Goin’ Global
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will investigate and formulate a plan to create a
global mobile application.
Specific Objectives
 Students will learn about interdependence among nations.
 Students will assess the benefits of international trade.
 Students will determine the cultural, economic, and political factors that should be
considered when deciding whether to do business abroad.
 Students will interpret the standard business practices involved in conducting
international application development
This lesson should take 5 class days to complete.
Preparation
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills required by
business and industry. The student is expected to:
(B) identify and demonstrate positive personal qualities such as flexibility, openmindedness, initiative, listening attentively to speakers, and willingness to learn new
knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(E) solve problems and think critically;
(F) demonstrate leadership skills and function effectively as a team member;
(H) demonstrate an understanding of legal and ethical responsibilities in relation to the
field of information technology; and
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
(3) The student relates core academic skills to the requirements of computer technologies.
The student is expected to:
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(A) demonstrate effective verbal and written communication skills with individuals from
varied cultures such as fellow workers, management, and customers;
(B) complete work orders and related paperwork for repair and installation;
(C) estimate supplies, materials, and labor costs for installation, maintenance, and repair
work orders; and
(D) read and interpret technical documentation such as schematics, drawings, charts,
diagrams, technical manuals, and bulletins.
(6) The student knows the proper function and application of the tools, equipment,
technologies, and materials used in computer technologies. The student is expected to:
(B) employ available reference tools, materials, and Internet sources to access
information as needed;
(7) The student applies the essential knowledge and skills for computer technologies to
career preparation, job shadowing, mentoring, or apprenticeship training in simulated
and actual work situations. The student is expected to:
(A) identify a problem relating to information technology;
(B) develop a solution using appropriate technologies, information technology concepts,
and information technology industry standards;
(C) explain how the proposed technological solution will resolve the problem and the
methodologies involved;
(D) apply decision-making techniques to the selection of technological solutions;
(E) identify areas where quality, reliability, and safety can be designed into a product or
service;
(F) apply critical-thinking strategies to the analysis and evaluation of the proposed
technological solution;
(G) develop a sustainability plan for the product or service;
(H) select and use the appropriate technological resources to conduct research, design,
and development activities;
(I) develop the documentation of the research and development process; and
(J) present the solution to a panel of professionals using formal presentation skills.
(8) The student employs project management knowledge to oversee information
technology projects. The student is expected to:
(A) implement project methodologies to manage information system projects;
(B) define the scope of work to achieve individual and group goals;
(C) develop time and activity plans to achieve objectives;
(D) implement or participate with cross-functional teams to achieve information
technology project goals;
(E) develop and implement quality assurance test plans; and
(F) create a contingency plan.
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(12) The student provides support to computer users to maintain service. The student is
expected to:
(A) develop a written disaster recovery plan; and
(B) develop a written preventive maintenance plan.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will take notes and keep them in their notebook.
 Students will complete all assignments in a timely manner.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the
Special Populations page of this website (cte.unt.edu).
Preparation
 Make copies of all handouts for this unit.
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
Secure a computer lab, if one is not readily available to your class.
Instructional Aids
 Student handouts
Materials Needed
 Copies of assigned activities
 Internet access
Equipment Needed
 Computer lab
 Teacher computer
 Projector (for digital presentation)
References and Helpful web-sites


SelectUSA - http://selectusa.commerce.gov/industry-snapshots/software-andinformation-technology-services-industry-united-states
Search the internet for information on establishing international IT networks.
Introduction
Learner Preparation
 Ask why it is necessary to get goods from other countries.
 Ask why our government puts trade restrictions on imports.
 How do emerging nations become involved in international trade?
Lesson Introduction
 Show the multi-media presentation and lead class in a discussion.
 Explain how all leading nations are interdependent.
 Discuss the impact of cultural and social environments on global trade.
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Outline
MI
OUTLINE
Terminology
(Students will fill in blanks from the
multi-media presentation)
Business Cycle: (diagram in
presentation)
Prosperity
Inflation
Recession
Depression
U.S. and International Trade
”Approximately 1/3 of world-wide
production is sold outside of the
“home” country;
Raw materials
Manufactured goods
Services as popular exchanges
Data is transferred
Businesses are Going Global
Changing markets
Foreign markets draw attention
Competition
Demand
Government support
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multi-media
presentation. Explain to the class
that the vocab will be on an exam
so it is important they fill in all
blanks.
