Maryland Technology Literacy Standards for Students. Computer Literacy Skills

Transcription

1 Computer Literacy Skills This document is intended to provide guidance as to what computer skills students should know and be able to do independently at various levels (basic, intermediate, proficient) with specific types of software applications to enable them to access, manage, integrate, evaluate, create and communicate information. These skills should not be taught in isolation but should be applied when meeting learning outcomes in the content areas. Basic Foundational computer literacy skills Intermediate Computer literacy and competency beyond the foundational level Proficient Computer literacy and competency beyond the intermediate level applied in educational and work settings. It is not the intent of this document to identify the grade level that the skill should be taught, but rather to define a skill set that a student would have at the various levels. These levels may change depending on the software application. A student could be intermediate in word processing but basic in visual organizers. Throughout the standards, reference will be made to the level or skill set a student would need to complete that standard. The coding can be found at the end of each category or in the Legend document. When reference is made to a level, it means that the skills the student will need would be found in that level, not that a students will necessarily need every skill in that level. For example, if a task were identified as SI or Spreadsheet Intermediate, it means that the task will require a skill found in the intermediate skill set. The student wouldn t need to know every skill in the intermediate skill set, but at least one of those skills would be necessary to complete the task. It also means that students wouldn t need any of the skills listed in a higher level, in this case the Proficient level or SP. The coding always indicates the highest level a student would need to meet the objective. Because this document is specific to types of software applications, it does not address some concepts important to educational technology such as universal design and keyboarding. While not specifically addressing these concepts, they are important enough that some statement should be made about them. In some cases the concepts are addressed in greater detail in the standards. The concepts of Universal Design for Learning should be incorporated when planning for the use of technology in instruction. UDL concepts, when applied to technology, include technology specifically designed to meet a specific learning accommodation (such as text readers and board makers) as well as common features of technology tools (such as the ability to increase font size) that help all students learn. There is no specific category for assistive technology tools because the need of an individual student will determine the need for the technology. Keyboarding is a foundational skill largely related to motor skills. Students should be able to keyboard effectively in order to take full advantage of computer technology, however, it is up to the individual school systems to determine the appropriate age to begin keyboarding instruction. Issues around keyboarding, such as proper posture when using a computer, are included in Standards 1 and 2. Students are expected to use technology in an ethical manner including following their school systems ethical use policies. Ethical use of technology is further explained in Standard 2. Design principles need to be taken into consideration when creating products. Design principles are included in Standard 4 and 5.

2 Log on and off the computer Power on and off the computer Open and close applications Open, save and close files Print documents Identify parts of a computer o Computer (CPU) o Monitor o Mouse/trackpad o Keyboard o CD/DVD drive o Printer o Headphones o Microphone o Speakers Use input device (e.g., mouse) o Point o Select/click or double click o Click/select and hold o Drag and drop Move cursor Type/enter letters and numbers Recognize and use icons to perform computer and software functions Use special function keys o Delete o Shift o Arrow keys o Space o Return/enter o Escape Maryland Technology Literacy Standards for Students Computer Use Basic Intermediate Proficient Locate and retrieve files in various directories Save the same file in multiple locations (flash drive, My Documents, network folders) Recognize and save files in various formats (.bmp,.jpg,.pdf,.html, etc.) Create folders to organize files Rename files Delete files Select appropriate printer and print Choose appropriate page setup features Use multiple ways to accomplish the same task including keyboard shortcuts, icons and menus Use input device (e.g., mouse) o Select/right click Use peripheral devices such as scanners, digital cameras, and projection devices Multitask by using Task Bar and or minimize/maximize command or icon Use special function keys o Page up/down o Home/end Troubleshoot common technology problems o Printer queue o Not connected to the network Attach and use peripheral devices such as scanners, digital cameras, media storage (e.g., flash drive), and projection devices View file properties to determine memory size Locate and use accessibility features, as needed o Magnifier o Sticky keys Multitask in a variety of ways Save a compressed file (.zip)

3 o Backspace o Multi-key functions (CTRL/Alt/Del) o Caps Lock Use/Adjust volume controls Insert and eject media input devices (CD/DVD) Troubleshoot common technology problems o Printer o Out of paper or toner o Computer o Power cords o Network connections o Peripheral connections Maryland Technology Literacy Standards for Students CUB = Computer Use Basic, CUI = Computer Use Intermediate, CUP = Computer Use Proficient

