topology in which each device on the network is attached to a central device such as a server or switch. If the central device fails, the other devices will be unable to communicate. If a connected device fails, all other devices will still be able to communicate. Two or more of these networks may be joined together using ab us to form a tree topology.

TCP/IP (Transmission Control Protocol/Internet Protocol): A set of protocols that is used by all computers and devices on the Internet. virtual private network (VPN): A private, secure path across a public network that allows authorized users secure access to a company or other network. wide area network (WAN): Network that connects devices in a large geographic region, such as a multinational company or national retail chain. wired network: Sends signals and data through cables, which may have to travel through floors and walls to connect to other network devices; tend to be more secure and transmit data faster than wireless networks. wireless network: Sends signals through airwaves, and usually does not require cables; tend to be more convenient and easier to set up than wired networks, but can be less secure. wireless network key: A series of numbers and/or letters, sometimes also referred to as a network security key, to encrypt data sent between devices and validate a user’s request to join a network. zombie: A device infected with malware that an attacker uses to control the device remotely. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • •

Added comparison of 2.4 GHz Wi-Fi and 5 GHz Wi-Fi. Added content on networking with IoT devices.

Updated information on wireless standards.

[return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

MODULE OUTLINE I.

II.

III.

IV. V. VI. VII.

Describe Key Features of Connected Networks a. Explain How a Network Operates b. Define the Elements of a Network c. Identify Devices That Make a Network Work d. Explain Network Design I. Network Topology II. Network Architecture III. Geographic Reach IV. Compare Types of Networks Connect to Different Types of Networks a. Explain the Purpose of Network Standards and Protocols I. Internet Protocols II. Wireless Protocols b. Describe Wireless Network Types I. Wi-Fi Networks II. IoT Networks III. Cellular Networks c. Connect Network Devices I. Home Wireless Networks II. Wi-Fi Hot Spots III. Mobile Hot Spots Discuss Issues of Network Security a. Identify Risks and Benefits Associated with Using a Network b. Explain Risks of Unauthorized Network Access c. Explain How to Secure a Network I. Authentication II. Firewalls III. Network Data d. Explain How to Secure a Wireless Network I. Encryption to Secure Wireless Traffic II. Safety Precautions on Wireless Networks Module 10 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

VIII.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Describe Key Features of Connected Networks. What type of networks do you use (home, school, work, etc.). Do you know what network hardware or topology is used? If so, what? Why were they chosen? What did you learn that you can use to help understand the types of networks you access daily?

2. Connect to Different Types of Networks. What types of close-distance wireless network protocols do you use on a daily basis? For what purpose(s)?

What hardware is needed? What IoT-networked devices do you use? For what purpose(s)?

3. Discuss Issues of Network Security. Has a network you connect to ever been hacked? If so, describe the type of attack and its impact. Connected devices have risks involved – do you see the risks outweighing the advantages? Explain why or why not. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS There are four questions per learning objective. For the classroom activities, the heading for the section that includes the topic is listed.

Lesson 1 Describe Key Features of Connected Networks 1. Classroom activity 1: (Define the Elements of a Network) Display Figure 10-2 and have students outline the similarities and differences between their home networks and this model.

2. Classroom activity 2: (Explain Network Design) Walk the class through the process of setting up a virtual private network (VPN). What are some reasons that an individual or corporation might set up a

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

VPN? Are there any drawbacks to having one? Research and present findings on different software solutions for a VPN. Is any special hardware required?

3. Quick Quiz: The method by which computers and devices are physically arranged on a network is referred to as the ___________. (Answer: network topology) 4. Critical Thinking: What are the different considerations that would be taken into account when deciding which network typology to use?

Lesson 2: Connect to Different Types of Networks 1. Classroom activity 1: (Connect to Network Devices) As a class, brainstorm the home in which you will need to set up a wireless network. Things to consider include: how large the house is, the number of devices that will be regularly connecting, and the type of Internet activities that will be engaged in. Research the type of hardware/software that should be used, and then discuss the steps in the wireless setup. If possible, walk through the setup process as a class.

2. Classroom activity 2: (Compare Tools for Creating Websites) As a class, preview a free CMS and design a website using its tools. Divide the class into groups, and have each group make a contribution. Research different CMS platforms and compare their ease of use, price point, and features and capabilities. What are the pros and cons of using a CMS? Why would you use one over a website builder?

3. Quick Quiz: A series of numbers and/or letters used to validate a user’s request to join a network is called a/n _________. (Answer: wireless network key/network security key) 4. Critical Thinking: You have installed a wireless network in your house, but now computers and devices are unable to connect to the network. What steps would you take to troubleshoot the problem and correct it so that connectivity is restored? How can you get help or learn more about network troubleshooting?

Lesson 3: Discuss Issues of Network Security 1. Classroom activity 1: (Identify Risks and Benefits Associated with Using a Network) Research and discuss some famous examples of DDoS attacks that have brought down popular network services (PlayStation, for example).

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 10: Networking

2. Classroom activity 2: (Explain How to Secure a Network) Examine the authorization and authentication measures used by your school’s network. How secure do you feel the network is? What changes might you recommend? Compare the security of your school's network to your home network. What changes might you make to your home network to make it more secure?

3. Quick Quiz: A protective barrier between a computer or network and others on the Internet is called a/n ______. (Answer: firewall) 4. Critical Thinking: What steps should one take to secure a wireless network?

How does this compare to security for a wired network? Why do you think the differences exist? How important is encryption to your network use? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

TABLE OF CONTENTS Purpose and Perspective of the Module .............................Error! Bookmark not defined.

