computer/technology implementation...

Computer/TechnologyImplementation Strategies K-8

An instructional supplement to the Business and Computer Education K-12 CurriculumGuide

Office of EducationNorth American Division ofSeventh-day Adventists

2000

i

TABLE OF CONTENTS

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Fact 21 goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Strand definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

How to use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Kindergarten Courses Correlation and Integration Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 1

Grades 1 and 2 Courses Correlation and Integration Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5

Grades 3 and 4 Courses Correlation and Integration Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 10

Grades 5 and 6 Courses Correlation and Integration Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 15

Grades 7 and 8 Courses Correlation and Integration Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0

Glossary-Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 25

Glossary - Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 27

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 31

ii

ACKNOWLEDGMENTS

North American Division of Seventh-day AdventistsComputer/Technology Implementation Strategies K-8 writing committee

LaVona Gillham, Co-Chair Conrad L. Gill, Co-ChairAssociate Director of Education Associate Director of EducationColumbia Union Conference Southern Union Conference

Sharon R. Clark C. Lynell FrancisTeam Teacher 5th - 8th grades Business/Computer EducationBeavers Adventist Academy Greater Atlanta Adventist AcademyOklahoma Conference South Atlantic Conference

Constance M. Lund Beth A. RobertsonK-4, Head Teacher Business/Computer Education Adventist Christian School Loma Linda AcademyMinnesota Conference Southeastern California Conference

iii

INTRODUCTION

The Computer/Technology Implementation Strategies K-8 instructional supplement is intended to assist the elementary teacher by providinga “pick-up-and-go” document. This supplement provides strategies and resources to help implement the strands, essential learnings, andintegrated overview from the NAD Business and Computer Curriculum Guide K-12. It also correlates the goals from The Focus onAdventist Curriculum Trends for the 21st Century (FACT 21) as well as the Technology Foundation Standards for Students from theInternational Society for Technology in Education (ISTE).

This supplement is for elementary teachers and assumes that all Adventist Christian educators embrace their professional responsibility to bepersonally prepared to teach in the highly technical environment of the 21st century classroom. It therefore encourages every teacher to usecomputers and technology in all aspects of curriculum and school life.

The design of this supplement is intended to help the teacher with limited but growing computer/technology skills by including a variety ofpractical strategies and resources. Included in the Appendix is a short list of user-friendly resources to help teachers acquire more skills.

Teachers must continue developing personal skills along with their students and should not be afraid to allow students to operate “out of thebox,” explore new applications, and even help their teachers grow in computer/technology skills. As students and teachers grow in skillstogether they will better understand individual worth, business ethics, and Christian values in conjunction with problem solving and decision-making skills.

iv

PHILOSOPHY

The Seventh-day Adventist Church recognizes God as the ultimate source of existence and truth. In the beginning God created, in His image,perfect humanity; perfection later marred by sin. Through Christ and His Spirit, God determined to restore humanity from its lost state. Through the Bible, He has revealed His will to the world, a revelation that supersedes human reason. Through His Church on earth, He seeksthe lost for His kingdom. The basic tenets of the Seventh-day Adventist Church, as well as the inspired writings of Ellen White, are directed toward God’s restorativeplan for fallen humanity. The Church conducts its own system of education to engender belief in these tenets, within the context of one’spersonal relationship with Jesus Christ, and to foster a desire to share that relationship with others.

Made in God’s image, every human being, although fallen, is endowed with attributes akin to those of the Creator. Therefore, Adventisteducation seeks to nurture thinkers rather than mere reflectors of others’ thoughts; loving service rather than selfish ambition; maximumdevelopment of one’s potential; and an appreciation for all that is beautiful, true, and good.

An education of this kind imparts far more than academic knowledge. It is a balanced development of the whole person. Its time dimensionsspan eternity. In Adventist education, homes, schools, and churches cooperate together with divine agencies in preparing learners forcitizenship here on this earth and in the New Earth to come.*

*This statement is an abridgement of the complete philosophy statement found in the General Conference Working Policy.

v

RATIONALE

Technology provides us with exciting challenges and opportunities as we enter the 21st century. Its continued diversity extends the ability tocommunicate information, operate systems, and process data rapidly. When properly used it can expand our thinking capacity, challenge ourdaily learning environment, and become a natural part of our lifestyle. Knowing how to use the computer and other forms of technology is nowessential in the classroom, the workplace, and the home. This compilation allows technological, mechanical, and data processing applications tobe understood in relationship to their impact on education, society, church, the workplace, and the home. Therefore, these skills should be theshared responsibility of teachers of all disciplines.

In places within the division where governmental academic requirements differ from this supplement, appropriate adjustments may be made aslong as Seventh-day Adventist philosophy is maintained. With the rapid development of new technology, this supplement should be thought ofas a starting point. It is designed and correlated to help the teacher who may have limited computer skills but is willing to continue learning withthe students.

vi

FACT 21 GOALS.I. ACCEPTANCE OF GOD AND HIS WORD

• Accept the Bible as the basic guide through all areas of life and understand its practical Christian application in educational technology and business situations.

II COMMITMENT TO THE CHURCH• Explore the use of educational technology in sharing the basic tenets of the Seventh-day Adventist Church.

III FAMILY AND INTERPERSONAL RELATIONSHIPS• Enhance individual confidence through awareness and understanding of educational technology and business methods.• Respond with sensitivity to the needs of others.

IV RESPONSIBLE CITIZENSHIP• Affirm a belief in the dignity, multi-cultural diversity, historical heritage, and self-worth of others and an ethical responsibility for one's local, national, and global

environments.

V HEALTHY BALANCED LIVING• Accept personal responsibility for achieving and maintaining optimum physical, mental, and spiritual health in the use of educational technology.

VI INTELLECTUAL DEVELOPMENT• Challenge the imagination through a systematic, logical approach to decision-making and problem-solving based on a body of knowledge and creative thinking,

within the context of a biblical perspective.

VII COMMUNICATION SKILLS• Acquire optimum competency in verbal and nonverbal communication in the use of information in educational technology and in effective communication of

one's faith.