4 Open an existing database file Enter data in a content related database using a database template or form Search for specific data/information by field Preview and print a datasheet Using and Creating Databases Basic Intermediate Proficient Edit data in existing database records Modify database fields Add and delete records Create a new database from design view, data view, or using a wizard Define database fields in a record Set field attributes Manage headers and footers Use the find and sort functions Insert graphics/digital files, etc. into field type Use the show and hide functions Create a query Filter data Generate a report of data gathered from database sources DB = Database Basic, DI = Database Intermediate, DP = Database Proficient Use tools to create original images Change image colors and patterns Add text to describe an image Save or download digital images to a computer Change the size or shape of an object Change the pattern or color of an object Rotate and flip objects Using Digital Imaging Tools Basic Intermediate Proficient Create original or edit existing images Use the crop tool to cut or trim an image Use the attributes/properties options to modify an image Import a digital image into a document or presentation Insert, move, and resize an image in a document or presentation Use a scanner or digital camera to generate an image Recognize and save image files in various formats (.bmp,.gif,.tif,.jpg,.pdf,.html, etc.) Adjust pixels and resolution of an image to adjust quality and file size Edit photos and images Create and edit movies and animations DIB = Digital Imaging Basic, DII = Digital Imaging Intermediate, DIP = Digital Imaging Proficient

5 Apply communication skills and netiquette Read an Compose and send an Reply to a message Delete an Using Basic Intermediate Proficient Apply communication skills and netiquette Use reply all Add an attachment Save an attachment Use carbon copy Apply communication skills and netiquette Create an address/distribution list Use blind carbon copy Organize s into folders EB = Basic, EI = Intermediate, EP = Proficient

6 Apply pre-production organizational concepts (such as storyboarding and visual organizers) Open and close a presentation or presentation template Save a presentation file Create an original presentation or use a template Rearrange slides using slide sorter or a storyboard feature to organize a presentation Choose a slide format Use icons and menus Type/enter text or create a text box Change o Font size o Font type o Style or effects (bold, underline, etc.) o Color Cut, copy, and paste text Use undo and redo icons Select and resize graphics, pictures, clip art Select multimedia clips or sounds Create a new file using Save As Use page setup Print Use slide show tool Maryland Technology Literacy Standards for Students Creating Multimedia Presentations Basic Intermediate Proficient Select slide transitions and animations Insert graphics, clip art, sounds, and multimedia files (including narration) Format text o Double spacing o Bullets o Numbers o Alignment o Indention o Outlining o Columns o Text direction o Text art Modify the background and layout of presentation slides Use the spell check, grammar check, and thesaurus Use find, change, and replace tools Apply principles and elements of graphic design Use tools to rotate, edit, or highlight text Insert objects such as graphs, charts, and spreadsheets Insert hyperlinks Use print preview Print audience handouts to support a multimedia presentation Insert page/slide numbers Manage headers and footers PB = Presentation Basic, PI = Presentation Intermediate, PP = Presentation Proficient Edit master slide(s) Adjust presentation timing, action buttons, and looping Import animations, sounds, and multimedia from other files/applications (such as background music and visual organizers) Create presentations using navigation buttons and non-linear design Work in various modes/views (such as outline, notes, and presentation) Save presentations in other formats (such as HTML) Use function keys and keyboard shortcuts Adjust page/slide views Troubleshoot formatting problems -- use Help feature Modify tool bars to reflect current use for tool(s) Format text using o Spacing o Line spacing o Margins o Tabs

7 Select a cell Enter data into a cell Format cells and data o font size o style o color o alignment o decimal places o Currency o date/time o percent Create a basic chart or graph Using and Creating Spreadsheets Basic Intermediate Proficient Select multiple cells Insert, delete, and format cells, rows, or columns Format, move, and copy cells, rows, or columns o Width o height o color Manage headers and footers Select appropriate graph and elements to display data Use sort option (ascending and descending) Use simple formulas such as sum and average/mean Use editing tools such as fill down and fill across Set print area and print spreadsheets and graphs Insert charts and graphs into other documents Apply principles and elements of data analysis Create and use spreadsheets for assessment, productivity, and problem solving Create complex formulas such as median, mode, and percentage Use advanced graph features and elements to display data Import or insert other digital elements into the spreadsheet (graphics, movies, objects, etc.) Use filter option Use the hide and show options Save in other formats such as.html,.pdf, etc. SB = Spreadsheets Basic, SI = Spreadsheets Intermediate, SP = Spreadsheets Proficient

8 Apply organizational and outlining principles to choose an organizer for a given task Add information to an existing visual organizer (web, table, timeline, etc.) Edit information on a visual organizer (Web, timeline, etc.) Use tools to create original visual organizers Select shapes or graphics to represent ideas Use the available text boxes or insert text tool to label organizer components Show relationships by adding or modifying o Color o Shapes o Links o Size o Sort o Arrows o Patterns Using and Creating Visual Organizers Basic Intermediate Proficient Apply organizational and outlining principles to choose an organizer for a given task Create a visual organizer Insert hyperlinks to Web sites or other files Use various modes to organize ideas, such as picture-based, text-based, and outlines Import an image into a visual organizer Insert sounds and multimedia files (including narration) or use the text-tospeech feature Apply organizational and outlining principles to choose an organizer for a given task Save image files in various formats (.bmp,.gif,.tif,.jpg,.html, etc.) VOB = Visual Organizers Basic, VOI = Visual Organizers Intermediate, VOP = Visual Organizers Proficient