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What's New in This Module..................................................Error! Bookmark not defined.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to the different methods of digital communication, including email, wikis, and more. They will learn about the types of digital communication tools available to them and what each is used for.

Lastly, they will evaluate how to use digital communication tools for personal or business use.

MODULE OBJECTIVES The following objectives are addressed in this module: • • •

Compare popular digital communication tools.

Use digital communication tools.

Evaluate the impact of digital communication on everyday life.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules.

About page: In a blog, a page where you describe yourself, list any relevant experience or skills, and insert a photo and display name. activity stream: On social networks, a listing of all your updates, likes, posts, and events. anonymous messaging app: An app that lets you send messages without including your identity. archiving: The practice of moving email messages, usually those older than a specified date, to a file or folder separate from your active email. blogger: The author of a blog, an informal website consisting of date- or timestamped articles, or posts, in a diary or journal format. blogging network: A blogging site that uses the tools of social networking. blogosphere: The worldwide collection of blogs, which vary by media, length, and purpose. blogware: Blogging software.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

chatting: Real-time communication through the Internet between two or more people who are online at the same time. chat window: A window used to send typed messages among participants during a web conference. clip: A media file, such as a graphic, sound, animation, or short video that you can add to documents and content-sharing web pages. consumer review network: A website or social network platform that lets product users post reviews of a product or service, such as TripAdvisor or Yelp. crowdfunding: A type of crowdsourcing in which individuals come together on the Internet to provide funding that will support others in an endeavor. crowdsourcing: A practice that uses the Internet and the “intelligence of the crowd” to accomplish a task or solve a problem for the benefit of all. digital communication: The transmittal of data, instructions, and information from one computer or mobile device to another, often via the Internet. digital footprint: The record of everything you do online; can be nearly impossible to completely erase. disinformation: Intentionally released inaccurate information designed to influence or harm the reputation of others, especially in a highly charged political environment. electronic messaging: A popular technology for communicating with others, especially when exchanging short messages. email address: A unique combination of a user name and a domain name that identifies your email account on a network so you can send and receive email messages. email app: An application that lets you create, send, receive, forward, store, print, and delete email messages. Also called email client. email attachment: A file, such as a photo or document, that you send with an email message. email client: An application that lets you compose, send, receive, store, and delete email messages. Also called email app. email provider: The company that provides the email server, the host computer for an email account. Common domains include gmail.com and outlook.com. email server: A computer server that routes email messages through the Internet or a private network.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

emoji: An image that expresses an idea or concept, such as a picture of clapping hands to mean congratulations. emoticon: In instant messaging, a group of characters or an image that expresses an emotion, such as a colon and a closing parenthesis for a smiley face. extended contact: On social networks, these are the friends of your friends and their friends. feed: On a social networking site, a listing of the most recent content posted to the network. flaming: On social media, posting hostile or insulting comments about another online participant; should be avoided. friend: On social networks, these are your contacts. hashtag: A word or words preceded by a # symbol that describes or categorizes a post. interest-based network: A social network that is targeted to a particular audience and subject, such as cat lovers or book lovers.

Internet forum: On a forum, an online discussion site where people with a common interest participate in a conversation by posting messages; also called a message board.

Internet telephony: Voice communications over the Internet; sometimes called Voice over Internet Protocol (VoIP). label: In a blog, a key term associated with a post that allows you to attract an audience to your blog; also called a tag. like, for posts: On social networks, to show appreciation for, the posts of your friends. live blog: A blog that comments on an event while it is taking place, usually in the form of frequent short updates. message board: On a forum, an online discussion site where people with a common interest participate in a conversation by posting messages; also called an Internet forum. metadata: Data that describes other data; another name for document properties that include the author’s name, the document subject, the document title, and other personal information; used by Windows in document searches.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

microblog: A blog that allows users to publish short messages, usually just a few hundred characters long, for others to read, making it a combination of text messaging and blogging. multimedia messaging: The sending of photos, videos, or links to websites with your messages using desktop or mobile devices, allowing participants to quickly share content. netiquette: The rules of Internet etiquette to protect yourself, your family, and your career. online community: A group of people that shares a particular background or interest and interacts on the Internet. online reputation: Information about you that others can find on the Internet. oversharing: On social networking, the sharing of too much information. about your life. pageview: In a blog, the number of times people have viewed a blog post in a browser. podcast: Recorded media that users can download or stream to a computer or mobile device and listen to at any time. post: In a blog, a time-stamped article. When used as a verb, this is the action of uploading or publishing text, images, or other content online, usually to a blog or social media website. profile: On a social networking site, information about yourself that forms your virtual identity. sharing economy network: A social network in which people rent out things they own, such as a car, a tool, or a room in their house. social bookmarking: In the early days of the Internet, a practice that allowed users to mark (or bookmark) websites to which they wanted to return; this is now largely replaced by social curation. social curation: Websites that let users share and save links to websites on selected news topics to target the most relevant, useful, and high-quality information. social shopping network: A social network that brings together people interested in buying similar kinds of products.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

tag: In media-sharing networks, descriptive text used to categorize media and invite comments. In a blog, a key term associated with a post; also called a label. text messaging: The sending of short text messages, usually over cellular networks using mobile phones. thread: A conversation that consists of text changes and includes the original message and all the replies to it. upvote: On a discussion forum, this allows you to promote an answer that you find useful. video calling: A face-to-face conversation held over a network such as the Internet using a webcam, microphone, speakers, display device, and special software; also called video chat. video messaging: Leaving a video message for a recipient to pick up later. video podcast: A file that contains video and audio, and is usually offered as part of a subscription to a podcasting service. vlog: A video blog consisting of video clips. voice mail: A voice message, a short audio recording made using digital technology and sent to or from a smartphone or other mobile device when the recipient did not answer a phone call. voice memo: A short audio recording created in a messaging app instead of sending a text message. Also called a voice note. voice messaging: The recording and posting of digital messages for another person. voice note: A short audio recording created in a messaging app instead of sending a text message. Also called a voice memo.