VIII LIFE SKILLS• Function responsibly in the everyday world using Christian principles of stewardship, economy, philanthropy, and personal management.• Develop an understanding of the mechanical components, the technological functions, and the capabilities of computers.

IX AESTHETIC APPRECIATION• Develop an appreciation of the beauty and order in God's creation in the use and design of educational technology and business applications.

X CAREER AND SERVICE• Foster a strong work ethic along with an awareness of career opportunities; provide essential skills for gainful employment, which include an appreciation of the

dignity of service in relationship to one's personal involvement in the mission of the church.

vii

STRAND DEFINITIONS

Applications

The ability to use a variety of developmentally appropriate software to support learning, solve problems and illustrate thoughts, ideas and stories.

Communications

A. Electronic - The ability to use technology to send and receive data.B. Terminology - The ability to use correct vocabulary when referring to the field of technology.

Economic Awareness

The ability to understand how technology impacts us as consumers.

Employability

The ability to develop an understanding and awareness of the skills needed in technology for various career and service opportunities.

Ethics

The ability to understand and practice responsible social, legal and ethical behaviors when using technology.

Technology/Solutions

The ability to use a variety of developmentally appropriate technological devices and perform related troubleshooting.

viii

HOW TO USE

To maximize the use of this supplement, it is organized as follows:

I. INTRODUCTION Identifies components of this document.

II. PHILOSOPHY An abridged statement of the General Conference of Seventh-day Adventists philosophy of education.

III. RATIONALE A general understanding of why this supplement has been prepared by the North American Division of Seventh-day Adventists.

IV. FACT 21 GOALS Goals are indicated in the curriculum integration overview by Roman numerals to support the unique philosophyof Seventh-day Adventist education.

V. STRAND DEFINITION Strands are themes or concepts common across grade levels or courses of study within computer/technologyinstruction as outlined in the curriculum guide K-12.

VI. K-8 CORRELATION These pages are organized by grade levels (i.e. Kindergarten, Grades 1 and 2, etc). The Strands, EssentialLearnings, and Strategies are grouped together for quick reference.

VII. K-8 INTEGRATEDOVERVIEW

These pages taken from the curriculum guide are organized into grade-level combinations. Developmentallyappropriate computer/technology instruction is woven into each subject as a natural part of the daily learningenvironment and not necessarily isolated as a separate class.

VIII. GLOSSARY-TEACHER Terms as defined and used in the curriculum guide K-12.

IX. GLOSSARY-STUDENT Terms and/or vocabulary students should be familiar with by the end of grade eight.

X. APPENDIX Samples and reference materials.

KINDERGARTEN COURSESCORRELATION AND

INTEGRATION OVERVIEW

Kindergarten Correlation Page 2

KINDERGARTEN CORRELATION

STRAND ESSENTIAL LEARNINGS TEACHING STRATEGIES

APPLICATION 1. Computer Care - drink and food rules,booting, running appropriate software,etc.

2. Keyboarding - keyboard, joystick,mouse, space bar, cursor, arrow keys

3. Word processing - dictate story forinput

4. Software use

1. , Discuss appropriate rules for computer use , Demonstrate correct procedure to run

developmentally appropriate software.

2. Teacher demonstrates appropriate use

3. Student-dictated stories processed by teacher

4. Provide developmentally appropriate softwareincluding draw and paint programs, letter and numberrecognition programs, etc.

COMMUNICATION Terminology- correct use of appropriate terms Teacher models correct terminology, labels on computer parts- bulletin boards, posters. etc.

ECONOMICAWARENESS

Societal Impact - Role of technology in businessand the home

Field trips to stores, banks, offices, etc.

EMPLOYABILITY Career Opportunities - technology-relatedoccupations

Role playing, guest speakers, books

ETHICS Courtesy - sharing of computer time Good manners (i.e. taking turns, not interrupting)

TECHNOLOGY/SOLUTIONS

Input/Output devices - Devices to feed andretrieve computer information

Identify devices (i.e. mouse, joystick, cassette players, etc.)

Teacher Notes: For further detail see the NAD Business and Computer Education Curriculum Guide K-12.

Kindergarten Integration Overview Page 3

KINDERGARTEN Integration Overview

Applications Communication EconomicAwareness

Employability Ethics TechnologySolutions

Art Introduce drawing/paint,graphics, computer care

IX

Introduce creation ofgreeting cards, videos

I, VIII, IX

Introduce creationof posters

VII

Introduce the useof colors, shapes, dimensions

IX

Taking turns, sharing

I

Introduce keyboard, mouse,joystick, microphone

III

Bible Animated Bible stories,Bible gamesI

Greeting cards, createvideosI, II, VII, IX

Create posters

II

Discuss right andwrongI

Introduce keyboard, mouse,joystick, microphone III

Computer Home row, space bar,cursor, delete, escape,backspace, enter

VIII

Animated CD-ROM

VI

Play store

VIII

Role playing,career week, dress-up days

VIII

Taking turns,sharing, respectingothers and theirbelongingsI

Introduce care, handling ofdisks, food/drink rules

VIII

ForeignLanguage

Conversation simulations

IV, VII

Vocabulary building &enhancement, createvideos, videodisc VII

Electronic field trips(shopping)

VIII

Role playing,missions

X

Multi-culturalunderstanding

IV

Recording & playback ofsimulations

VIII

LanguageArts

Reading/phonicsprograms, videos,student-dictated stories

VII

Vocabulary building &enhancement

VII

Appropriate use oflanguage

VII

Taking turns &sharing inconversation,appreciating regionaldifferences inlanguage IV, VII

