Mobile Phone Assignment and Presentation Tips

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1 Mobile phone assignment Did you know there are over 22 million mobile phone subscribers in Australia 90%+ of a mobile phone can be recycled they can cause environmental harm if not disposed of correctly they are the most common cause of bankruptcy for young adults they are replaced every months on average the World Bank predicts there will be 4 billion subscribers by 2010 increasingly, people are connecting to the web via their mobile phone. 1.1 Survey your friends and family to find out what features of a mobile phone they regard as the most important. Work out appropriate categories for their responses. 1.2 The average Australian keeps their mobile phone for months. If this trend continues, how many phones will you own by the time you are 25? Calculate and present on a graph how many phones your class will have owned by that time. Calculate how many phones students in your school will have owned by that time. Link this information with the need to recycle mobile phones. 1.3 Use Excel to prepare a cost benefit analysis comparing mobile phones with a land line and VOP. Make a recommendation about which is the best choice. 1.4 Prepare a table comparing the costs of calls, text messages, premium services and voting for competitions for a prepaid phone and a fixed term service contract. 2.1 Draw a map of the world and show the countries with: the highest usage of mobile phones the largest growth rates the largest growth markets a country/countries without any mobile phone usage. Remember to include all map features. 2.2 A significant number of people in the world still do not have regular, effective access to computers. By the end of 2010 it is expected almost 4 billion people worldwide will have access to a mobile phone. (Source: World Bank). Explain how mobile phones can play a vital role in providing greater access to digital resources. 2.3 Draw a map of Australia and Victoria showing mobile phone coverage. Explain the significant features of this pattern for the Australian community. 2.4 Research how many phones Australia imports. What countries do the phones come from? How has this changed over the past five years? 3.1 Identify the major components in a mobile phone. List substances used in the construction of a mobile phone. Identify the materials that can be reused and the potentially hazardous substances. Explain what could happen if these are not treated appropriately. 3.2 Investigate a phone manufacturer to find out what environmental initiatives they are undertaking in designing new mobile phones. These may include: material efficiency environmentally sound materials disassembly energy consumption. 3.3 You are working for a mobile phone company which is getting a lot of criticism on talk back radio about the dangers of mobile phones. Prepare a webpage/fact sheet explaining what is meant by electromagnetic fields (EMF) and list some of the other sources of EMF. Prepare a Frequently Asked Questions (FAQ) section, dealing with some of the fears people have about mobile phones. Ensure your work is visually appealing as well as accurate.

2 4.1 Organise a debate with two speakers on each side to consider the question: Have mobile phones made the world a better place? 4.2 Examine an advertisement for a mobile phone. Consider how the elements of the advertisement the graphics and the language have been chosen to encourage a potential consumer to choose this phone. Prepare an annotated version of the advertisement explaining these features to your classmates. 4.3 Explain to a friend the meaning of the term contract. Explain what a contract requires you to do. Investigate a specific mobile phone service contract and list the main features of the contract. Explain what one of the clauses means in your own words. List five things the contract requires a consumer to do. 4.4 Prepare a brochure for to help young adults make the best choice when getting a mobile phone. You need to explain the following aspects: the different type of plans; usage patterns; call rates; the importance of an individual s budget; features they need/want in the handset. 5.1 I ve been scammed!!! Develop a presentation to your class showing them what scams are, the common types of scams and how people can avoid being scammed. 5.2 Your parents have said they will buy you a mobile phone if you can convince them you understand the set-up and running costs, and that you could keep within their set limits. Use an online budget tool, or Excel, to prepare a realistic budget to show your parents you can meet their requirements. 5.2 Naomi s mother signed the phone contract for her mobile because Naomi is under 18. She has been receiving a number of premium text messages which have really increased her monthly bill. Naomi claims she never signed up for these premium messages, but her mobile provider does not want to know. Investigate the role of the telecommunications industry ombudsman in resolving this type of dispute. 6.1 You are a reporter for a TV current affairs show. You have been given the story of following a mobile phone for the day. The focus of your story is to help viewers understand how important mobile phones are in encouraging communication between family and friends. 6.2 A letter to your local newspaper has alleged bullying has taken place in your school by students using mobile phones. Investigate the issue of cyber bullying/phone bullying. What recommendations would you make to a someone suffering from this type of bullying? What recommendations would you make to your school community to prevent bullying of students? 7.1 Design and sketch your ideal mobile phone. Outline eight of the main features you included. Justify why you included them. 7.2 Research how mobile phones can be used to access the internet. Explain why this is important to: people in countries where computers/and computer access is too expensive for most people people dependent on 24/7 access to information. Predict future trends in this area. Present the main features of your research to your class. 7.3 Prepare a timeline showing the dates different mobile phone features were available commercially. 2