Voice over Internet Protocol (VoIP): Voice communications over the Internet; sometimes called Internet telephony. voice-to-text message: The converting of incoming or outgoing voice messages to written text. Also called speech-to-text. webcast: A video broadcast of an event transmitted across the Internet. Commonly used in businesses and education. web conference: A meeting among several geographically separated people who use a network or the Internet to transmit audio and video data; also called a video conference.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

webinar: A presentation an audience accesses over the web that shows a shared view of the presenter’s screen and may also include audio and video of the presenter and allow for audience participation. Short for web-based seminar. webmail: An email system, such as Gmail or Yahoo Mail, that allows its users to send and receive messages using a web browser. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • • •

Updated market statistics.

Added coverage of new, popular social media, blogging, and social curation websites Additional coverage business video conferencing programs such as GoToMeeting, Microsoft Teams, WebEX, and Google Meet.

Added topic on Video Job Interview apps.

[return to top]

MODULE OUTLINE I.

Compare Popular Digital Communication Tools a. Identify Key Netiquette Principles b. Explain How Email Works I. Email Communication Process II. Email Addresses III. Email Requirements IV. Typical Features of Email Software c. Define Common Types of Written Digital Communication I. Blogs II. Wikis III. Messaging Applications d. Define Common Types of Audio and Visual Digital Communication I. Podcasts II. VoIP Calls III. Video Chats

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

II.

III.

IV. Online Conferences V. Webinars e. Define Common Types of Digital Social Networking I. Social Media II. Social Networks III. Social Curation Tools Use Digital Communication Tools a. Follow Netiquette Guidelines I. Internet Etiquette Guidelines II. Personal Social Networking Guidelines III. Professional Social Networking Guidelines IV. Professional Messaging Guidelines V. Blog Guidelines b. Communicate with Digital Tools I. Email II. Digital Calendars III. Blogs IV. Microblogs V. Wikis VI. Message Boards VII. Instant Messages VIII. Anonymous Messaging Apps IX. Podcasts c. Create Digital Content I. Microblogs II. Blogs d. Network with Digital Tools I. Social Networks II. Social Shopping Networks III. Interest-Based Networks IV. Sharing Economy Networks V. Messages on Social Networks e. Attend Webinars and Video Conferences I. Webinars II. Video Conferences III. Video Chats IV. Video Job Interviews Evaluate the Impact of Digital Communication on Everyday Life a. Evaluate Pros and Cons of Social Media I. Positive Effects of Social Media

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

IV. V. VI. VII. VIII.

II. Gather Support with Social Media III. Negative Effects of Social Media b. Evaluate Pros and Cons of Social Networking I. Positive Effects of Social Networking II. Negative Effects of Social Networking Module 11 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Compare Popular Digital Communication Tools. What type of digital communication tools do you use (home, school, work, etc.)? How would your life change if you did not have access to these tools? Which tools would you say are most vital to your daily life?

2. Use Digital Communication Tools. Why is it important to follow the rules of netiquette? Which rules do you routinely follow? Would you agree with the guidelines presented in this module? If not, why? What would you change or add to them?

3. Evaluate the Impact of Digital Communication on Everyday Life. Do you participate in social media? If so, what apps? Do you think it brings value to your life? Do you feel any negative impact about your use of social media?

Explain your answer. [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

ADDITIONAL ACTIVITIES AND ASSIGNMENTS There are four questions per learning objective. For the classroom activities, the heading for the section that includes the topic is listed.

Lesson 1: Compare Popular Digital Communication Tools

1. Classroom activity 1: (Define Common Types of Digital Social Networking) Divide the class into groups, have each group prepare a presentation for the class on one of the types of social media discussed in Table 11-1. How can the social media type be used personally and for business uses? What are its pros and cons? Provide some examples to share with the class to illustrate its attributes.

2. Classroom activity 2: (Define Common Types of Audio and Visual Digital Communication) As a class, discuss some of the pros and cons of video conferencing. What are the most important aspects of a video conferencing program? Divide the class into groups and have each group research and preview a video conferencing program with the class (GoToMeeting, Microsoft Teams, WebEX, and Google Meet). As a class, decide which video conferencing program is the best and why.

3. Quick Quiz: Recorded media that users can download or stream to a computer or mobile device and listen to at any time is called a/n __________. (Answer: podcast)

4. Critical Thinking: How has social networking changed the nature of our interactions with others? Overall, has it changed society for the better or worse? Why do you feel that way?

Lesson 2: Use Digital Communication Tools

1. Classroom activity 1: (Network with Digital Tools) How can and should people control what they post on social media? Walk through the privacy settings of several social media apps and come up with a list of guidelines on what should and should not be posted. For businesses, how can they help to shape corporate image through social media? Look at several corporations that have an active social media presence and discuss what is done well or not done well, and how that impacts the corporation’s brand.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 11: Digital Communication

2. Classroom activity 2: (Communicate with Digital Tools) With the class, preview various types of email software (Microsoft Outlook, Gmail, etc.) Compare these with their web server counterparts and discuss the attributes of each. What are the pros and cons of using a software or a web server?

