Management and Interpersonal Skills
Practicum in Information Technology
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates
to efficient operation of an information technology project. Students will discuss the
relationship of interpersonal and team-building skills and how they are used by effective
managers.
Specific Objectives
• Students will identify the three levels of management.
• Students will theorize how a self-managing team functions.
• Students will evaluate the five functions of management.
• Students will discuss the difference between traditional and horizontal organizations.
• Students will explain how interpersonal and team-building skills are vital to employee,
management, and customer interaction.
• Students will demonstrate effective interpersonal and team building skills by working
together to complete various IT projects.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
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.
Practicum in Information Technology
130.280 (c)
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) identify and demonstrate positive work behaviors that enhance employability and
job advancement such as regular attendance, promptness, attention to proper attire,
maintenance of a clean and safe work environment, appropriate voice, and pride in
work;
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(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.
(2) The student identifies various employment opportunities in the information technology
field. The student is expected to:
(A) improve on a personal career plan along with education, job skills, and experience
necessary to achieve career goals; and
(B) develop a resume and portfolio appropriate to chosen career plan, including letters of
recommendation.
(3) The student applies academic knowledge and skills to research and develop projects. The
student is expected to:
(A) demonstrate proper use of written, verbal, and visual communication techniques
consistent with information technology industry standards.
(4) The student selects an approach for conducting research to discover a problem in the field
of information technology. The student is expected to:
(A) identify a problem relating to information technology; and
(B) describe and use an approach, such as top-down or bottom-up, for conducting a
research activity.
5) The student creates a technological solution for a problem in the field of information
technology. The student is expected to:
(A) apply critical-thinking strategies to develop a solution using appropriate technologies
and resources, information technology concepts, and industry standards;
(B) apply decision-making techniques to the selection of technological solutions; and
© explain how the proposed technological solution will resolve the problem.
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(6) The student designs, creates, and implements a product or service that addresses a problem
in the field of information technology and incorporates the solution. The student is expected
to:
(B) develop a product or service that meets a specified need following a problem-solving
strategy;
(C) identify areas where quality, reliability, and safety can be designed into a product or
service; and
(D) develop and implement a security management plan to address security
requirements.
(7) The student creates a personal portfolio. The student is expected to:
(A) create a portfolio that documents all projects and accomplishments such as
academics, volunteer experience, employment experience, awards, and certifications;
(B) organize and prioritize information within the portfolio; and
(C) use written, verbal, and visual communication techniques consistent with information
technology industry standards.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
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Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
• Students will take notes, as directed by the teacher.
• Students will complete individual and group assignments.
• Students will present their projects to the class.
Accommodations for Learning Differences
It is important that lessons 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
• Secure a computer lab if none are readily available in the classroom.
• Copy the handouts and assignments.
Instructional Aids
• Student handouts and multimedia presentations
Materials Needed
• Copies of assignments
• Computer with lab access
Equipment Needed
• Teacher computer and printer
• Projector (for digital presentation)
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Introduction
Learner Preparation
• Ask what makes management effective.
• Ask what character traits are common in “good” managers.
• Explain how interpersonal skills are important in the work place.
Lesson Introduction
• Ask the class if anyone has ever had to “manage” other people.
• Explain how effective interpersonal skills are necessary for managers to function in
business.
• Tell students the information they will learn in this lesson will be important to them in
their chosen career fields.
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another
Piece of the Puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager
Interpersonal Skills
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative,
Responsibility
Attitude
Self-control/ Orderliness
Self-awareness and
Willingness to Change
Self-esteem
Empathy
Personal Skills
Goal Setting
NOTES FOR TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multimedia
presentation.
Teacher will lead the discussion
of material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually
or in pairs or groups, at the
discretion of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of
self-director.
It is suggested that the students
present all projects to the class.
Option: The teacher may want
to set up a competition among
the students and offer a small
prize. Counselors or school
administrators could serve as
judges.
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Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/
Linguistic
Visual/
Spatial
Application
Guided Practice
Guided Practice
The teacher will present the multimedia presentations (one each for management and
interpersonal skills) and have students complete the included assignments. It is up to the
teacher’s discretion whether to assign some of the larger projects to pairs or small groups
instead of individual students.
Independent Practice
• Students will research and plan a Taste of Technology program within their community.
• Students will develop a personal brand, including additions to their portfolio or the
creation of a website.
• Students will research and develop a mobile application.
Review
•
•
•
Summary
We all possess personal traits that make us unique.
Everyone has a set of personal ethics; however, the degree to which we use them is an
individual choice.
Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation: it is up to the teacher’s discretion regarding how to grade the daily work and
desk assignments. The teacher will monitor the students’ work to check for understanding.
Formal Evaluation: Students will complete extensive projects to demonstrate knowledge of
material covered in this unit. Rubrics have been provided.
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION: ______ -to- __________ management structure of an organization
(consists of ____________, ____________, and __________________levels).
TOP MANAGEMENT: Makes __________________ affecting _______________; decisions have
_________________ effect on the company.
MIDDLE MANAGEMENT: _________________ the _________________ of ________
management; plan ways to implement ___________; communicates with
__________________ level management.
SUPERVISORY LEVEL MANAGEMENT: _________________ the activities of employees;
_________________the instructions of middle and top management; _____________
tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION: _______________________teams set their own _________ and
make their own ______________. Organized by _____________ instead of ______________.
EMPOWERMENT: __________________ team members’ _____________________ and
willingness to take ________________________.
MANAGING: ______________________ the___________ of an organization through its
__________ and _________________.
ORGANIZING: Bringing people, activities, and resources together for the _____________ of the
company.
STAFFING: ______________ _______________ with the __________ to be done.
CONTROLLING: __________________ performance; ___________________performance with
company ____________________ and goals for effective outcome.
LONG-RANGE PLANNING: Information is __________________ and _________________,
serving goals ranging from one to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year
or _______. Usually evaluated on ________________ or _________________ basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards, areas of improvement
D. Staffing
1. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B.
__________________:
Allows employees to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts when necessary
Can be slow; ________________________ can be helpful
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D. ______________________:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees ________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince employees it was good
Spends time getting people to “_______ _______”
AN EFFECTIVE MANAGER…
• Shows a __________ __________
o It’s ok to smile! It’s contagious!
• Cares about ___________
o Encourages and looks for the _______ in others
o Says “________________”
• Is considerate
o Takes ___________
o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.
• Listens
o _______ questions
o __________ information
• Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes KEY
TERMINOLOGY:
VERTICAL INTEGRATION: Top-to-bottom management structure of an organization (consists of
top, middle, and supervisory levels).
TOP MANAGEMENT: Makes decisions affecting entire company; decisions have broadest effect
on the company.
MIDDLE MANAGEMENT: implements the decisions of top management; plans ways to
implement goals; communicates with Supervisory level management.
SUPERVISORY-LEVEL MANAGEMENT: Supervise the activities of employees; carry out the
instructions of middle and top management; assign tasks and evaluate performance of
employees.
HORIZONTAL ORGANIZATION: Self-managing teams set their own goals and make their own
decisions. Organized by process instead of function.
EMPOWERMENT: Encourages team members’ contributions and willingness to take
responsibility.
MANAGING: Completing the work of an organization through its people and resources.
ORGANIZING: Bringing people, activities, and resources together for the benefit of the
company.
STAFFING: Matching workers with the tasks to be done.
CONTROLLING: Measuring performance; comparing performance with company objectives and
goals for effective outcome.
LONG-RANGE PLANNING: Information is gathered and analyzed, serving goals ranging from one
to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or
less. Usually evaluated on quarterly or semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
5. Manager performs particular department function well.
6. Top management
7. Middle management
8. Supervisory-level
B. Horizontal Organization
5. Became popular due to downsizing in the 1980s and 1990s. Self-managing teams set
own goals and make own decisions.
6. Customer oriented
7. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
3. Long-range
4. Short-range
B. Organizing
3. Arrange staff to accomplish goals
4. Organizational chart
C. Controlling
3. Performance is measured and compared with goals
4. Setting standards, areas of improvement
D. Staffing
1. Recruit and hire; evaluate performance
E. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
aMy way or the highway”y
B. Chaotic:
Allows employees to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
D. Democratic:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
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E. Laissez-faire:
Manager acts as a mentor; allows employees some control;
focus on results, not how work gets done
F.
Persuasive:
Makes decision, then takes time to convince employees it was good;
spends time getting people to “buy in”
AN EFFECTIVE MANAGER…
• Shows a happy face
o Itppy faceVE MANAG Ito acontagious!
• Cares about others
o Encourages and looks for the good in others
o Says tthank you”hank yous and l
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
• Listens
o Asks questions
o Recalls information
• Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
AN EFFECTIVE MANAGER also:
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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13
“Taste of Technology in ________ County”
OBJECTIVE: Students will use management and decision-making skills to complete all the
necessary tasks of staging a technology event.