9 Apply digital citizenship principles Launch a Web browser Point and click on a hyperlink Locate and use bookmarks Use basic navigation buttons o Back o Forward o Home o Refresh o Stop Use scrollbar and sidebars to navigate a Web site Create Web/hypertext links Copy images or documents from a Web site Using and Creating Web pages Basic Intermediate Proficient Apply digital citizenship principles Access a Web page from bookmarks or by typing in the URL Complete forms online including log in information to subscription sites Create bookmarks to organize browsed pages Understand the differences among the domain names o.com o.gov o.edu o.org Save or copy images or documents from a Web site Conduct a Web search Create Web pages/documents Apply digital citizenship principles Refine Web searches using Boolean operators Use discussion boards Use the History feature to access recently visited sites Create Web sites WBB = Web Browser Basic, WBI = Web Browser Intermediate, WBP = Web Browser Proficient

10 Start a new document Save a document Use icons and menus Type or enter text Complete a template or fill in a table Select text and change o Font size o Font type o Style or effects (bold, underline, etc.) o Color Cut, copy, and paste text Use undo and redo icons Select and resize graphics, pictures, clip art Select multimedia clips Create a new file using Save As Use page setup and print preview Print Using Word Processing & Desktop Publishing Basic Intermediate Proficient Format text, lists, or paragraphs for o Double spacing o Bullets o Numbered lists o Alignment o Indention o Poetic forms o Outlining o Columns o Text direction o Text art o Word wrap Use the spell check, grammar check, and thesaurus Apply principles and elements of graphic design Use find, change, and replace tools Use tools to rotate, edit, or highlight text Insert graphics and clip art Insert text boxes Create page borders Insert hyperlinks to Web sites or other files Create columns and tables Use sort tool (ascending and descending) Use number keys or number pad for mathematical functions Use print preview Insert and edit tables and table layout (borders, shading, column width, etc.) Insert animation Insert sound Insert spreadsheets, graphs, and charts Insert formulas Save as another format such as RTF, PDF, or HTML Use function keys and keyboard shortcuts Adjust page views Troubleshoot formatting problems -- use Help feature Modify toolbars to reflect current use or purpose for tool(s) Use track changes and comments tools Customize options and preferences in specific software Format text using o Spacing o Line spacing o Justification o Margins o Tabs

11 Use word count tool Insert page numbers Manage headers and footers Use program-specific templates and stationery WPB = Word Processing Basic, WPI = Word Processing Intermediate, WPP = Word Processing Proficient Learning Management Systems/Online Learning Communities Participate as part of an online learning community -- (Communication Standard?) Use a Learning Management System (Communication Standard?) Advanced Computer Skills Participate as part of an online learning community -- (Communication Standard?) Use a Learning Management System (Communication Standard?) Insert voice comments in word processing and desktop publishing documents The following is a suggested implementation of computer literacy skills. The chart is meant as a guide and is not intended to define in which grades skills must be taught PreK 2 This section identifies areas where students can extend their usage Basic Intermediate Proficient

12 Standard 1.0 Technology Systems: Develop foundations in the understanding and uses of technology systems Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 A. Systems A. Systems A. Systems A. Systems A. Systems 1. Understand the uses of technology systems 1. Understand the uses of technology systems 1. Understand the uses of technology systems 1. Understand the uses of technology systems 1. Understand the uses of technology systems a) Recognize and identify the function of the major hardware components in a computer system b) Use the mouse (or trackpad) to perform computer functions (such as accessing an application, indicating a choice, or activating a hyperlink) c) Recognize symbols and icons used to identify common functions (such as the arrow, hyperlinks, printer, save) a) Recognize and identify the function of the major hardware components in a computer system b) Use the mouse (or trackpad) to perform computer functions (such as accessing an application, indicating a choice, or activating a hyperlink) c) Recognize symbols and icons used to identify common functions (such as the arrow, hyperlinks, printer, save) a) Recognize and identify the function of the major hardware components in a computer system b) Identify and use functions represented by symbols and icons commonly found in applications a) Recognize and identify the function of the major hardware components in a computer system b) Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding c) Identify and use functions represented by symbols and icons commonly found in applications a) Recognize and identify the function of the major hardware components in a computer system b) Identify characteristics that describe input devices and output devices and name some devices that can provide input and output. c) Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding d) Use the keyboard to type letters and numbers and know how to use special key functions d) Use the keyboard to type letters and numbers and know how to use special key functions d) Identify and use functions represented by symbols and icons commonly found in applications Fundamental software operations should be mastered by the end of second grade. All software programs will have features that are unique to the program, but the basics for operation should be the same. Specific computer skills can be found in the companion document Computer Literacy Skills. Draft September 21, 2005