3. Quick Quiz: A word(s) preceded by a # symbol that describes or categorizes a post is called a/n _________. (Answer: hashtag)

4. Critical Thinking: How does a job interview via video conference differ from a job interview in person? Which do you prefer, and why? What steps would you want to take to ensure that you are ready for a job interview via video conferencing?

Lesson 3: Evaluate the Impact of Digital Communication on Everyday Life

1. Classroom activity 1: (Evaluate the Pros and Cons of Social Media) Divide the class into groups, with each group researching and presenting back to the class on a different type of social network: social shopping, interestbased, sharing economy, crowdsourcing/crowdfunding, professional, etc. What are the most popular websites for these networks, what are their pros and cons, how can the privacy settings be configured, and what considerations would you want to take into account before posting and/or commenting?

2. Classroom activity 2: (Pros and Cons of Social Networking) Ask students to find examples in the news of disinformation, such as fake social media profiles or purposely inaccurate content. What was the impact?

Were the perpetrators caught? Were there consequences? Do you think the consequences were fair? Why or why not?

3. Quick Quiz: When individuals come together on the Internet to provide funding that will support others in an endeavor, it is called a/n ______. (Answer: crowdfunding)

4. Critical Thinking: Discuss the idea of “fake news” with the class. How can we know what information to trust when there are so many opposing points of view? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 4 Module Outline.................................................................................................................... 5 Additional Discussion Questions ....................................................................................... 6 Additional Activities and Assignments .............................................................................. 6

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to several rapidly growing and expanding technologies, including cloud computing and artificial intelligence. They will learn how individuals and businesses use the cloud for app delivery, storage and more. E-commerce jobs, models, and tools are discussed. Lastly, they learn about the impact of newer technologies such as virtual reality, robotics, and artificial intelligence.

MODULE OBJECTIVES The following objectives are addressed in this module: • • • •

Explain the basics of cloud computing.

Describe ways companies do business on the Internet Characterize new technologies Use AI technologies.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules. artificial neural network (ANN): A network of processors that functions similarly to the human brain by applying multiple layers of deep learning processes in a mesh network of signals. augmented reality (AR): A type of virtual reality that uses an image of an actual place or thing and adds digital information to it. chatbot: A feature on a website or app that uses AI technology to provide text-based support and communication services. customer relationship management (CRM): A collection of computer services that help companies customize their interactions with customers through sales, marketing, communications, and customer loyalty programs, and Oracle, a marketleading provider of database management services. data analytics: Detecting patterns that improve business practices and answering questions related to strategic planning; AI often is used. dataset: A collection of data input into an AI system to help it learn.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

digital assistant: Apps like Amazon’s Alexa or Apple’s Siri that use natural language processing to respond to your verbal commands or questions, using search technology to provide answers or perform a task, such as adding an item to a grocery list. digital transformation: The integration of digital technologies into business activities, organizational cultures, and customer experiences. distributed computing: A way to design a system so various components run on multiple computers but work together as a single system. e-business: Any kind of business activity conducted over an online network of some kind, such as the Internet.

Infrastructure as a Service (IaaS): A type of cloud service that allows customers (usually businesses) to configure cloud-based networking infrastructure the way they want, such as routing, servers, operating systems, storage spaces, and security settings. natural language processing (NLP): A form of data input in which computers interpret and digitize spoken words or commands. omnichannel marketing: A marketing strategy that relies on multiple types of contact per customer, such as targeted ads on social media, paid results on search engines, or contacts by email or phone. on-premises: Hosting files, databases, or applications on your hardware in your office or data center.

Payment Card Industry Data Security Standard (PCI DSS): A set of security standards developed by major credit card companies that apply to all merchants who use their services.

Platform as a Service (PaaS): A platform from which cloud customers can run their own applications without having to manage underlying servers. private cloud: Cloud technology that runs on your own hardware that does not use the Internet. prompt: A command to an AI (artificial intelligence) tool (such as ChatGPT) that generates a particular response, such as text generation, from the tool. prompt engineering: The process of designing a prompt and editing it to get the desired result.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

public cloud: A cloud service where multiple customers use the same, Internetconnected cloud that is running on hardware owned by a cloud service provider. robotic process automation (RPA): Automatic processes running on servers that input or transfer data, such as transferring customer data from a call center system to a customer management system, updating records when a credit card is replaced, and synchronizing billing processes across multiple systems and document types. robotics: The science that combines engineering and technology to create and program robots. Robots are useful in situations where it is impractical, dangerous, or inconvenient to use a human.

Turing Test: A test scenario in which a human asks an AI system questions in an attempt to determine if the system is human or machine. unique selling proposition (USP): A statement about how a company and its products are different and better than the competition’s. virtual reality (VR): The use of computers to simulate a real or imagined environment that appears as a three-dimensional (3-D) space. wake word: A word or phrase that alerts an app, such as a virtual assistant app on a smartphone, to record and interpret whatever you say next. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • •

Added coverage of distributed computing.

Added content on virtual reality and robotics.

Expanded AI content to include generative AI tools and examples, plus coverage of prompt engineering.

[return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

MODULE OUTLINE I.

II.

III.

IV.