Cassette players, videos,DVDs, etc., projection

VII, VIII

Applications Communication EconomicAwareness

Employability Ethics TechnologySolutions

Kindergarten Integration Overview Page 4

Math Simulations, tutorials, drill& practice, animatedprogramsVIII

Vocabulary, countingdevices, wordproblems VII

Play store

VI, VIII

Role playing jobs

X

Handling equipment,sharing VIII

Disk handling, number keys

VIII

Music Sequencers, tonegenerators, CD-ROMs,notation programs

VI, VIII

Create melodies &rhythms, assignvoices, listeningactivities IX

Jingles, musicindustry

IX

Music industry,ensembles

X

Copying music,respecting other’screations

I

Handling equipment

VIII

PE/Health Simulations

V

Video & audio

V

Chart/track height,media impactV

Teams, game rules

III

Sportsmanship

VIII

Handling equipment

VIII

Science/Health

Simulations, lists,experiments

V

Models, projects,video & audio,vocabulary VI

Impact ofinventions, mediaimpactVI, VII, VIII

Role playing,projects

X

Golden Rule--don’ttake what isn’t yours

I

Keyboard, sensors, mouse,models (programmable)

VIII

SocialStudies

Simulations, maps,reference materials

VI

Models, projects,video & audio,vocabulary

VI, VII

Role playing, mediaimpact

VIII

Role playing, ways& places used(offices, schools,retail stores,airports, police, etc.) X

Electronic field tripsto countries/neighborhoods

IV

Handling disks

VIII

Note: Roman numerals = FACT 21 goals, page x

GRADES 1 AND 2 COURSESCORRELATION AND


Grades 1 and 2 Correlation Page 6

GRADES 1 AND 2 CORRELATION

STRAND ESSENTIAL LEARNINGS TEACHING STRATEGIESAPPLICATION 1. CAD - using computers for graphics

(i.e. drawing and painting)

2. Computer Care - drink and food rules,booting, running appropriate software,etc.

3. Keyboarding - keyboard, joystick,mouse, space bar, cursor, arrow keys,escape, backspace, enter key

4. Word processing - dictate story forinput

5. Software use

1. Use developmentally appropriate draw/paint programs( i.e. Kid Pix Studio)

2. , Discuss appropriate rules for computer use , Demonstrate correct procedure to run

developmentally appropriate software

3. Use developmentally appropriate keyboardingprogram (i.e. Keyboarding for Kids, Mavis Beacon,PAWS) (See Appendix)

2.Student-dictated stories processed by teacher

5. Provide developmentally appropriate softwareincluding draw and paint programs, letter and numberrecognition programs, etc.

COMMUNICATION Terminology- correct use of appropriate terms Teacher models correct terminology , labels on computer parts,bulletin boards, posters. etc.

ECONOMICAWARENESS

Societal Impact - awareness of computer use ineveryday life

Field trips to stores, banks, offices, etc.

EMPLOYABILITY Career Opportunities- technology-relatedoccupations

Play store, role playing, guest speakers share careers

ETHICS Courtesy - Taking turns, sharing computer time,respecting others and their belongings

Discuss right and wrong (i.e. the Golden Rule)


GRADES 1 AND 2 CORRELATION (CONT’D)

STRAND ESSENTIAL LEARNINGS TEACHING STRATEGIESTECHNOLOGY/SOLUTIONS

1. Input/Output devices - Devices to feedand retrieve computer information

2. Embedded Computers - microchips

1. Identify devices ( i.e. mouse, joystick, cassetteplayers, keyboard, cassette players, videos, VCR’s,etc).

2. Phones, microwaves, remote controls, cars, digitalclocks, toys, etc.

Teacher Notes: For further detail see the NAD Business and Computer Education Curriculum Guide K

Grade 1 and 2 Integration Overview Page 8

Grade 1 and 2 Integration Overview

Applications Communication Economic Awareness Employability Ethics TechnologySolutions

Art Introducedrawing/paint,graphics, computercare

IX

Introduce creation ofgreeting cards, videos

I, VIII, IX

Introduce creation ofposters

VII

Introduce the use ofcolors, shapes, dimensions

IX


I

Introducekeyboard, mouse,joystick,microphone

III

Bible Animated Biblestories, Bible games

I

Greeting cards, createvideos

I, II, VII, IX

Create posters

II

Discuss right andwrong

I

Introducekeyboard, mouse,joystick, microphone III

Computer Home row, space bar,cursor, delete, escape,backspace, enterVIII

Animated CD-ROM

VI

Play store

VIII

Role playing, careerweek, dress-up days

VIII

Taking turns, sharing,respecting others andtheir belongingsI

Introduce care,handling of disks,food/drink rulesVIII

Foreign Language Conversationsimulations

IV, VII

Vocabulary building& enhancement,create videos,videodisc VII


VIII

Role playing, missions

X


IV

Recording &playback ofsimulations VIII

Language Arts Reading/phonicsprograms, videos,student-dictatedstories

VII

Vocabulary building& enhancement

VII

Appropriate use oflanguage

VII

Taking turns &sharing inconversation,appreciating regionaldifferences inlanguage IV, VII

Cassette players,videos, DVDs,etc., projection

VII, VIII



Math Simulations, tutorials,drill & practice,animated programsVIII

Vocabulary, countingdevices, wordproblems VII

Play store

VI, VIII

Role playing jobs

X

Handling equipment,sharing

VIII

Disk handling,number keys VIII

Music Sequencers, tonegenerators, CD-ROMs, notationprograms VI, VIII

Create melodies &rhythms, assignvoices, listeningactivities IX


IX


X


I

Handlingequipment

VIII


V

Video & audio

V


Teams, game rules

III

Sportsmanship

VIII

HandlingequipmentVIII

Science/Health Simulations, lists,experiments

V


VI

Impact of inventions,media impact

VI, VII, VIII

Role playing, projects

X


I

Keyboard,sensors, mouse,models(programmable) VIII

Social Studies Simulations, maps,reference materials

VI


VI, VII


VIII

Role playing, ways &places used (offices,schools, retail stores,airports, police, etc.) X

Electronic field trips tocountries/neighborhoods IV

Handling disks

VIII


Italics indicates a new Essential Learnings element Grades 3 and 4 Correlation Page 11


STRAND ESSENTIAL LEARNINGS TEACHING STRATEGIESAPPLICATION 1. CAD - using computers for graphics (i.e.

drawing and painting)2. Computer Care - drink and food rules,

booting, running appropriate software,etc.