13 Standard 1.0 Technology Systems: Develop foundations in the understanding and uses of technology systems Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A. Systems A. Systems A. Systems A. Systems A. Systems 1. Demonstrate knowledge of technology concepts and systems a) Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding b) Identify types of files by their icons and extensions c) Identify strategies for managing everyday hardware and software problems 1. Demonstrate knowledge of technology systems a) Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding b) Identify types of files by their icons and extensions c) Identify strategies for managing everyday hardware and software problems 1. Demonstrate knowledge of technology systems a) Use keyboard and mouse effectively and efficiently b) Identify types of files by their icons and extensions c) Identify strategies for managing everyday hardware and software problems 1. Demonstrate knowledge of technology systems a) Explain how network resources are accessed, controlled, connected, and used effectively and efficiently (e.g., FTP/Web publishing, wireless networks, USB, firewire, etc.) b) Use keyboard and mouse effectively and efficiently c) Apply utility programs to convert formats, as necessary, for effective use in Web, video, audio, graphic, presentation, word-processing, database, publication, and spreadsheet applications 1. Demonstrate knowledge of technology systems a) Explain how network resources are accessed, controlled, connected, and used effectively and efficiently (e.g., FTP/Web publishing, wireless networks, USB, firewire, etc.) b) Use keyboard and mouse effectively and efficiently c) Apply utility programs to convert formats, as necessary, for effective use in Web, video, audio, graphic, presentation, word-processing, database, publication, and spreadsheet applications d) Describe strategies for identifying, solving, and preventing routine hardware and software problems that occur during everyday technology use d) Describe strategies for identifying, solving, and preventing routine hardware and software problems that occur during everyday technology use Fundamental software operations should be mastered by the end of second grade. All software programs will have features that are unique to the program, however the basics for operation should be the same. Specific computer skills can be found in the companion document Computer Literacy Skills. Draft September 21, 2005

14 Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 A. Technology and Society A. Technology and Society A. Technology and Society A. Technology and Society A. Technology and Society 1. Explain how technology affects the student in their daily life a) Identify examples of technology used in their daily lives (such as telephone, microwave, television, cameras, and computer) b) Identify examples of how technology affects the environment (including home and school environments) c) Participate in class or small group lessons on how technology tools are used to meet personal needs 1. Explain how technology affects people a) Identify and explain that technology is used in their daily lives to do things better or more easily (such as telephone, microwave, television, cameras, and computers) b) Identify examples of how technology affects the environment (including home and school environments) c) Participate in class or small group lessons on how technology tools are used to meet personal needs 1. Explain how technology affects individuals and institutions (home and school) a) Recognize that technologies (such as computers, calculators, television, cameras, PDAs, CD-ROM, and DVD) have influenced daily life past and present b) Identify examples of how technology has affected the environment past and present c) Identify how technology tools have been and are used to meet people s needs 1. Explain how technology affects individuals and institutions (home, school, and community) a) Recognize that technologies (such as computers, calculators, television, cameras, PDAs, CD-ROM, and DVD) have influenced daily life past and present b) Identify examples of how technology has affected the environment past and present c) Identify how technology tools have been and are used to meet people s needs 1. Explain how technology affects people and society a) Explain how technology (such as computers, calculators, television, cameras, PDAs, CD-ROM, and DVD) influences societies b) Identify examples of how technology has affected the environment past and present c) Explain how technology tools have or can be used to meet the needs of societies Draft September 14, 2005