MATERIALS NEEDED: Computers; projector; Internet; paper and printer for print items
PROCEDURE:
You are the Chairperson of the “Taste of Technology in “Your County” (you supply the name of
your county) Committee. Your goal is to ensure 100% occupancy by IT solutions providers
located within YOUR County. You have space for 45 booths. The event will take place on PICK A
DATE. Your duties are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
Determine your target market (who you want to draw to your event)
Select the IT solutions providers who will participate (plan for variety)
Decide on admission charges
Plan the arrangement, or the floor plan for the event
Secure the site (must be in YOUR County); look up the location on Internet
Decide how you will promote the event to the public
What type of entertainment will be provided? When? Variety?
Advertising:
a. One direct mail (postcard or flyer)
b. One press release (story that tells who, what, where, when, why) and you must
include at least two quotes from someone who has participated in the past
c. One TV commercial (use multimedia software or a video production software)
d. One non-traditional promotion such as an airplane trailer, a 3D printer
demonstration, etc.
9. Design a layout, or floor plan, and list the participating IT solutions providers in their
booth locations (use word processing software)
10. What considerations did you take in deciding where to locate the participating IT
solutions providers within your chosen site?
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Taste of Technology Presentation Rubric
Presentation Title:
Name:
Teacher:
Date of Presentation:
Title of Work:
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
1
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
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.
2
Criteria
Audience has
difficulty following
presentation
because student
jumps around.
3
Student presents information
in logical sequence that
audience can follow.
4
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student is at ease with
content, but fails to elaborate.
Student
occasionally used
visuals that rarely
support text and
presentation.
Visuals related to 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.
Teacher Comments:
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Points
Total
15
Your Personal Brand
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to create and market
an IT Solutions firm that represents you as you look toward life after high school. You will build
either a portfolio or website for marketing purposes.
MATERIALS NEEDED:
• Computer, Internet access, personal pictures, quality glossy or matte paper, printer
• Select a firm name that represents the “real you.” (This is a “made-up” name, not a real
firm name.)
• Create a personal logo and include it on your portfolio cover or website.
• Select a title for your firm that represents how others see you.
• Choose a project manager (your most influential teacher).
• Choose a marketing manager (an influential teacher or employer).
• Design the front and back cover of the portfolio or homepage of your website.
• Decide what type of IT solutions you are going to promote: software, hardware, or
networking, etc. and include your skills in those areas in your portfolio.
Written Report
Type a summary on the following (one page minimum)
• How would you market your firm?
• Price: How much will you charge (per contract or service)?
• Place: Where can people contact you?
• Promotion: How will you promote your firm?
Extra credit – Design a full website for your firm including the following:
• About page – A page about your firm, when it was founded, and a mission statement
• Services offered: Services your firm offers
• Place: Contact information
• Promotion: Home page with links and photos and your personalized logo
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Personal Brand Project Rubric
Project Title:
Name:
Teacher:
Below
Average
Satisfactory
Excellent
1. Has clear vision of final product; directions were followed
1, 2, 3
1, 2, 3
1, 2, 3
2. Properly organized to complete project
1, 2, 3
1, 2, 3
1, 2, 3
2. Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
3. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
4. Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format (required number of slides present)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and/or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
Product (Project)
Total:
Total Score:
Teacher Comments:
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17
Interpersonal Skills
Student Notes
I. Personal Traits
• Personal ethics
• Creativity, initiative, and responsibility
• Attitude
• Self-control or orderliness
• Self-awareness and willingness to change
• Self-esteem
• Empathy
Personal ethics:
• _______________________
• _______________________
• _______________________
Creativity initiative and responsibility
• _________________________________________
• _________________________________________
• _________________________________________
Attitude
• _________________________________________
o __________________________________
o __________________________________
Self-control or orderliness
• _________________________________________
• _________________________________________
Self-awareness and willingness to change
• _________________________________________
• _________________________________________
• _________________________________________
• _________________________________________
Self-esteem
• _________________________________________
• _________________________________________
• _________________________________________
o ___________________________________
o ___________________________________
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Empathy
• _________________________________________
• _________________________________________
II. Personal skills
Assertiveness:
• _________________________________________
• _________________________________________
• _________________________________________
Time management:
• _________________________________________
• _________________________________________
• _________________________________________
Goal setting:
• _________________________________________
• _________________________________________
• __________________________________________
• __________________________________________
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Interpersonal Skills KEY
Student Notes
I.
Personal Traits
• Personal Ethics
• Creativity, Initiative and Responsibility
• Attitude
• Self-Control/Orderliness
• Self-Awareness and Willingness to Change
• Self-Esteem
• Empathy
Personal Ethics
• Honesty
• Integrity
• Play Fair
Creativity, Initiative, and Responsibility
• Find new ways to do your job (cuts boredom)
• Doing what needs to be done without being told
• Be accountable for your actions
Attitude
• Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness
• Tactfulness…what does it mean?