3. Keyboarding - beginning keyboardingskills: home row, correct hand position,posture

4. Word processing - a) dictate story for inputb) entering and editing simple text,practicing correct keyboarding skillsc) file management - savings and namingfiles

5. Software use

6. Desktop Publishing - greeting cards,posters, banners

1. Reinforce and build on existing skills - illustratesimple stories and projects

2. Review proper computer care.

3. Keyboarding software, (i.e. Keyboarding for Kids,Mavis Beacon, PAWS)(See Appendix)

4.a ) Continue processing student-dictated storiesb) Use word processing software such as Word,Wordperfect, Microsoft Worksc) Teach simple file management proceduresappropriate to student’s building skills

5. Provide a variety of developmentally appropriatesoftware including draw and paint programs, skillspractice in math, phonics, reading, etc.

6. User-friendly desktop publishing software (i.e. PrintShop, Kid Pix Studio, etc.)

COMMUNICATION 1. Terminology - appropriate terms as skillsbuild

2. Language Artsa) Reading - Building vocabulary,phonics, comprehension skillsb) Writing - composition andproofreadingc) Spelling - practice

3. Electronic communication - optional forthis grade level

1. Teacher models correct terms , apply labels, posters,bulletin boards

2.a) Reading/Phonics programs; text-based games;vocabulary buildersb) Stories, poems, book reports, newsletters, greetingcards and letters, etc.c) Spelling and word games

3. Teacher-directed age-appropriate Internet activitiessuch as e-mail or e-mail pen pals (i.e. interactiveInternet activities, pictures and informationaccessing)

Italics indicates a new Essential Learnings Element Grades 3 and 4 Correlation Page 12


STRAND ESSENTIAL LEARNINGS TEACHING STRATEGIESECONOMICAWARENESS

Societal Impact - Awareness of computer use ineveryday life

Field trips to stores, banks, offices-impact ofinventions

EMPLOYABILITY 1. Career Opportunities - technology-related occupations

2. Personal Work Habits

3. Teamwork

1. Play store, role-playing, dress-up days, guest speakershares career, career week, emphasize places andways technology is used.

2. Follow instructions and procedures, form habits ofwork completion or follow through

3. Working cooperatively on projects

ETHICS 1. Courtesy - sharing of computer time;respecting others and theirbelongings; taking turns

2. Legal issues

1. Discuss right and wrong (i.e. The Golden Rule)

2. Awareness of copyright and licensing ethics


1. Input/Output devices - Devices to feed and retrieve computer information

2. Embedded Computers - microchipsthat run common “stuff” (

3. History - background on computerand technology advances

4. Troubleshooting skills - knowledge ofsolutions to typical malfunctions

1. Expand knowledge and usage of input/outputdevices such as: mouse, joystick, cassette players,videos, VCR’s etc.

2. Phones, microwaves, remote controls, cars, digitalclocks, toy, etc.

3. Brief overview of early computing devices andelectronic advances

4. Related troubleshooting skills (i.e. reboot, callteacher, use escape key, etc.)



Grades Three and FourIntegration Overview


Art Drawing/paint,graphics, computercare

IX

Creation of greetingcards, videos, posters,banners

I, VII, IX

Creation of posters

VIII

Introduce the use ofcolors, shapes,dimensions

IX


I

Reinforcekeyboard, mouse,joystick,microphoneIII

Bible Animated Biblestories, Bible games

I

Greeting cards, createvideos

I, II, VII, IX

Create posters

II

Discuss right andwrong

I

Keyboard, mouse,joystick,microphoneIII

Computer All keys using correcthand position; Addshift & function keys

Introduce database(address book, cardcollections), desktoppublishing, wordprocessing, filemanagement

VIII

Animated CD-ROM,graphics

Introduce e-mail,terminology

I, VII, IX

Play store, on-lineshopping

VIII

Role playing, careerweek, dress-up days,cash registers

Discuss computer andcomputer-relatedfields, career week,dress-up days, cashregisters, businessletters

VIII

Taking turns, sharing,respecting others andtheir belongings

I

Care, handling ofdisks, food/drinkrulesLSIC chips,motherboards,CPU (show & tell),dust controlIntro. computerhistory, VCRs,microwaves

VIII

Foreign Language Conversationsimulations

IV, VII

Vocabulary building& enhancement,create videos,videodiscVII


VIII

Role playing, missionemphasize

IV, X


IV

Recording &playback ofsimulations

VIII



Language Arts Reading/phonicsprograms, videos,student-dictatedstories, wordprocessing &graphics, book reports VII

Vocabulary building& enhancement,spelling & wordgames, e-mail

VII

Impact of computerson writers andpublishing

X

Appropriate use oflanguage, inferences,directions, recipes

VII

Taking turns, sharingin conversation,appreciating regionaldifferences inlanguage

IV, VII

Cassette players,videos, DVDs,projectiondevices, etc.

VII, VIII

Math Simulations, tutorials,drill & practice,animated programs,graphicsVI, VIII

Vocabulary, countingdevices, wordproblems

VI, VII

Manage & play store,calculatorsIntroduce graphing

VI, VII, X

Role playing, mathgames, wordproblems, groupsolutionsVI, X

Handling equipment,sharing and respect

VIII

Disk handling,number keys

VIII, X

Music Sequencers, tonegenerators, CD-ROMs, notationprograms VI, VIII

Create melodies &rhythms, assignvoices, listeningactivitiesVIII, IX


IX


X


I

Handlingequipment

VIII


V

Video & audio

V


Teams, game rules

III

Sportsmanship

VIII

HandlingequipmentVIII


V

Models, projects,video & audio,vocabularyVI


VI, VII, VIII

Role playing, projects

X


I

Keyboard, sensors,mouse, models(programmable) VIII

Social Studies Simulations, maps,reference materials

VI


VI, VII


VIII

Role playing, ways &places used (offices,schools, retail stores,airports, police, etc.)X

Electronic field tripsto neighborhoods/countries

IV

Handling disks

VIII

Note: Roman numerals = FACT 21 goals, page X




APPLICATION 1. CAD - using computers for graphics (i.e.drawing and painting)

2. Computer Care - drink and food rules,booting, running appropriate software, etc.

3. Keyboarding - hand position, posture, andcorrect fingering

4. Word processing - book reports, editing,file management (i.e. backup disks)

5. Software use6. Desktop Publishing - advertising for

upcoming church and school events, etc.