V. VI. VII. VIII. IX.

Explain the Basic Concepts of Cloud Computing a. Identify Defining Characteristics of the Public Cloud b. Compare Common Cloud Models c. Identify Major Cloud Providers and Cloud Risks Describe Ways Companies Do Business on the Internet a. Explain How Cloud Services Are Used in the Workplace b. Compare Types of E-Commerce Platforms c. Describe High-Growth Jobs in E-Commerce Industries d. Explain How to Build Trust through a Good E-Commerce Website Characterize New Technologies a. Explain the Impact of Virtual Reality and Robotics b. List Ways People Use Artificial Intelligence (AI) Technology I. Practical Uses of AI II. AI in the Workplace III. AI Training Use AI Technologies a. Describe How AI Supports Smart Devices and the Internet of Things I. Effective AI Commands b. Generate Content with AI I. Tips for Using AI Text Generators II. Limitations of AI Text Generators III. Prompt Engineering c. Communicate Proficiently with AI Systems Module 12 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Explain the Basic Concepts of Cloud Computing. In what ways do you rely on the cloud (home, school, work, etc.)? Do you use any app, platform, or service platforms? If so, for what purpose? How would your life change if you did not have access to these tools?

2. Describe Ways Companies Do Business on the Internet. What e-commerce jobs interest you? Why? What skills might you need to acquire to pursue that job?

How would you go about acquiring the necessary skills?

3. Characterize New Technologies. In what ways do you use AI? Have you ever interacted with a chatbot? If so, what was your experience? Does your school or work have guidelines for using AI-generated content? Do you agree with the guidelines? Why or why not?

4. Use AI Technologies. What makes a good prompt for an AI generator? How can you provide a tool such as ChatGPT with enough information to generate the content you want? What limitations do these technologies have? What might be the consequences of only relying on AI-generated content? [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS There are four questions per learning objective. For the classroom activities, the heading for the section that includes the topic is listed.

Lesson 1: Explain the Basic Concepts of Cloud Computing

1. Classroom activity 1: (Identify Defining Characteristics of the Public Cloud) The National Institute of Standards and Technology (NIST) has defined five essential characteristics of cloud technology: on-demand self-service, broad network access, resource pooling, rapid elasticity, and measured service.

Explain that cloud technologies offer flexibility, low cost, adaptability, and convenience. However, they are not the best fit for every situation. Discuss examples of which cloud technologies would not be a good fit.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

2. Classroom activity 2: (Compare Common Cloud Models) Divide the class into small groups and assign a cloud service to each group (SaaS, PaaS, etc.). Ask each group to find the top providers for each service, and what they offer. Compare pricing and have them discuss whether they see the value in using the service.

3. Quick Quiz: A way to design a system so various components run on multiple computers but work together as a single system is called __________. (Answer: distributed computing)

4. Critical Thinking: What are the pros and cons of using a public cloud? What security risks are involved? How can you keep yourself, your devices, and your data safe when using the public cloud? Are the benefits greater than the risks?

Explain your answers.

Lesson 2: Describe Ways Companies Do Business on the Internet

1. Classroom activity 1: (Explain How Cloud Services Are Used in the Workplace) Companies attempt to match specific customer interests and emphasize their unique selling proposition (USP), which is a statement about how the company and its products are different and better than the competition’s. Have students research the Internet to find examples of unique selling propositions.

2. Classroom activity 2: (Describe High-Growth Jobs in E-Commerce Industries) As retailers grow into the expansive potential of the e-commerce economy, the workforce also benefits from expanded job opportunities. Discuss how this impacts various occupations. What occupations may be negatively affected?

3. Quick Quiz: When retailers use multiple types of contact to reach customers, they are using a/n _________ strategy. (Answer: omnichannel)

4. Critical Thinking: How do you think Amazon emerged as a leading online marketplace? Discuss the growth and market share. Do you agree with Amazon’s practices? Why or why not?

Lesson 3: Characterize New Technologies

1. Classroom activity 1: (List Ways People Use Artificial Intelligent (AI) Technology) AI relies on a variety of technologies that can be combined to create AI systems that meet specific needs. Discuss how this could result in growth and cost savings for many businesses.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 12: Digital Transformation

2. Classroom activity 2: (Pros and Cons of Social Networking) Find examples of how robotics are being used in industry. Discuss the impact of the use of robotics. What are the pros and cons of relying on robotics? How can it be used to increase jobs?

3. Quick Quiz: A type of VR that uses an image of an actual place or thing and adds digital information to it is called ______ reality. (Answer: augmented)

4. Critical Thinking: Discuss the importance of a dataset for informing an AI system. What are the potential impacts if the dataset is biased or has limited representation?

Lesson 4: Use AI Technologies

1. Classroom activity 1: (Describe How AI Supports Smart Devices and the Internet of Things) Poll the class to find what types of smart devices students use. Ask them to describe how they use the device. What device types and brands are most popular?

2. Classroom activity 2: (Generate Content with AI) As a class, decide on a topic to ask ChatGPT or another AI-generative tool to create content for. Use prompt engineering to see the results and how they differ when different prompts are used. Ask them to evaluate the accuracy of the content.

3. Quick Quiz: The automatic processes running on servers that input or transfer data, such as transferring customer data from a call center system to a customer management system, updating records when a credit card is replaced, and synchronizing billing processes across multiple systems or document types, are referred to as _____. (Answer: robotic process automation)

4. Critical Thinking: Discuss the Turing Test and any ethical issues that surround it. What are the pros and cons of using AI technology in this way? How would you feel if you thought you were conversing with a real person and found out it was AI? [return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 4 Module Outline.................................................................................................................... 5 Additional Discussion Questions ....................................................................................... 6 Additional Activities and Assignments .............................................................................. 6

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to introduce students to database concepts. They learn about how they interact with databases without even knowing it, and how businesses use databases. They learn about database management systems, and how the cloud has impacted database technology. Lastly, they learn about how businesses use data when making decisions, including big data and business intelligence.

MODULE OBJECTIVES The following objectives are addressed in this module: • • •

Discuss the importance of databases.

Use a database management system.

Explain how data informs business decisions.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules.