Have students take notes to keep
in notebook.
Notes Extension Activity: Hand
out the assignment sheet and
complete in class. You may want
the group to partner up or just
have each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
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Importance of International Trade
Over 250,000 U.S. businesses export
products
11% of GNP
95% are small to med. Sized
Eight of top 100 SaaS vendors are
based in U.S.
Export over $500 billion in products
Wholesalers export over $100 billion
U.S.is 2nd largest exporter
U.S. is home to nine of the world’s
largest software companies
U.S. trade deficit in 1971
Assign “Cultural Differences”
project. This project will take
approximately 3 to 4 class periods
to complete and 1 to 2 class
periods to present to the class.
*Note: prior to the onset of this
activity, the teacher will need to
go to the website and pre-select
the countries to use. Try to get
countries that are not popular and
those that are not in the news as
much, in order for the students to
really learn something when
researching.
This activity allows for great class
discussion, especially when the
students present the final section.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will present the multimedia presentation while students take notes using their
handout. Students will work in class to complete the Notes Completion Activity to ensure
understanding of the material.
Independent Practice
 Students will use research skills to investigate customs and culture of various countries.
 Students will utilize their newfound information to simulate establishing an
international business network.
Summary
Review
 Why do countries trade with each other?
 Why do governments put trade restrictions on businesses?
 Why is it important to an economy to maintain a balance of trade?
Evaluation
Informal Evaluation:
Project progress will be assessed daily. The teacher will become the facilitator, since the
Cultural Differences and Globalization activities are student-driven. As a suggestion, the teacher
may want to have students evaluate their peers as well. If so, copy extra rubrics ahead of time.
Formal Evaluation:
Rubrics will be used to assess completed projects.
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Global Economy
Student Notes
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
________:
North American Free Trade Agreement
______:
World Trade Organization
_____:
European Union
International Trade: The _____
of products/services to people in _______ countries
Imports:
Products/services _______________ from another _____________
Exports:
Products/services _______ to _____________ country
Indirect Exporting: Marketers with ______________ experience __________ the
____________ company;
____________ for the _________ of
products in other countries
Direct Exporting:
___________
Company handles ____ responsibilities to market products in other
Balance of Trade:
The ________________ between a country’s _________ and __________
Foreign Production: A company ______ and __________ production ___________ in another
country
Joint Venture:
____ or_____ companies in ____________ countries with
_____________
interests develop a ______________ to join in
__________ ______________activities
Multinational Companies:
___________ and conduct
markets
Businesses that have_________________ all over the
planning for _________________
Pre-industrial Economy:
standard of living
Based on __________ and ______ ______development; _____
Post-industrial Economy:
marketed in
Based on____ of business & consumer __________ produced &
the__________ marketplace
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Gross Domestic Product:
country in____ year
The ________ $ value of all ___________ produced within a
Gross National Product:
_____________)
The total___________ of all goods/services (_____________
produced within a country in one year
Quota:
____________
_________ on the numbers of ___________ _________ of products
_________________ can ______ in a country
Tariffs:
__________
_________ placed on imported products to increase the ____________
Subsidy:
sale of products
__________ provided to a business to _______ in the development and
Standard of Living:
A ______________ of the quality of life for the citizens of a country
Productivity:
time
The____________ output by workers for a ______________ period of
Purchasing Power:
amount of money
The ___________ of goods/services that can be bought with a _____$
Consumer Price Index: The _____________ in the ________ of a specified set of goods over
_______
____________ _________: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
U.S. and International Trade
”Approximately _____ of world-wide production is sold _________ of the _______ country
The bulk of products that Americans use daily are_______________
U.S. __________music, movies, cars, airplanes and food items
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International Trade is Changing:
Raw materials once were an _____________ commodity; today makes up less than ____ of