• A must when dealing with difficult customers
Self-Awareness and Willingness to Change
• Make a list of strengths and weaknesses
• You may think you know everything!
• The first 100 years are the hardest!
• Adaptable employees are valuable
Self-Esteem
• The way you see yourself – your value
• Demonstrate self-esteem on the job by showing confidence in your work
• Build Customers’ self-esteem too
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o Call them by name
o Smile and greet them
Empathy
• Understand another’s situation or frame of mind
• Putting oneself in another’s place
II. Personal Skills
Assertiveness
• Stand up for yourself, but don’t be pushy
• Don’t boss others
• Make sure you know what you’re talking about
Time Management
• Budget your time
• Don’t over-commit yourself or you will regret it
• Sometimes “NO” is okay!
Goal Setting
• What do you want out of:
o Life?
o Career?
o Personal Relationships?
•
Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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21
“Personal Bucket List”
50 Things You Want to Do Before Age 65
Think about this carefully before you begin. In your “50 Things,” you will need to use a word
processing program to devise a list of 50 things to do before you reach age 65, and include a
brief (one or two sentences) explanation about why you would do each task/activity. You may
not repeat or combine any! Your list must include:
•
•
•
•
•
•
•
•
One challenging sport (counts as one “item”)
One regular activity you never tried but would like to
Two sites in the world you would like to see (each counts as one “item”)
Two career options (each counts as one “item”)
Two personal goals (each counts as one “item”)
Three activities that include your family members
Two things you would do for someone else (each counts as one “item”)
Two activities you would do for your community
The rest are up to you!
Date Due:
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22
Mobile App Development
This assignment will be built upon in the next lesson
OBJECTIVE
Students will use management and leadership skills learned in order to successfully complete all
assigned tasks in this mobile app development project.
MATERIALS NEEDED
Computers, Internet access, projector for presentations, printer, and paper for proposal and
brochure
Mobile apps have become part of America’s pastime. In this project, your team, as part of the
Product Design and Development Department for AlphaGenX App Developers, is developing a
new app and vying to be the one chosen as THE new app to have.
First rule of thumb…be sure to read the through the whole project before beginning.
Part 1: Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your math or English classes. The survey is to
find out what your peers would like in a mobile app. The survey must include at least 10
QUALITY questions. Type the questions and turn them in and include the number of
copies you will need.
C. After the surveys have been examined, you are to write a final analysis of "A New
Mobile App for Your Generation," based on personal ideas and survey results.
Part 2: Research and Development
A. Research two different mobile apps that are similar to yours. They can be based on any
platform. For each of the two apps you will need to find the following information.
1. Name of the app
2. Type of app (native, web, or hybrid)
3. Functionality of app (utility or entertainment)
4. Name of app
5. Developer of app
6. EULA
7. Hardware and software requirements
8. Permissions required by app (location access, phone access, etc.)
9. Any other pertinent information you discover (be sure you have some pertinent
information)
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23
Part 3: Your Proposed Mobile App Outline
A. This is the section where YOUR design of YOUR mobile app comes to life.
You CANNOT have the same exact ideas, features, or themes as another app!
1. Principal platform (can be any platform)
2. Purpose of app (utility or entertainment)
3. Functionality of app (native, web, or hybrid)
4. How will the app work?
5. Will the app be upgradeable?
6. Will the app be cross-platform?
7. What language will you use to develop the app?
8. Will there be in-app purchases?
Considerations:
- Define your target market and demographic; be prepared to defend your reasoning.
- What is the name of your app?
- What type of app will it be?
- What is your app’s overall function/purpose?
- Include a logo design.
- Do you have a “backer”?
- What will be included in your EULA?
-Will your app include in-app purchases?
- If yes, how will you process the payments?
- What types of payment will you accept?
- How will you handle secure transfers?
- How will you address password and username protection?
- If your app is a game
- How many levels will it have?
- What types of rewards will it have?
- Will there be any special characters in the app?
- How will you market your app?
You must include the following:
- A typed proposal for the app (limited to seven pages)
- A storyboard describing app functionality
The project must be neat and look professional. All written information must be typed,
formatted, and documented using a word processing program. Prepare a multimedia
presentation or video to present your project to the Board of Directors.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
24
Mobile App Rubric
Presentation Title:
Name:
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.
2
Teacher:
Title of Work:
Points
3
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student occasional
used visuals that
rarely support text
and presentation.
Student presents
information in
logical sequence
that audience can
follow.
4
Points Earned
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
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.
Total Points
Teacher Notes:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
25