ACID (Atomic, Consistent, Isolated, Durable) model: A database transaction model that used to ensure each transaction is reliably processed.

BASE (Basically Available, Soft State, Eventually Consistent) model: A measurement for nonrelational databases used to ensure data in the database is highly available even during a failure of some sort. business intelligence (BI) tools: Software features that analyze data to answer sophisticated business questions.

Confidentiality, Integrity, and Availability (CIA) triad: A classic database security model that addresses the issues of confidentiality, integrity, and availability of data. dashboard: A page or screen providing informative visuals of data, key performance indicators, and statistics. database administrator (DBA): Specifically trained administrators who work with the back-end components of a database to ensure a company’s business data is safe, secure, and well-managed.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

Database as a Service (DBaaS): A cloud service in which a DBMS runs on servers owned by the cloud providers, and users access the database remotely through a web browser. database back-end: Database components including the database server hosting the data, some aspects of the DBMS, and the database itself. database front-end: The user interface of a database. database management system (DBMS): A software program that lets you create databases and then manipulate data in them. data lake: A collection of both structured and unstructured data. data validation: A process that sets cells so that the values they accept are restricted in terms of type and range of data. data warehouse: A central repository used by business intelligence tools to collect data from existing databases and live data streams. foreign key: A primary key field from one table that you include as a field in a second table to form a relationship between the two tables. high availability database: A database characteristic in which users still can access a nonrelational database even during some types of system or hardware failure. index: A database object that is created based on a field or combination of fields. It can be a field property that keeps track of the order of the values in the field, and a list that relates field values to the records that contain those values. This can speed up searching and sorting records in a table. input mask: A field property that provides a visual guide for users as they enter data. key-value database: A database that creates any number of key-value pairs for each record. Also called a key-value store. latency: In cloud-based databases, this is the brief delay between when a request is made, and the response is received. many-to-many relationship: A relationship between two tables in a database in which one record of one table relates to many records in the other table and vice versa; to create such a relationship, you must establish a third table called a junction table that creates separate one-to-many relationships with the two original tables.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

NoSQL databases/nonrelational databases: Unstructured or differently structured databases that resolve many of the weaknesses of relational databases in order to handle massive amounts of data. one-to-many relationship: The relationship between two tables in a database in which a common field links the tables together; the linking field is called the primary key field in the “one” table of the relationship and the foreign key field in the “many” table of the relationship. one-to-one relationship: A relationship between two tables in which each record in the first table matches, at most, one record in the second table, and each record in the second table matches, at most, one record in the first table. primary key: The field in a database that contains unique information for each record; also called a unique identifier. principle of least privilege: A cybersecurity strategy in which each user is given the minimum access privileges to a database required to do their job. read replica: Copy of a database used only to retrieve information (not to write new information). relationship: An association between entities that shows how data in one table relates to data in another table. scalability: The ability of a resource to increase in size as demand increases. serverless: A database structure in which a customer does not have to manage the underlying host, and only pays for the resources they use, such as storage space. [return to top]

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • • •

Added coverage of ACID and BASE models.

Added content on read replicas.

Expanded coverage of cloud database services.

Expanded coverage of how database types are selected for websites.

[return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

MODULE OUTLINE I.

II.

III.

IV. V. VI. VII. VIII.

Discuss the Importance of Databases a. Compare Spreadsheets and Databases b. Define Relational Databases c. Define Nonrelational Databases d. Describe the Effects of Cloud Computing on Database Technology and Methods Use a Database Management System a. Identify Popular Database Management Systems b. Organize Data in a Database I. Data Validation II. Primary Keys and Indexes III. Relationships IV. Sorts and Filters V. Queries c. Example Structured Query Language (SQL) d. Compare Front-end and Back-end Database Components e. Explain How to Secure a Database f. Describe the Importance of Backing Up a Database Explain How Data Informs Business Decisions a. Describe the Significance of Big Data b. Summarize the Impact of Business Intelligence Module 13 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Discuss the Importance of Databases. Think of a database you use. Why did the developer choose to store the data in a database rather than a spreadsheet? What functions would be missing from the database if it were saved in a spreadsheet? In what ways does the cloud impact database technology positively? Are there any negatives?

2. Use a Database Management System. What database apps are you familiar with? For what purpose did you use the program(s)? Why did you select that particular program?

3. Characterize New Technologies. In what ways do you use AI? Have you ever interacted with a chatbot? If so, what was your experience? Does your school or work have guidelines for using AI-generated content? Do you agree with the guidelines? Why or why not?

4. Explain How Data Informs Business Decisions. What is the advantage of using data when making decisions? What is the disadvantage of not using data? In what ways is your personal data a part of big data? What actions did you take to share your information in a way that it can be collected? [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS There are four questions per learning objective. For the classroom activities, the heading for the section that includes the topic is listed.

Lesson 1: Discuss the Importance of Databases

1. Classroom activity 1: (Define Relational Databases) In groups, students work together to design a set of tables that could be used for a company database. They should determine the relationships between tables and explain the purpose of the relationships.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

2. Classroom activity 2: (Describe the Effects of Cloud Computing on Database Technology and Methods) Divide the class into small groups and ask them to research cloud database services. Ask each group to find the top providers, and what they offer.

Compare pricing and have them discuss whether they see the value in using the service.

3. Quick Quiz: A database that can be still accessed during system or hardware failure is said to be __________. (Answer: highly available)

4. Critical Thinking: Why are the ACID and BASE tests valuable? What consequences could there be to not following these measurements? Explain your answers.