world’s exports
__________________ goods/services are most popular
________(communications, travel, education, and financial) are most popular exchanges
between _________
_______ is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
_____________ are changing.
____________ markets are enticing to ________________ businesses who experience dropping
sales & profit
Foreign markets are another way to expand ________________and increase worldwide
___________for products
Benefit of international marketing: __________________ support is available
Importance of International Trade
U.S. economy: over ___________ businesses _________ products
Accounts for over _____ of GNP
_____ of U.S. exporting businesses are small to medium sized
Manufactures ________ over $500 billion of products
Wholesalers export over $____ billion worth of products
U.S. is __________ largest exporter
_____________ is #1 exporter
U.S. is #1 ___________ of products
Germany is _____ importer
_____ had 1st_________ deficit of the 20th Century in ______
(imports exceeded exports by over $1 billion that year)
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Goin’ Global
Student Notes
UPDATE ACCORDING TO YOUR SUBJECT. EXAMPLE PROVIDED BELOW
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
NAFTA:
North American Free Trade Agreement
WTO:
World Trade Organization
EU:
European Union
International Trade: The sale of products/services to people in other countries
Imports:
Products/services purchased from another country
Exports:
Products/services sold to another country
Indirect Exporting:
arranges for the
Marketers with exporting experience represent the exporting company;
sale of products in other countries
Direct Exporting:
countries
Company handles all responsibilities to market products in other
Balance of Trade:
The difference between a country’s imports and exports
Foreign Production: A company owns and operates production facilities in another country
Joint Venture:
develop a
Two or more companies in different countries with common interests
relationship to join in common business activities
Multinational Companies:
Businesses that have operations all over the world and conduct
planning for world-wide markets
Pre-industrial Economy:
of living
Based on agriculture and raw material development; low standard
Post-industrial Economy:
Based on mix of business & consumer products/services produced
& marketed in the global marketplace
Gross Domestic Product:
The total $ value of all goods/services produced within a country
in one year
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Gross National Product:
The total $ value of all goods/services (including imports)
produced within a country in one year
Quota:
Limits on the numbers of certain types of products foreign companies can
sell in a country
Tariffs:
Taxes placed on imported products to increase the selling price
Subsidy:
products
Money provided to a business to help in the development and sale of
Standard of Living:
A measure of the quality of life for the citizens of a country
Productivity:
The average output by workers for a specified period of time
Purchasing Power:
amount of money
The amount of goods/services that can be bought with a specific $
Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle:
Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Prosperity
Recovery
Recession
Depression
U.S. and International Trade
The bulk of products that Americans use daily are imported
U.S. exports music, movies, cars, airplanes and food items
International Trade is changing:
Raw materials once were an abundant commodity; today make up less than 1/3
of world’s exports
Manufactured good/services are most popular
Services (communications, travel, education, and financial) are most popular
exchanges between countries
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Data is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
Markets are changing.
Foreign markets are enticing to domestic businesses who experience dropping
sales & profit
Foreign markets are another way to expand competition and increase worldwide
demand for products
Benefit of international (INSERT YOUR PROGRAM HERE): Government support is
available
Importance of International Trade
U.S. economy: over 250,000 businesses export products
Accounts for over 11% of GNP
95% of U.S. exporting businesses are small to medium sized
Manufacturers export over $500 billion of products
Wholesalers export over $100 billion worth of products
U.S. is second largest exporter
Germany is #1 exporter
U.S. is #1 importer of products
Germany is #2 importer
U.S. had 1st trade deficit of the 20th Century in 1971
(imports exceeded exports by over $1 billion that year)
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Cultural Differences Project Country Selection
Teacher Directions:
You will need two copies of this list (or add your own selections). One cut in strips so the
students can draw to see which country (and partner) they will get and the other is to be used
to write the students’ names beside the country so you will have record of which students are
assigned to which country.
India
India
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
China
China
Nigeria
Nigeria
Japan
Japan
Poland
Poland
United Arab Emirates
United Arab Emirates
Algeria
Algeria
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Austria
Austria
Norway
Norway
Russia
Russia
Columbia
Columbia
Iceland
Iceland
Korea
Korea
Switzerland
Switzerland
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CULTURAL DIFFERENCES
Globalization Part I
OBJECTIVE
Students will research an assigned country to obtain required information. This information will
be used to market your previously developed business network in your given country.