3 Some elements of an integrated assignment on mobile phones are provided below. Aspects covered include: suggested questions/content possible formats links to the National Consumer and Financial Literacy Framework elements of general capabilities (Australian Curriculum) and quality teaching website resources suggestions for reflection and assessment. 1. Content The questions listed above were developed as part of a thematic, whole year-level activity. Each box contains questions related to one specific subject area: Maths, Science, English, Geography, Technology, Humanities/Social Science and Health. Students working in groups were given about 700 minutes to research and prepare about 200 minutes for presentation to their year level. The activity could be undertaken in a number of ways. Students could work individually and select a specific number of questions. These could be all questions from one box, or one from each of three boxes. Students could work in pairs to complete a set of questions one from each box/four boxes. Students could be placed in a small group and set a number of questions one box or one question from each box. Individual and small group work could be combined. Students could answer a certain number of questions individually and then work on one question in a pair or small group A group of students could research one question and present the results to their class. 2. Possible formats for group work Students could present their results to the class. Students would take one aspect of mobile phones, investigate it and devise an effective way to communicate their learning to other teenagers. Groups plan, draft and edit their work before presenting to the whole class. They could use a combination of the following formats. Role-play PowerPoint presentation YouTube clip Website Radio jingle/program Brochure/pamphlet/fact sheets Song/rap message Fact sheet Newspaper/magazine article 3. Teaching hints Students could be presented with Thinking Frames (graphic organisers) to provide a structure for their research and preparation. For ideas about appropriate frames, look at What kind of consumer are you? Stage 4 English teaching program developed by NSW DEET. 4. Links to the National Consumer and Financial Literacy Framework Knowledge and Understanding Understand consumer rights and responsibilities, eg consequences of breach of contract; requirements to provide accurate information to consumers; the issues and risks involved in purchasing and selling on internet Understand that a range of factors affect choice, eg advertising, peer pressure, income, purchasing history 3

4 Understand the value of setting financial goals and issues relating to impulse buying and the benefits of a budget Competence Justify selection of a range of goods and services, eg compare costs when purchasing, evaluate and recommend value for money purchases Use critical literacy and numeracy skills to assess the accuracy and appropriateness of advertising Resolve consumer disputes, eg apply a process of consumer redress such as completing a consumer complaint form Develop simple budgets and financial records. Responsibility Develop ethical behaviours, eg determine which goods and services are environmentally friendly, consider socially acceptable ways of spending Recognise impulse buying behaviour might limit future choices. Demonstrate informed and assertive buying behaviours/buyer resistance strategies and examine the terms of sales including contracts and other documents. 5. C&FL and elements of general capabilities, cross-curriculum perspectives and quality teaching General capabilities Literacy Numeracy ITC Ethical behaviour Thinking skills Creativity Self-management Teamwork Social competence Contracts, story writing, survey, preparing for debate Budgets, calculations of costs, totals Online calculators, web page construction, presentations, research, mobile phones and internet Scams, phone bullying, environmental considerations of recycling Use of Thinking frames, suggested research strategies Variety in student presentations Managing time Working together to research and produce communication, prepare debate Debating Cross-curriculum perspectives Sustainable patterns of Environmental considerations of recycling living Relating to Asia Mobile phones use, mobile phone access to the internet, where phones are made and exported to Australia Curriculum connections to quality teaching Cultural knowledge Sustainable and ethical consumerism Deep knowledge Follow processes for preventing scams Deep understanding Use websites to select relevant data for specific purposes Connectedness Rights and responsibilities of consumers Engagement Use ICT skills in a variety of ways to research, present, and educate Explicit criteria Maps, surveys, selection from websites Higher order thinking Justify decision making and prioritising of data Problematic knowledge Effective and purposeful web navigation Significance Understanding role of consumers Social support Working in groups, educate fellow classmates, debates Student self regulation Students present ideas in their selected format 4

5 6. Resources Topic Extensive material on almost all issues Bullying Types of phone plans/contracts History, world coverage Connecting with the internet Recycling Advertisements Environmental initiatives in phone design Dispute resolution Source click on Buying a mobile phone selecting a mobile and plan information on buying a phone http.//en.wikipedia.org/wiki/mobile-phones http.//en.wikipedia.org/wiki/mobile-phones Also includes a video Where do the old mobiles go? which looks at how the phones are collected and recycled. The video can be viewed in the download section Some interesting material can be found at Go to Buying then Marketing to find interactive activities on advertising and impluse buying Visit the websites of the major phone manufacturers LG Electronics, Motorola, Nokia, NEC, Panasonic, Samsung, Sharp and Sony Ericsson. Telecommunications Industry Ombudsman check out Sort it for great examples and outcomes. 7. Assessment 7.1 Self assessment Student reflection Teachers could select from the following suggestions to encourage student reflection on the learning which occurred as a result of undertaking the mobile phone unit. Graphic organiser Students create a concept map to link the different activities from the unit. When completed, students could reflect on their learning in each sequence. (Perhaps they could symbols and colours to indicate different aspects of the learning). Quiz Students comment and self assess on some questions covering specific learning outcomes and/or content. Reflection Explain to students how learning is built over time. Students could complete sentences such as: 1. Before starting this assignment, I thought 2. I want to know more about I felt 4. Since researching about phones I understand 5. I would like to teach someone else about 6. The best part of this assignment was 7. Because of what I learned from this assignment I 8. In the future I will... 5

6 7.2 Consumer and financial literacy outcomes Suggestions for summative assessment Student Notes Unit outcomes These are the assessed statements for reports The student creates and uses a budget in response to a specific goal identifies how buying choices can be influenced justifies recommended phone choices understands consumer rights, responsibilities and how they are protected Indicators Demonstration of these indicates achievement of an outcome could complete budget could adapt to changes and make recommendation identifies and can use factors to influence buyers can distinguish between scams and discounts selection of data prioritising of features comparing costs with benefits can identify consumer issues and where to seek help identifies different types of potential disputes, and suggests solutions develops ethical behaviours can recommend actions which are environmentally friendly, eg phone recycling uses skill to assess the accuracy and appropriateness of advertising works collaboratively in discussions and group tasks, justifying opinions with evidence analysis of advertisement valued contributions to group discussions can negotiate and operate with group Work samples The evidence from this assignment which supports the outcomes budget task advert analysis consumer surveys scams task presentation report on recommendations cost/benefit comparison scams task premium call dispute report on mobile phones as web connection responses about recycling/ phone dangers (EMF) and phone design debate recommendations to prevent bullying group tasks 6