1. Reinforce and build on existing skills - use in student-produceddocuments and projects

2. Review proper computer care

3. Re-emphasize the need for correct keyboarding skills; build technique,accuracy, and speed

4. a ) Encourage experimentation with graphics, Internet resources, andpresentation software throughout the curriculum as skills growb) Discuss impact of computer technology on writers and publishers

5. Provide developmentally appropriate software to enrich learning6. User-friendly desktop publishing software (i.e. Print Shop, Kid Pix

Studio, etc.)

COMMUNICATION 1. Terminology - appropriate terms2. Language Arts

a) Reading - Building vocabulary, phonics,comprehension skillsb) Writing: composition and proofreadingc) Spelling: Practice

3. Telecommunications: e-mail, on-linediscussions, web environments

1. Continue building appropriate vocabulary

2. a) Reading/Phonics programs; text-based games; vocabulary buildersb) Stories, poems, book reports, newsletters, greeting cards and letters,etc.c) Spelling and word games

3. Use telecommunications and on-line resources for problem-solvingactivities

ECONOMICAWARENESS

1. Societal Impact - awareness of computeruse in everyday life

2. Consumer Issues - technology in everyaspect of our lives ( “computers run theworld” )

1. Economic impact of computers in commerce and manufacturing

2. Discuss positive and negative aspects of technology




EMPLOYABILITY 1. Career Opportunities - technology-relatedoccupations

2. Personal Work Habits 3. Team work

1. Ongoing awareness of career opportunities through a variety of media,guest speakers, career week, field trips, etc.

2. Study skills - work ethics - balanced life style3. Working cooperatively on projects (i.e. peer tutoring, sharing skills)

ETHICS 1. Courtesy - Sharing computer time, respectingothers and their property; taking turnsNetiquette - rules for e-mail and Internet usage

2. Legal issues

3. Computer Abuse - The inappropriate usage ofthe Internet, etc.

4. Personal Responsibility- moral issues involvedin choices

1. Discuss right and wrong (i.e. The Golden Rule) - respect multi-culturaldifferences - proper net usage (See Appendix)

2. Awareness of copyright and licensing ethics (i.e. copying music,shareware, etc. )

3. Clearly define Internet usage rules - Internet usage contracts (SeeAppendix)

4. Discuss the impact on their life of choices involving Internet sites, videogames, etc.


1. Input/Output devices - Devices to feed andretrieve computer information

2. Embedded Computers - microchips that runcommon “stuff” (

3. History - appropriate background on computerand technology advances

4. Troubleshooting skills - knowledge of solutionsto typical malfunctions

1. Expand knowledge and usage of input/output devices (i.e. printers,scanners, digital camera, video cameras, fax machine, bar coding,projection devices)

2. Phones, microwaves, remote controls, cars, digital clocks, toy, etc.

3. Brief overview of early computing devices, electronic advances, andimpact of space technology (i.e. visit “www.NASA.gov” web site)

4. Identify and solve common hardware/software problems


Grades 5 and 6 Integration Overview Page 18

Grades Five and SixIntegration Overview


Art Drawing/paint, graphics,computer care, clip artCAD, graphics,presentation software

IX & VIII

Creation of greetingcards, videos, posters,banners

I, VIII, IX

Creation of postersAdvertising

VII

Electronic murals 7mosaics, animation(3D, cartoon)

VIII


Copyright,intellectual property

I

Reinforce keyboard,mouse, joystick,microphoneOn-line galleries

III

Bible Bible stories, Biblegames, Bible oncomputer, maps

I

Bible study, Bible chat,trivia quizzes

I, II, VII

Create posters,presentationsRole play ChristianbookstoreII, VII

Ministry issues(preaching, teaching,medical, service)

X

Moral issues insoftware choices

IX

Handling disks,keyboard, mouse

III, X

Computer Keyboard accuracy &speed building, desktoppublishing, wordprocessing, database(update lists), filemanagement,programming ,networking

VIII

CD-ROM reference,graphics, e-mail, Internet, search engines,terminologyIntroduce web sites

I, VII, IX

Retailing, on-lineshopping, table of prices

VIII

Discuss computersand related fields,career week, dress-updays, business lettersIntroduce electronicportfolios

VIII

Taking turns, sharing,copyrights, licensing,Fair UseViruses andvandalism, Netiquette

I

Care, handling ofdisks, food/drink rulesIntroduce technicaltroubleshooting ,disassemble andassemble oldcomputers

VIII

ForeignLanguage

Conversation simulations

IV, VII

Vocabulary building &enhancement, createvideos, DVDs

VII

Electronic field trips(interactions), e-mailpen pals

VIII

Role playing,mission emphasis,pocket translators

IV, X

Multi-culturalunderstanding,menus, conflictresolutionIV

Recording &playback ofsimulations, pockettranslators

VIII



LanguageArts

Reading programs, wordprocessing & graphics,text-based games &videos, book reports,newsletters, stories,poems VII

Vocabulary building &enhancement, spelling &word games, e-mail

VII

Impact of computers onwriters and publishers,electronic dictionaries,thesauruses

X

Appropriate use oflanguage, inferences,directions, recipes Introduce resumes

VII

Conversational skills,appreciating regionaldifferences inlanguage

IV, VII

Cassette players,videos, DVDs, etc.,projection devicesHistory of writing,fonts, scanners

VII, VIII

Math Simulations, tutorials,drill & practice, animatedprograms, graphics,programming Intro. spreadsheets

VI, VIII

Vocabulary, countingdevices, word problemsIntroduce other countingsystems (binary)

VI, VII

Calculators, stockmarkets & graphing,profit & loss,ratio/percentage

VI, VIII, X

Math games & wordproblems, groupsolutions,conversions

VI, X

Handling equipment,sharing & respect

Probability & randomnumber generation

VIII

Number keys

Introduce barcoding

VIII

Music Sequencers, tonegenerators, CD-ROMs,notation programs

VI, VIII

Create melodies &rhythms, assign voices,listening activities, printcreations VIII, IX