PROCEDURE
You have been assigned a country to research using the website below. You are to read over
the following categories and take notes. Compare your country’s information with the United
States.
www.cia.gov/library/publications/the-world-factbook/
Country
Language
Religion
General Attitudes:
Personal Appearance:
CUSTOMS AND COURTESIES
1. Greetings
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2. Gestures
3. Visiting
4. Eating
LIFESTYLE
1. Family
2. Dating or Marriage
3. Diet
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4. Recreation
5. Commerce
SOCIETY
1. Government
2. Economy
3. Transportation/communication
4. Education
Literacy Rate:______________________
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5. Health
Life Expectancy:_______________
_____
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Globalization Part II and Computer Firm Challenge Part III:
Taking Your Network International
Country to which you are expanding your network
Now that you have concluded your investigation you will complete Part II.
Directions
Congratulations! Oculux is expanding their business and have tasked your firm with handling
the network expansion. Using the information you gathered in Part I of this assignment and
Parts I and II of your Computer Firm Challenge, create a plan to expand their network to the
country to which you were assigned. Design a multimedia presentation detailing how you will
handle the expansion. As well as including information from your research, you will need to
address the following issues:








What design issues you will need to address?
o If so what changes will need to be made?
Are you going to have localized support?
Are there regional software issues?
What about security?
o How are you going to address security issues in data transfer, email, etc.?
Are there any regional colloquialisms or language issues you will need to address?
Are there any regional internet restriction issues that need to be taken into
consideration?
What pricing issues will you face for internet and or network service in your assigned
region?
How will you locate and obtain local support in your assigned region?
Project Pointers:
You will be graded on the following:
1. Participation with your partner
2. Daily progress on the computer
3. Appropriateness of your selections
4. Slide presentation to the class (oral)
5. Appearance of slide presentation (minimum of 14 slides)
6. Your appearance
7. Realistic nature of the project
8. Presentation: Audience will be from the “country” which has been assigned to you.
All people must present. Be as detailed as possible. Be as creative as possible.
Think outside the box.
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Detail Sheet
Record each person’s responsibilities for this project. Check off the tasks as they are
completed. This will be a graded portion of your project.
Assigned Task
Name
Task
Completed On
(MM/DD/Year)
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Cultural Differences Presentation Rubric
Name
Presentation Title
Date of Presentation
Criteria
1
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information.
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Visuals
Mechanics
Delivery
Student used no
visuals.
Student's
presentation had
four or more
spelling errors
and or
grammatical
errors.
Student mumbles,
incorrectly
pronounces
terms, and speaks
too quietly for
students in the
back of class to
hear.
Country
Teacher
Title of Work
Points
2
3
4
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student is at ease
with content, but
fails to elaborate.
Student
occasional used
visuals that rarely
support text and
presentation.
Visuals related to
text and
presentation
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
three misspellings
and or
grammatical
errors.
Presentation has
no more than two
misspellings and
or grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Points
Earned
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Total Points
Teacher Notes:
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name:
Teacher:
Date:
Title of Work:
Skills
Criteria
0
10
Points
15
20
Helping
The teacher observed the None of the Time Some of the Time Most of the Time All of the Time
students offering assistance to
each other.
Listening
The teacher observed students
None of the Time Some of the Time Most of the Time All of the Time
working from each other's
ideas.
Participating:
The teacher observed each None of the Time Some of the Time Most of the Time All of the Time
student contributing to the
project.
Persuading:
The teacher observed the
students exchanging, None of the Time Some of the Time Most of the Time All of the Time
defending, and rethinking
ideas.
Sharing:
The teacher observed the
students offering ideas and None of the Time Some of the Time Most of the Time All of the Time
reporting their findings to
each other.
____
____
____
____
____
Total Points ____
Teacher Comments:
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Globalization II: International Network Expansion Project Rubric
Project Title:
Name:
Teacher:
Below
Average
Satisfactory
Excellent
Has clear vision of final product. Directions were followed
1, 2, 3
1, 2, 3
1, 2, 3
Properly organized to complete project
1, 2, 3
1, 2, 3
1, 2, 3
Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
Format (required # if slides present)
1, 2, 3
1, 2, 3
1, 2, 3
Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
Creativity
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated knowledge
Total:
1, 2, 3
1, 2, 3
1, 2, 3
Process
Product (Project)
Total Score:
Teacher Comments:
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