15 Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 B. Legal and Ethical Issues B. Legal and Ethical Issues B. Legal and Ethical Issues B. Legal and Ethical Issues B. Legal and Ethical Issues 1. Practice responsible and appropriate use of technology systems, software, and information 1. Practice responsible and appropriate use of technology systems, software, and information 1. Practice responsible and appropriate use of technology systems, software, and information 1. Practice responsible and appropriate use of technology systems, software, and information 1. Practice responsible and appropriate use of technology systems, software, and information a) Understand and follow the acceptable use policy a) Understand and follow the acceptable use policy a) Understand and follow the acceptable use policy a) Understand and follow the acceptable use policy a) Explain the purpose of and follow the acceptable use policy b) Work cooperatively and collaboratively with others when using technology in the classroom c) Recognize responsible use of technology systems and software d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care) b) Work cooperatively and collaboratively with others when using technology in the classroom c) Recognize responsible use of technology systems and software (such as following lab rules, handling equipment with care) d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care) e) Use safe and correct security procedures (such as protecting password and user ID) b) Work cooperatively and collaboratively with others when using technology in the classroom c) Recognize responsible use of technology systems and software d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care) e) Recognize the potential harm of intrusive applications (such as viruses, pop-up windows, etc.) f) Use safe and correct security procedures (such as protecting password and user ID) b) Work cooperatively and collaboratively with others when using technology in the classroom c) Practice responsible use of technology systems and software d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care) e) Recognize the potential harm of intrusive applications (such as viruses, pop-up windows, etc.) f) Use safe and correct security procedures (such as protecting password and user ID) b) Work cooperatively and collaboratively with others when using technology in the classroom c) Practice responsible use of technology systems and software d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care) e) Recognize the potential harm of intrusive applications (such as worms, viruses, spyware, popup windows, etc.) f) Use safe and correct security procedures (such as protecting password and user ID) 2. Demonstrate an understanding of current legal standards 2. Demonstrate an understanding of current legal standards 2. Demonstrate an understanding of current legal standards 2. Demonstrate an understanding of current legal standards 2. Demonstrate an understanding of current legal standards a) Recognize social and ethical behaviors when using technology (SLM 7.1.A1a) a) Recognize social and ethical behaviors when using technology (SLM 7.1.A1a) a) Explore and discuss social and ethical behaviors when using technology (such as appropriate copying and pasting, legal downloading, intellectual property recognition, and obeying copyright laws) (SLM 7.1.A1) a) Demonstrate social and ethical behaviors when using technology (such as appropriate copying and pasting, legal downloading, intellectual property recognition, and obeying copyright laws) (SLM 7.3.A1b) a) Demonstrate social and ethical behaviors when using technology (such as appropriate copying and pasting, legal downloading, intellectual property recognition, and obeying copyright laws) (SLM 7.3.A1b) Draft September 14, 2005

16 Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 b) Discuss the importance of having access to current, accurate information (SLM 7.1.A3a) b) Discuss the importance of having access to current, accurate information (SLM 7.5.A3a) c) Discuss the importance of respecting the rights of others regarding their work d) Practice strategies for avoiding plagiarism e) Cite sources of text and digital information used (such as URL, author, title, date, and publisher when available) (SLM 7.3.A1a) b) Discuss the importance of having access to current, accurate information (SLM 7.5.A3a) c) Comply with copyright laws and fair use provisions d) Practice strategies for avoiding plagiarism e) Cite sources of text and digital information used properly (SLM 7.3.A1a) 3. Understand current online safety guidelines 3. Understand current online safety guidelines 3. Understand current online safety guidelines 3. Understand current online safety guidelines 3. Understand current online safety guidelines a) Discuss safety issues related to use of the Internet (SLM 7.1.A2) a) Discuss safety issues related to use of the Internet (SLM 7.1.A2) a) Discuss safety issues related to use of the Internet (SLM 7.1.A2) b) Recognize safe practices when working online c) Understand the purpose of technology protection measures including filtering systems a) Discuss safety and privacy issues related to use of the Internet (SLM 7.3.A2a) b) Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) c) Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) a) Understand that the Internet is a global community with guidelines b) Explain safety and privacy issues related to use of the Internet (SLM 7.3.A2a) c) Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) (SLM 7.3.A2a) d) Understand the purpose of technology protection measures including filtering systems d) Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) e) Understand the purpose of technology protection measures including filtering systems Draft September 14, 2005

17 Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety. Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A. Technology and Society A. Technology and Society A. Technology and Society A. Technology and Society A. Technology and Society 1. Explain how technology affects people and society 1. Explain how technology affects the individual and society 1. Explain how technology affects the individual and society 1. Evaluate how technology affects the individual and society 1. Evaluate how technology affects the individual and society a) Explain how technology (such as computers, cameras, calculators, television, CD- ROM, and DVD) influences societies b) Identify examples of how technology has affected the environment past and present c) Explain how technology tools have or can be used to meet the needs of societies d) Recommend ways technology can be used to meet the needs of societies a) Explain technology s influence on the individual and society b) Identify examples of technology s impact on the environment c) Explain how technology tools have been used to meet the needs of societies d) Recommend ways technology can be used to meet the needs of societies a) Explain technology s influence on the individual and society b) Identify examples of technology s impact on the environment c) Recommend ways technology can be used to meet the needs of societies a) Evaluate technology s influence on the individual and society b) Evaluate technology s impact on the environment c) Evaluate the use of technology to solve a societal issue d) Propose a technological solution to a societal issue a) Evaluate technology s influence on the individual and society b) Evaluate technology s impact on the environment c) Evaluate the use of technology to solve a societal issue d) Propose a technological solution to a societal issue Draft September 14, 2005