Jingles, music industry

IX

Ensembles, studioproduction

X

Copying music,respecting other’screations, Fair Use

I

Manipulatingequipment

VIII

PE/Health Simulations, exercisemachinesV

Video & audio

V

Chart/track height andweight, media impact X

Teams, game rules

III

Sportsmanship

VIII

Handling equipment

VIII

Science/Health

Simulations, lists,experiments

V

Models, projects, video& audio, vocabulary

VI


VI, VII, VIII

Projects, portfolios

X

Golden Rule, respectfor the body

I


SocialStudies

Simulations, maps,reference materials,geographical & historygames

VI

Models, projects, video& audio, vocabulary

VI, VII


VIII

Role playing, ways& places used(offices, schools,retail stores, airports,police, etc.), visitsites of differentcareer opportunities X

Electronic field tripsto neighborhoods/states/countries

IV

Handling disks

VIII


Grades 7 and 8 Integration Overview Grades 7 and 8 Correlation Page 21


NOTE: The skills listed here assume prior instruction and practice of foundational skills in technology use. For first time instruction, the teachershould refer to foundational guidelines as presented in earlier grades.

STRAND ESSENTIAL LEARNINGS TEACHING OBJECTIVES

APPLICATION 1. Keyboarding

2. Software use

1. Continue growth in keyboarding skills with emphasis ondeveloping proper technique, accuracy, and speed.

2. Introduce software as it becomes relevant in problemsolving and enhancing learning within the curriculum.

COMMUNICATION 1. Electronic communication

2. Terminology

1. Develop proficiency in the use of telecommunication toenhance learning and problem solving as well as socialinteractions, i.e. e-mail, Internet, search engines, websites, newsrooms, bulletin boards, and chat rooms.

2. Continue modeling and increasing appropriate vocabularyfor the students as their skills build; by the end of 8th

grade the student’s vocabulary should be extensive (See“Glossary-Student”).

ECONOMICAWARENESS

Societal Impact /Consumer Issues Demonstrate awareness of constant technologicaladvances and their positive and negative effects on theworkplace and society.

EMPLOYABILITY 1. Career Opportunities

2. Personal Work Habits

3. Teamwork

1. Build technology skills to increase the effectiveness offuture employment pursuits.

2. Reinforce study skills, work ethics, balanced life style

3. Work with other students using technological resourcesas a tool for problem solving and product generation.



STRANDS ESSENTIAL ELEMENTS STRATEGIES

ETHICS 1. Computer Abuse

2. Courtesy / Netiquette

3. Legal issues

1. Present need for self-control and a personal behavioralstandard regarding choices (i.e. chat room., bulletin boards, e-mail, web site, etc.).

2. Exhibit consistently courteous behavior as a prerequisite forfurther use of technological tools.

3. Exhibit appropriate standards of behavior regardingcopyrights, licensing, vandalism, etc., and discussconsequences of misuse.


1. Input/Output devices - Devices used to feed and retrieve computer information

2. Embedded Computers - microchips andtheir uses

3. History - appropriate background oncomputer and technology advances

4. Troubleshooting skills - knowledge ofsolutions to typical malfunctions

1. Be able to select from an array of options the appropriatetools to accomplish a given task.

2. Keep abreast of constant new uses of embedded chips, (i.e.palm-tops, pocket translators, robotics, and virtual realityprograms).

3. Incorporate historical notes of interest at appropriate placesin the computer/technology curriculum..

4. , Identify and solve routine hardware/software problems., Understand the concept of prevention in avoiding commontechnological difficulties (i.e. improper installation ofsoftware)., Understand plug-in upgrades., Disassemble and reassemble old computers.



Grades Seven and EightIntegration Overview


Art CAD, graphics, presentationsoftware

VIII

Greeting cards, posters,banners etc., videos

I, VIII, IX

Advertising

II, VIII

Electronic murals &mosaics, animation(3D, cartoon)VIII

Copyright, intellectualproperty

I

On-line galleries

VIII

Bible Bible stories, Bible games,Bible on computer, maps

I

Bible study, Bible chat,trivia quizzes

I, II, VII

Posters, presentations,Christian bookstore(role play)II, VII

Computer use inministry (preaching,teaching, service)I, II

Moral issues insoftware choices

IX

Handling disks, keyboard,mouse

III, X

Computer Keyboard accuracy & speedbuilding, desktop publishing,word processing, database,file management,programming, graphics &presentation programs,networking

VIII

CD-ROM reference,graphics, e-mail, Internet,search engines,terminology, web sites

I, VII, IX

Retailing, on-lineshopping, table ofprices, ad creation

VIII

Discuss computersand related fields,career week, dress-updays, business letters,electronic portfolios

VIII

Copyrights, licensing,Fair Use, viruses &vandalism, netiquette

I

Care, handling of disks,food/drink rules, technicaltroubleshooting,disassemble & assembleold computers,troubleshoot minorproblems created byinstructorVIII

Foreign Language Conversation simulations

IV, VII

Vocabulary building &enhancement, createvideosVII

Electronic field trips(interactions), e-mail, e-mail palsVIII

Role playing, missionemphasis, pockettranslatorsIV, X

Multi-culturalunderstanding, menus,conflict resolution IV

Recording & playback ofsimulations, pockettranslatorsVIII

Language Arts Reading programs, text-based games and videos,word processing & graphics,book reports, newsletters,stories, poemsVII

Vocabulary building &enhancement, spelling &word games, e-mail

VII

Impact of computerson writers andpublishers, electronicdictionaries,thesauruses

X

Appropriate use oflanguage, inferences,directions, recipes,resumes, portfolios

VII

Conversation skills,regional differences inlanguage

IV, VII

History of writing, fonts,scanners

III, VIII



Math Simulations, tutorials, drill &practice, animated programs,graphics, programming,spreadsheetsVI, VIII

Vocabulary, countingdevices, word problems, counting systems(binary), Internet projects VI, VII

