ds semester exam 1 revision

Page 1

• Title: Digital Society for the IB Diploma Programme

• Authors: Eli Bomfim, Tammy Earle, Michael Fitzpatrick, Carol Hancox, Jonathon Levin, Barbara Stefanics

• Publisher: Hodder Education

Page 2

• Mention of other releases related to Theory of Knowledge (TOK) for IB Diploma.

• Description of TOK guidance materials, assessments support, and inquiry processes.

Page 3

• Authors reiterated: Eli Bomfim, Tammy Earle, Michael Fitzpatrick, Carol Hancox, Jonathon Levin, Barbara Stefanics.

• Focus on Digital Society content for IB Diploma Programme highlighted.

Page 4

• Copyright statements and information about publication efforts detailed.

• Contact details for publisher-related inquiries provided.

Page 5

• Acknowledgements for permissions to reproduce copyright materials.

• Details of visual credits for illustrations and photo resources noted across multiple pages.

Page 6

• Continued acknowledgments for images and their respective copyright holders listed.

• Highlights the range of visual contributors for the publication.

Page 7

• Contents preliminary listing provided.

• Sections outline number of chapters, index of topics, and contributors therein.

Page 8

• Dedication section expressing gratitude to IB collaborators.

• Details about the authors’ collaboration and contributions.

• Emphasis on the challenges and responsibilities in educating on digital society issues.

Page 9

• Backgrounds of individual authors summarized:

  • Eli Bomfim: Teaching experience and dedication to ITGS course.

  • Tammy Earle: Focus on educational technology initiatives.

  • Michael Fitzpatrick: Experience in writing ICT textbooks, teaching across IB programs.

  • Carol Hancox: Teaching with a focus on computer science and experience in ITGS.

  • Jonathon Levin: Diverse teaching contexts and dedication to student-centered education.

  • Barbara Stefanics: Long-term contributions to various IB subjects, especially ITGS.

Page 10

• Welcome note discussing transformative impacts of digital technology on society.

• Overview of the digital society course’s objectives outlined.

• Introduction to the '3Cs' diagram (concepts, content, contexts).

Page 11

• Diagram depicting core learning goals and areas in the Digital Society syllabus provided.

• Mention of HL (Higher Level) additional topics for extended inquiry.

Page 12

• Student requirements outlined for learning resources.

• Encouragement for active participation and ongoing connections throughout the course.

Page 13

• Section 1 titled "Understanding Digital Society," emphasizing foundational knowledge.

Page 14

• Key terms and objectives for the section identified.

• Introduction to the concept of digital society as constantly evolving

  • Encourages reflecting on current learning experiences and misconceptions.

Page 15

• Initial reflections and questions to consider when engaging with digital society topics.

Page 16

• Overview of key understandings by the end of the section highlighted:

  • Importance of key terminology, understanding digital systems, and IB contextual relevance.

Page 17

• Path to success diagram emphasizing digital society components and interconnections with other subjects.

• Emphasis on responsibility for personal learning and the importance of curiosity throughout the course.

Page 18

• Introduction to the concept of 'digital society' and its significance in student learning.

  • Focus on the importance of connectivity and real-world impact.

Page 19

• Discussion of the 'digital divide' and barriers to technology access, particularly focussing on socio-economic factors.

Page 20

• Milestones in digital society's evolution noted.

• Historical perspective provided on critical technological advances from 1947 to present day detailed.

Page 21

• Overview of subtopics such as binary systems and representations in digital contexts discussed.

Page 22

• Concept of data representation in binary elaborated; examples of encoding and digital communication highlighted.

Page 23

• Discussion of the difference between analogue and digital technologies emphasized.

• Examination of how digital technology encapsulates various forms of data communication noted.

Page 24

• Impact of digitization discussed, including data preservation and the importance of ongoing access.

Page 25

• The concept of digital archives raised, focusing on their roles in knowledge preservation and easy accessibility.

Page 26

• Introduction of the three Cs (concepts, content, contexts) to be explored throughout the book, with connections to broader digital society principles specified.

Page 27

• Requirement for comparative analysis of multiple examples and sources emphasized.

Page 28

• Focus on individual digital footprints outlined, encompassing both active and passive contributions.

Page 29

• Discussion of the IB context for digital society outlined, emphasizing connections with TOK, CAS, and other subjects.

Page 30

• Emphasizes the need for international mindedness and the interconnections of global issues with personal impacts.

Page 31

• Subject aims articulated to define the learning outcomes for digital society course participants.

Page 32

• Introduction to the 'digital toolkit' concept where ATL skills and other competencies support individual learning.