Lesson 2: Describe Ways Companies Do Business on the Internet

1. Classroom activity 1: (Examine Structured Query Language (SQL)) Have students practice entering basic SQL operations, such as SELECT, DELETE, INSERT, and UPDATE.

2. Classroom activity 2: (Organize Data in a Database) Ask students to come up with a table structure, and assign data types, and explain any data validation techniques they will use.

3. Quick Quiz: A field property that provides a visual guide for users as they enter data is a/n _________. (Answer: input mask)

4. Critical Thinking: When was the last time you entered information into a database using a form? Think about the last time you created an account online. You didn’t see the underlying table with its records and fields. Instead, you entered data into a more visually appealing form where each field was spaced out on the screen to make it easier to understand and interact with.

Explain that non-technical users typically prefer a user-friendly interface as they enter data.

Lesson 3: Explain How Data Informs Business Decisions

1. Classroom activity 1: (Summarize the Impact of Business Intelligence) Find an example of a dashboard. Ask students to look at the data shown and determine what decisions or conclusions the data might prompt. Is there any other data that would be helpful?

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 13: Databases

2. Classroom activity 2: (Describe the Significance of Big Data) Have students visit an online shopping website. Ask them to take note of the products shown when they first view the homepage. Have them search for and click products, then ask them if any changes were made to the products they are shown on the homepage. Ask them to log onto one of their social media pages and see if any of the products they viewed or searched for now appear in their ads.

3. Quick Quiz: The fact that data is often generated and received at high speeds is referred to as data _______. (Answer: velocity)

4. Critical Thinking: Amazon and other websites track users’ views of products to recommend products that tend to be interesting to similar customers. How does big data play into this? Do you find it helpful? Do you think it is ethical?

Why or why not? [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 14: Digital Ethics and Lifestyle

Instructor Manual Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 14: Digital Ethics and Lifestyle

TABLE OF CONTENTS Purpose and Perspective of the Module ........................................................................... 2 Module Objectives .............................................................................................................. 2 Key Terms ........................................................................................................................... 2 What's New in This Module................................................................................................ 4 Module Outline.................................................................................................................... 4 Additional Discussion Questions ....................................................................................... 5 Additional Activities and Assignments .............................................................................. 6

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

1

Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 14: Digital Ethics and Lifestyle

PURPOSE AND PERSPECTIVE OF THE MODULE The purpose of this module is to discuss many of the concepts and topics taught in the other modules in the context of ethics and being a digital citizen. Information accuracy, its importance, and how to evaluate credibility is discussed. Students learn about the importance of and methods to make content accessible for all. Lastly, digital lifestyle health is covered.

MODULE OBJECTIVES The following objectives are addressed in this module: • • • •

Define the legal and ethical responsibilities of a digital citizen.

Explain the importance of information accuracy.

List ways to ensure content is accessible.

Explain how to promote a healthy digital lifestyle.

KEY TERMS The following is a list of new terms introduced in this module. Some terms necessary to understand the concepts of this module were introduced in earlier modules. acceptable use policy (AUP): A document that lists guidelines and repercussions of use of the Internet and other digital company resources, including network storage and email servers. algorithm: A process or set of rules, to create and then determine the order and scope of the search results. catfishing: A deliberate attempt to mislead people about one’s identity by creating a fake online profile. citizen journalism: The involvement of non-journalists to write, edit, create, and distribute news content. clickbaiting: Using sensationalized words or phrases in webpage titles, descriptions, and other content used to draw users in. code of conduct: A set of rules, sometimes included in an acceptable use policy, against causing harm to others, misuse or unauthorized access of another person’s files or data, protection of intellectual property, stealing software piracy, and social considerations.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 14: Digital Ethics and Lifestyle

content bias. When information that is being presented or interpreted excludes or shows preference to a group. dark pattern: A technique used in app and web design to get the user to unintentionally sign up for or buy something. Also called deceptive design. data breach: Any unauthorized collection or distribution of data. data pool: The source, often a database, of values used by a technology. deceptive design: A technique used in app and web design to get the user to unintentionally sign up for or buy something. Also called dark patterns. deep fake: A video or other digital content that has been altered or created to digitally replace a person with a different person. digital detox: A period of time during which an individual refrains from using technology. digital ethics: The legal and moral guideline that governs the use of technology, including computers, mobile devices, information systems, databases, and more. digital inclusion: The movement to ensure that all users, regardless of economic or geographic constraints, have access to the devices, data, and infrastructure required to receive high-speed, accurate, and reliable information. distracted driving: Driving a vehicle while focusing on other activities, typically involving an electronic device, such as a cell phone. eye strain: Itchy, sore, or dry eyes and headaches caused by spending too much time looking at devices. keyword stuffing: The unethical SEO practice of using irrelevant keywords in meta tags and other website content. meta tag: In web publications, these are HTML specification tags that tell search engines what data to use.

Personally Identifiable Information (PII): Anything that can be used to uncover an individual’s unique identity, such as fingerprints. target keyword: A search term users are most likely to use to find a webpage. text neck: Tightness or discomfort in the neck due to looking down at a phone or device for long periods. [return to top]

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 14: Digital Ethics and Lifestyle

WHAT'S NEW IN THIS MODULE The following elements are improvements in this module from the previous edition: New and Expanded Topics: • • • •

Expanded coverage of technology laws to include AI regulations and the Right to Be Forgotten.

New coverage of deceptive technology practices: catfishing, deep fakes, AI misuse, and deceptive design.

New coverage of ethical SEO practices and accessibility in web and app development.

New coverage of content biases, including speech recognition and data pools.

[return to top]

MODULE OUTLINE I.

II.

III.

IV.