Calculators, stockmarkets & graphing,profit & loss,ratio/percentageVI, VIII, X

Math games, wordproblems, groupsolutions, conversions

VI, X

Probability & randomnumber generation

VI

Number keys, barcoding

VIII

Music Sequencers, tone generators,CD-ROMs, notationprograms

VI, VIII

Create melodies &rhythms, assign voices,listening activities, printcreationsVIII, IX

Jingles, music industry

IX

Ensembles, studioproduction

X

Copying music, FairUse, respecting other’screations

I

Manipulating equipment

VIII

PE/Health Simulations, exercisemachines

V

Video & audio

V

Chart/track height &weight, media impact V

Teams, game rules

III

Sportsmanship

VIII

Handling equipment

VIII


V

Models, projects, video &audio, vocabulary

VI


VI, VII, VIII

Projects, portfolios

X

Golden Rule, respectfor the body andenvironmentI


Social Studies Simulations, maps &reference materials,geographical & historygames

VI

Models, projects, video &audio, vocabulary

VI, VII

Role playing, mediaimpact, barcoding

VIII

Role playing, ways &places used (offices,schools, retail stores,airports, police, etc.),visit sites of differentcareer opportunitiesX

Electronic field trips toneighborhoods/states/countries

IV

Handling disks

VIII

Note: Roman numerals = FACT 21 goals, page X

GLOSSARY-TEACHER

Accounting Cycle The series of accounting activities included inrecording financial information for a fiscal period.

Business Communications Exchange of information in the world ofbusiness (i.e. newsletters, posters, etc.)

Business Documents Letters, memos, written reports, financial reports, andstatements are examples of business documents developed and used tofacilitate the accurate communication of data between and within business.

Business Education A course of study designed to help the studentfunction effectively as an intelligent member of the business world and ineveryday activities that are business related.

Business Machines Copiers, calculators, cash registers, scanners, ten-keyadders, etc.

Business Technology Use of knowledge and tools in an effort to makebusinesses more productive, profitable, competitive, and responsive tocustomer's wants and needs.

CAD Computer-aided design software that makes two-and three-dimensional drawings and blueprints.

Career Opportunities Current or future jobs in technology and/orbusiness related fields.

Computer Abuse Unethical and/or unlawful use of a computer to access,alter, or copy data and software.

Computer Care An all inclusive care, cleaning, and maintenance ofcomputers, software, and related hardware.

Computer Electronics The study of electronics as it applies to thecomputer.

Computer Literacy Sufficient computer knowledge to prepare anindividual for working and living in a computerized society.

Computer Technology The study and design of a computer andperipheral devices.

Computation Ways and means of dealing with basic mathematicsoperations.

Consumer Issues Identification of factors which affect consumer choices.

Copyright Protection of the ownership of published material againstunauthorized copying, electronic transmittal, publication, or sale.

CPU Central Processing Unit: The main control chip of the computer.

Critical Thinking Use of creative and/or logical thinking to solveproblems.

Cultural Awareness Sensitivity to the diversity between peoples ofdifferent cultural backgrounds.

Database An electronic filing system that manages lists.

Desktop Publishing The combination of graphics and text in thepreparation of professional-looking documents.

Economic Awareness An understanding of how individuals and nationsmake choices about ways to use their resources to fill their needs andwants.

Electronic Communication The use of technology such as networks,modems, and fax machines to send and receive data.

Embedded Computers Programmed microcomputer chips that performspecific tasks when integrated into automated machines (vehicles, phonesystems, and appliances such as microwaves, VCR's, etc.).Employability Possession of skills required to successfully secure andestablish a job/career.

Entrepreneurship The factor of production that assumes the risks andresponsibilities of creating and managing a business.

Essential Learnings Specific areas within a strand that require emphasis.

Ethics Moral principles or values that define individual or groupbehavior.

File Management/Utilities Organization and manipulation of files forefficient use and retrieval.

Financial Statements Reports prepared to summarize changes resultingfrom business transactions that have occurred during the fiscal period.

Free Enterprise System Freedom of individuals to use their resources inany legal enterprise or undertaking of their choice.

Graphics/Presentations Information in pictorial form; clipart.

Honesty/Integrity The proper and fair use of information.

HTML HyperText Markup Language: a language used to formatwebpages on the Internet.

Input/Output Devices Devices used to feed and retrieve information intoor out of a computer (i.e. keyboard, mouse, scanner, monitor, printer, etc.).

Internet A system of linked computers.

Keyboarding The art of keying information into a computer.

Legal Issues Identification of the impact of laws.

Licensing The granting of permission to use computer software and/orhardware.

Logic Devices Devices capable of processing electrical impulses.

Netiquette A set of unwritten rules governing the use of the Internet.

Non-Verbal Audio and visual stimuli; body language.

Operating System A group of programs that help a computer functionsmoothly.

Programming Language An artificial language composed of avocabulary and a set of rules used to create instructions for a computer.

Repair/Troubleshooting Solving computer malfunctions.

Robotics The study, design, and use of computerized machines thatperform repetitive movements.

Search Engine Software that gives you the ability to locate resources.

Sequencers Software program used for electronic recording and playbackof music.

Societal Impact The effect of computers on society.

Spreadsheets A computer program that provides a multi-columned workspace used to process and analyze large quantities of numerical data.

Strands Major themes identified throughout the K-12 Business andComputer Education Curriculum Guide.

Systems Management Overseeing activities related to the operations ofthe computer, including networking, Internet, and Intranet.

Telecommunications Electronic transmission of data.

Tone Generator-Synthesizer An electronic device that producesinstrumental sound.

Word Processing The use of a computer to create, edit, format, and/orprint text.

Glossary - Student*

Address There are two main types of addresses used on the Internet: URLand e-mail. URL (Uniform Resource Locator) connects to a place on theInternet. An e-mail address connects to a person. Each must be typedexactly as given in order to make the connection.

Application Any computer software program you use.

ASCII Pronounced “ask-key” - stands for American Standard Code forInformation Interchange . This is a basic text format used in sendingelectronic messages which can allow messages to copy from one program toanother, i.e. from e-mail to word processing, etc.

BAUD The speed that a modem can send information. The baud rate of amodem is how many bits it can send or receive per second.