18 Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety. Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 B. Legal and Ethical Issues B. Legal and Ethical Issues B. Legal and Ethical Issues B. Legal and Ethical Issues B. Legal and Ethical Issues 1. Practice responsible and appropriate use of technology systems, software, and information 1. Practice responsible and appropriate use of technology systems, software, and information 1. Practice responsible and appropriate use of technology systems, software, and information 1. Practice responsible and appropriate use of technology systems, software, and information 1. Practice responsible and appropriate use of technology systems, software, and information a) Explain the purpose of and follow the acceptable use policy a) Explain the purpose of and follow the acceptable use policy a) Explain the purpose of and follow the acceptable use policy a) Explain the purpose of and follow the acceptable use policy a) Explain the purpose of and follow the acceptable use policy b) Work cooperatively and collaboratively with others when using technology b) Work cooperatively and collaboratively with others when using technology b) Work cooperatively and collaboratively with others when using technology b) Work cooperatively and collaboratively with others when using technology b) Work cooperatively and collaboratively with others when using technology c) Practice responsible us of technology systems c) Practice responsible us of technology systems c) Practice responsible us of technology systems c) Practice responsible us of technology systems c) Practice responsible us of technology systems d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources) d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources) d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources) d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources) d) Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources) e) Recognize the potential harm of intrusive applications (such as worms, viruses, spyware, pop-up windows, etc.) f) Use safe and correct security procedures (such as protecting password and user ID) e) Recognize the potential harm of intrusive applications (such as worms, viruses, spyware, popup windows, etc.) f) Use safe and correct security procedures (such as protecting password and user ID) e) Explain the potential harm of intrusive applications (such as worms, viruses, spyware, popup windows, etc.) and safeguards for limiting exposure to these f) Use safe and correct security procedures (such as protecting password and user ID) e) Explain the potential harm of intrusive applications (such as worms, viruses, spyware, pop-up windows, etc.) and safeguards for limiting exposure to these f) Use safe and correct security procedures (such as protecting password and user ID) e) Explain the potential harm of intrusive applications (such as worms, viruses, spyware, popup windows, etc.) and safeguards for limiting exposure to these f) Use safe and correct security procedures (such as protecting password and user ID) 2. Demonstrate an understanding of current legal standards 2. Demonstrate an understanding of current legal standards 2. Demonstrate an understanding of current legal standards 2. Demonstrate an understanding of current legal standards 2. Demonstrate an understanding of current legal standards a) Demonstrate social and ethical behaviors when using technology (such as appropriate copying and pasting, legal downloading, intellectual property recognition, and obeying copyright laws) (SLM 7.5.A1) a) Comply with copyright laws and fair use provisions when using digital content (SLM 7.5.A1b) b) Use electronic resources appropriately (such as paraphrasing) (SLM 7.5.A1a) c) Cite electronic sources of text a) Comply with copyright laws and fair use provisions when using digital content (SLM 7.8.A1b) b) Use electronic resources appropriately (such as paraphrasing) (SLM 7.8.A1a) c) Cite electronic sources of text a) Comply with copyright laws and fair use provisions when using digital content (SLM 7.8.A1b) b) Use electronic resources appropriately (such as paraphrasing) (SLM 7.8.A1a) c) Cite electronic sources of text a) Comply with copyright laws and fair use provisions when using digital content (SLM 7.8.A1b) b) Use electronic resources appropriately (such as paraphrasing) (SLM 7.8.A1a) c) Cite electronic sources of text Draft September 14, 2005

19 Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety. Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 b) Discuss the importance of having access to current, accurate information (SLM 7.5.A3b) and digital information properly (such as MLA, APA, Chicago) (R/ELA 4.5.7e) (SLM 7.5.A1c) and digital information properly (such as MLA, APA, Chicago) (R/ELA 4.6.7e) (SLM 7.8.A1c) and digital information properly (such as MLA, APA, Chicago) (R/ELA 4.7.7e) (SLM 7.8.A1c) c) Comply with copyright laws and fair use provisions d) Practice strategies for avoiding plagiarism when using digital content (SLM 7.5.A1a) e) Cite electronic sources of text and digital information properly (R/ELA 4.4.7e) (SLM 7.5.A1c) and digital information properly (such as MLA, APA, Chicago) (R/ELA 4.8.7e) (SLM 7.8.A1c) 3. Understand current Internet safety guidelines 3. Understand current Internet safety guidelines 3. Understand current Internet safety guidelines 3. Understand current Internet safety guidelines 3. Understand current safety standards a) Understand that the Internet offers access to multiple digital communities with differing guidelines (SLM 7.5.A3a) a) Understand that the Internet offers access to multiple digital communities with differing guidelines (SLM 7.5.A3a) a) Understand that the Internet offers access to multiple digital communities with differing guidelines (SLM 7.8.A3a) a) Understand that the Internet offers access to multiple digital communities with differing guidelines (SLM 7.8.A3a) a) Understand that the Internet offers access to multiple digital communities with differing guidelines (SLM 7.8.A3a) b) Explain safety and privacy issues related to use of the Internet (SLM 7.5.A2a) c) Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) d) Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) e) Understand the purpose of technology protection measures including filtering systems b) Explain safety and privacy issues related to use of the Internet (SLM 7.5.A2a) c) Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) d) Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) e) Understand the purpose of technology protection measures including filtering systems b) Explain safety and privacy issues related to use of the Internet c) Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) d) Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) e) Practice privacy guidelines f) Explain the importance of firewalls and filtering systems b) Explain safety and privacy issues related to use of the Internet c) Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) d) Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) e) Practice privacy guidelines f) Explain the importance of firewalls and filtering systems b) Explain safety and privacy issues related to use of the Internet c) Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) d) Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) e) Practice privacy guidelines f) Explain the importance of firewalls and filtering systems Draft September 14, 2005