V. VI.

Define the Legal and Ethical Responsibilities of a Digital Citizen a. Differentiate between Digital Literacy and Digital Citizenship b. Describe Restrictions Regarding Technology Use I. Technology Laws II. Acceptable Use Policies Explain the Importance of Information Accuracy a. List Examples of Deception b. Describe Ethical SEO Practices List Ways to Ensure Content Is Accessible a. Define Accessible Web Development b. Define Accessible App Development Practices c. List Examples of Content Bias I. Speech Recognition Apps II. Automated Screening Processes III. Data Pools Explain How to Promote a Healthy Digital Lifestyle a. Create a Digital Wellness Plan b. List Steps to Safeguard Your Information Module 14 Summary Review Questions: 5 minutes total. Students answer the questions after reading the module to assess themselves on key concepts.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 14: Digital Ethics and Lifestyle

VII. VIII. IX.

Discussion Questions: 20 minutes total. Students complete the activity by answering the questions. The activity was designed to stimulate discussion.

Critical Thinking Activities: 40 minutes total. Students use their critical thinking skills to complete the activity.

Apply Your Skills: 10 minutes total. Students apply their knowledge of module concepts.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class. One question exists for each of the module’s objectives.

1. Define the Legal and Ethical Responsibilities of a Digital Citizen. Why is it important to you personally to be ethical? How does it feel when you see someone behaving unethically? What responsibility do you have when this occurs? What have you learned that will help you be a more responsible digital citizen?

2. Explain the Importance of Information Accuracy. Have you ever fallen for one of the examples of deception discussed in this module? If so, what was the experience? What other types of unethical deceptive practices can you think of? What should be the consequences in these instances?

3. List Ways to Ensure Content Is Accessible. Why is digital inclusion important to you, personally? In what ways are you limited by the factors that lead to the digital divide? What can you do to promote accessibility in your own work or for others?

4. Explain How to Promote a Healthy Digital Lifestyle. What physical or behavioral complications have you incurred through your use of technology?

Have you ever felt anxious when you are away from your devices? What can you do to promote your own health and prevent future injuries or effects? [return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 14: Digital Ethics and Lifestyle

ADDITIONAL ACTIVITIES AND ASSIGNMENTS There are four questions per learning objective. For the classroom activities, the heading for the section that includes the topic is listed.

Lesson 1: Define the Legal and Ethical Responsibilities of a Digital Citizen

1. Classroom activity 1: (Define the Legal and Ethical Responsibilities of a Digital Citizen) Have students work in groups to answer the ethical and legal questions presented in Figure 14-2.

2. Classroom activity 2: (Differentiate between Digital Literacy and Digital Citizenship) Divide the class into small groups and ask them to research current ethical issues regarding technology, and select one, such as cyberbullying or deep fakes. Ask them to answer the questions in Figure 14-3 and provide reasons for why they agree/disagree with each question asked.

3. Quick Quiz: A document that lists guidelines for and repercussions of use of the Internet and other digital company resources, including network storage and email servers is a/n _______. (Answer: acceptable use policy (AUP))

4. Critical Thinking: Why is the EU’s “Right to be Forgotten” something that should be adopted in the U.S. (or your current country)? Explain why or why not you agree with the law, and what situations you would allow for the erasure of data.

Lesson 2: Explain the Importance of Information Accuracy

1. Classroom activity 1: (List Examples of Deception) Evaluate your school or business’s policy about the usage of AI. Discuss examples of how you can ethically use AI while still following the guidelines.

2. Classroom activity 2: (Describe Ethical SEO Practices) Find examples of search engines’ policies regarding SEO. Discuss any consequences for keyword stuffing, or other practices. Ask students why these policies are important.

3. Quick Quiz: A process or set of rules to create and determine the order of search results is a/n _________. (Answer: algorithm)

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Campbell/Ciampa/West, Technology for Success 2e ©2025, 9780357883235; Module 14: Digital Ethics and Lifestyle

4. Critical Thinking: Think of headlines you have seen online that are examples of clickbait. Why is clickbaiting unethical? What harm can it do? Is it ever justifiable? Why or why not?

Lesson 3: List Ways to Ensure Content Is Accessible

1. Classroom activity 1: (Define Accessible Web Development) Have students read the ADA online content accessibility guidelines. Review a website, such as your school’s. Have students note any guidelines that are not being followed and discuss any suggestions for changes.

2. Classroom activity 2: (List Examples of Content Bias) Have students research examples of proven content bias in speech recognition. Ask them to evaluate what the developers could do to expand their data pool or otherwise fix the issue.

3. Quick Quiz: The movement to ensure that all users have access to the devices, data, and infrastructure required to receive high-speed, accurate, reliable information is called digital _______. (Answer: inclusion)

4. Critical Thinking: Discuss the issue of limited data pools. What are the consequences? Why do gaps in data pools exist? What can be done about it?

Why is it important?

Lesson 4: Explain How to Promote a Healthy Digital Lifestyle

1. Classroom activity 1: (List Steps to Safeguard Your Information) Have students research recent examples of data breaches. Ask them to think about the consequences for the people whose data is stolen, for the company that was breached, and for the perpetrators (if caught).

2. Classroom activity 2: (Create a Digital Wellness Plan) Ask students to come up with rules for a digital detox, including: length of time, exceptions to using technology, and expected benefits.

3. Quick Quiz: Social security numbers, email addresses, and fingerprints are examples of _______. (Answer: personally identifiable information (PII))

4. Critical Thinking: Ask students to determine acceptable uses for their PII. To whom would they give permission? Under what circumstances? What expectations of security and privacy do they have? [return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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