20 Standard 3.0 Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 A. Learning A. Learning A. Learning A. Learning A. Learning 1. Explore and use technology tools in an instructional setting for learning a) Explore and use teacher selected technology tools, including software and hardware, to learn new content or reinforce skills (CUB, DIB) o Identify, copy, and extend nonnumeric patterns (Math 1.A.2.c, d, e) b) Explore teacher selected, technology tools that enhance learning (CUB, WBB) o Develop reading comprehension skills by listening to and interacting with non-fiction multimedia resources(r/ela. 2.PK.A.1) o Develop phonemic awareness skills using a variety of digital content (R/ELA 1.PK.A) o Recognize and use text features to facilitate understanding of informational texts with print features and graphic aids (R/ELA 2.PK.A2) c) Reflect and discuss as part of a larger group on the appropriateness of the selected technology for the given task 1. Explore and use technology tools in an instructional setting for learning a) Explore and use teacher selected technology tools, including software and hardware, to learn new content or reinforce skills (CUB, DIB) o Identify, copy, describe, create, and extend nonnumeric patterns (Math 1.A.2.b) o Begin to recognize transformations (Math 2.E.1.c) o Analyze geometric figures and pictures (Math 2.E.2.a) o Measure in nonstandard units (Math 3.B.1.a) b) Use teacher selected, technology tools that enhance learning (CUB, WBB) o Develop reading comprehension skills by listening to and interacting with non-fiction multimedia resources (R/ELA 2.K.A.1) o Develop phonemic awareness skills using a variety of digital content (R/ELA 1.K.A) o Recognize and use text features to facilitate understanding of informational texts with print 1. Use and understand how technology enhances learning a) Use technology tools, including software and hardware, from a range of teacher selected options to learn new content or reinforce skills (CUB, WBB, DIB) o Develop reading comprehension skills by listening to and interacting with non-fiction multimedia resources(r/ela 2.1.A.1) o Develop phonemic awareness skills using a variety of digital content (R/ELA 1.1.A) o Recognize and use text features to facilitate understanding of informational texts with print features and graphic aids (R/ELA 2.1.A2) o Identify, copy, describe, create, and extend nonnumeric patterns (Math 1.A.2.b) o Write and identify expressions (Math 1.B.1.a) o Represent plane geometric figures (Math 2.C.1.a) o Recognize a transformation (Math 2.E.1.c) o Analyze geometric figures and pictures (Math 2.E.2.a) 1. Use and understand how technology enhances learning a) Use technology tools, including software and hardware, from a range of teacher selected options to learn new content or reinforce skills (CUB, WBB, DB, DIB) o Read, use, and identify the characteristics of non-fiction materials to gain information and content knowledge (including websites and other online materials) o Locate, retrieve, and use information from various teacher selected electronic sources to accomplish a purpose(r/ela 4.2.A.7) o Recognize and use text features to facilitate understanding of informational texts with print features and graphic aids (R/ELA 2.2.A2) o Identify, copy, describe, create, and extend nonnumeric patterns (Math 1.A.2.a, b) o Represent plane geometric figures (Math 2.C.1.a) o Recognize a transformation (Math 2.E.1.c) o Analyze geometric figures and pictures (Math 2.E.2.a, b) 1. Use and explain how the technology enhances learning a) Use technology tools, including software and hardware, from a range of teacher selected options to learn new content or reinforce skills (CUI, WBI, DII) o Select and read personal interest materials, including web sites (R/ELA 2.3.A.1) o Read, use, and identify the characteristics of non-fiction materials to gain information and content knowledge (including websites and other online materials) (R/ELA 2.3.A.1) o Use word processing technology when appropriate (R/ELA 5.3.E.1e) o Recognize and use text features to facilitate understanding of informational texts with print features and graphic aids (R/ELA 2.3.A2) o Use resources to determine the meanings of words (R/ELA 1.3..D.1c) o Identify, describe, extend, and create, nonnumeric patterns or repeating (Math 1.A.2.a, b) o Represent plane geometric figures (Math 2.C.1.a) o Read customary and metric measurement units Draft September 21, 2005

21 Standard 3.0 Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 features and graphic aids (R/ELA 2.K.A2) o Write and identify expressions (Math 1.B.1.a) o Read measurement units (Math 3.A.1.b) o Read customary and metric measurement units (Math 3.A.1.b,c) c) Reflect and discuss as part of a larger group on the appropriateness of the selected technology for the given task o b) Describe ways selected technology tools are being used to support learning c) Reflect and discuss as part of a larger group on the appropriateness of the selected technology for the given task o Apply measurement concepts (Math 3.C.1.a, b) b) Describe ways selected technology tools are being used to support learning (R/ELA 5.2.D.1g) c) Reflect as an individual or as part of a larger group on appropriateness of selected technology for the given task d) Reflect and discuss how technology tools are used to collect information e) Assess the use of the selected technology for individual learning for the specific task (Math 3.A.1.b) b) Explain how selected technology tools are being used to support learning (R/ELA 5.3.D.1f) o Determine important ideas and messages in informational text (R/ELA 2.3.4d) c) Reflect as an individual on appropriateness of selected technology for the given task d) Describe how technology tools are used to collect information (WBI,DB) o Identify and use text features to facilitate understanding of informational text(r/ela 2.3.A.2) o Recognize and use online text features including URLs, Hypertext links, Sidebars, Drop down menus, and Home pages (R/ELA 2.3.A.2) e) Assess the use of the selected technology for individual learning for the specific task Draft September 21, 2005

22 Standard 3.0 Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 B. Collaboration B. Collaboration B. Collaboration C. Collaboration B. Collaboration 1. Explore and use technology in an instructional setting to encourage collaboration 1. Explore and use technology in an instructional setting to encourage collaboration 1. Use and understand how technology encourages collaboration 1. Use and understand how technology encourages collaboration 1. Use and explain how technology tools encourage collaboration a) Participate in class or small group lessons using technology for shared writing or language experience stories (WPB, VOB, PB) o Contribute to a shared writing, topic of interest or graphic organizer (R/ELA 4.PK.A.2.b) o Compose texts using the prewriting and drafting strategies of effective writers and speakers (R/ELA 4.PK.A1) b) Participate in class lesson using technology tools exploring, collecting and displaying data (Math 4.A.1.a, b, c; Sci 1.PK.D.2.b) (SB, WBB, CUB) o Contribute to class graph c) Articulate the advantages of collaboration supported by technology tools a) Participate in class or small group lessons using technology for shared writing or language experience stories (WPB, VOB, PB) o Contribute to a shared writing, topic of interest or graphic organizer (R/ELA 4.K.A.2.b) b) Participate in class lesson using technology tools exploring, collecting and displaying data (Math 4.A.1.a, b,c; Sci 1.K.D.2.d) (SB, WBB, CUB) o Contribute to class graph c) Articulate the advantages of collaboration supported by technology tools a) Participate in class lessons using technology for brainstorming and shared writing (WPB, VOB, PB) o Contribute to a shared writing, topic of interest or graphic organizer (R/ELA 4.1.A.2.b) o Contribute to a class presentation b) Participate in class lesson using technology tools to collect, display and interpret data (Math 4.A.1.a, b, c, d; Sci 1.1.D.2.c) (SB, WBB, CUB) o Compare different ways to represent the same data o Collaborate with experts online c) Articulate the advantages of collaboration supported by technology tools a) Explain how selected technology tools are being used to enhance collaboration (WPB, VOB, PB) o Contribute to a shared writing, topic of interest or graphic organizer (R/ELA 4.2.A.2.b) o Work with a partner to compose a piece of writing using word processing tools o Work with a partner to create an electronic presentation b) Participate in class lesson using technology tools to collect, display and interpret data (Math 4.A.1.a, b, c, d; Sci 1.2.D.2.e) (SB, WBB, CUB) o As a class, evaluate different ways to represent the same data o Collaborate with experts online c) Articulate the advantages of collaboration supported by technology tools a) Use technology tools to work collaboratively within the classroom (WPI, VOI, PI, SI) o Work with a partner to compose, edit and revise written work and electronic presentations o Add information to or edit a graphic organizer completed by another student or group o Participate in class lesson using technology tools to collect, display and interpret data (Math 4.A.1.a, b, c, d, e; Sci 1.3.D.2.e) (SB, WBI, CUI) o As a class, evaluate different ways to represent the same data b) Use technology tools to exchange ideas with individuals or groups outside of the classroom Participate as part of a class in online collaborative projects or information exchanges (LMS) c) Articulate the advantages of collaboration supported by technology tools Draft September 21, 2005