BIT (Binary DigIT) The smallest unit of computerized data.

Bps (Bits-Per-Second) A measurement of how fast data is moved from oneplace to another. 28.8 modem can move 28,800 bits per second.

Bulletin Board System (BBS) A computerized “message board” thatallows people to carry on discussions, upload and download files, and makeannouncements.

Browser (also Web Browser) Sites (provided by various sources) wherebyyou can view the various resources available on the Internet.

Byte A set of Bits that represent a single character. Usually there are 8 Bitsin a Byte.

CD-ROM (Compact Disk Read Only Memory) A disc which holds up to 600megabytes of information.

Client A software program used to contact and obtain data from a serversoftware program on another computer. A Web Browser is a specific kind ofClient.

CPU (Central Processing Unit) The “brains” of a computer. Often a tinymicroprocessor chip which runs the entire system.

Crash A term indicating what happens when a computer stops workingsuddenly or the system breaks down. (Not good!)

Cursor The blinking mark indicating your position on the screen.

Cyberspace A term coined by William Gibson in his science fiction novel“Neuromancer is currently used to describe the whole range of informationresources available through computer networks.

Database A collection of information stored in computerized form.

Default The automatic settings or decisions already made for you by thecomputer of software program.

Desktop The background on your screen when using a windows-typoprogram.

Desktop Publishing The process of creating printed documents that lookprofessionally produced.

Dialogue Box A box or window on the screen from which choices aremade.

Dial-up Access A service which allows you to call into an Internetconnection via phone lines using a modem and person computer.

Digital Information represented by numbers.

Domain Name Is the unique way in which Internet addresses are organized.Most addresses have several sections separated by periods and slashes.The part on the left is the most specific, identifying the specific computer (orperson), the suffix identifies the type of organization [i.e .com (commercial orbusiness), .edu (educational), .gov (government), .mil (military), .net(network), .org (organizational or non-profit)]. Letters and numbersfollowing the organization separated by slashes indicate specific areas ofinformation to be accessed.

DOS (Disk Operating System) Usually refers to IBM PC compatiblecomputers.

Drag Moving an object from one place on the screen to another by use ofa mouse.

Download Is the process of saving something off the Internet to yourcomputer.

E-mail The electronic version of sending a letter. Can be sent to one or alarge number of addresses at the same time.

FAQ (Frequently Asked Questions) A common choice on many WebPages. This can be a good source of information about the topic since itinvolves the answers to FAQ’s.

Fiber Optics A communications system that uses dozens of hair-thinstrands of glass that move information at the speed of light.

Font A set of type of one size and style.

FTP (File Transfer Protocol) One of several methods of transferringinformation from one Internet locations to another. Online FTP repositorieshold large text documents, images, movies, and sounds.

GIF (Graphics Interchange Format) One of various file formats for picturesand graphics on the Internet. “.gif” usually appears at the end of a GIF filename.

Gigabyte 1000 or 1024 Megabytes, depending on who is measuring.

Graphic An electronic picture.

Hacker A computer enthusiast who is willing to “hack” away atunderstanding the computer for long periods of time. (Has gained a negativemeaning when knowledge is used to gain illegal entry into files andsystems.)

Hardware Parts of the computer which are external such as keyboard, harddrive, monitor, etc.

Home Page The main or first web page for a business, organization, orperson on the World Wide Web.

Hit Is one visit or request at a web site.

Home Page The main web page where there may be a collections of pagesposted. Also used sometime for any web page.

HTML (HyperText Markup Language) The coding language used to createdocuments of use on the World Wide Web.

HTTP (HyperText Transfer Protocol) The computer language standard forthe World Wide Web. When you see this in fromt of an Internet address,you know the information resides on the Web.

Hypertext Text that contains links to other documents, many times they areunderlined and/or a different color (i.e. blue).

Icons Little pictures on the screen which represent files or other computerapplications.

Import To bring information from one document or computer screen intoanother document.

Interactive A program, game, or presentation where the user has somecontrol over what is going on.

Interface A connection between two items so they can work together.

Internet (Upper case “I”) The vast collection of inter-connected networks.(The Internet connects more than 100,000 independent networks into a vastglobal internet.

internet (Lower case “i”) a connection of two or more networks.

ISP (Internet Service Provider) A service that provides an Internet accountand access, commonly via a telephone line.

IRC (Internet Relay Chat) A system which allows live typed“conversations” over the Internet.

JPEG (Joint Photographic Experts Group) Is another file format for picturesand graphics on the Internet. “.jpg” usually appears at the end of a JPEGfile name.

K, KB, Kilobyte 1000 or 1024 bytes

Keyboard The piece of input hardware that has keys like a typewriter.

Laser Printer A printer which produces documents that lookprofessionally printed.

LCD Panel (Liquid Crystal Display) A device which fits over an overheadprojector which can project whatever is on the computer screen onto a largeviewing screen.

Link A connection to another location on the Internet, usually underlinedin the text requiring simply a mouse click to be connected.

Listserv A “mailing list” you can subscribe to and read via e-mail.

Megabyte A million bytes.

Memory The temporary storage space in the computer as opposed to thepermanent storage space on the hard drive.

Menu A displayed list of commands or options from which to choose.

Modem (MOdulator, DEModulator) A device that allows communicationwith other computers over regular phone lines.

Monitor Another word for computer screen.

Mouse The small device that manipulates the pointer or cursor on thescreen.

Multimedia A computer presentation that involves other forms oftechnology such as still photos, videos, animation, etc.

Net Short for “Internet”.

Netiquette Proper conduct on the Internet.

Network Any time two or more computers are connected so that they canshare resources. Two or more networks connected together form an internet.

Node Any single computer connected to a network.

Online Communicating with other computers through a Modem ornetwork.

Password A code used to gain access to a locked system. Good passwordscontain letters and non-letters.

PC (Personal Computer) Designed to be used by an individual person.

Plug-in A small piece of software that adds features to a larger piece ofsoftware. Common examples are plug-ins for Netscape browser and AdobePhotoshop.

Port A socket usually found on the back of hardware where a cable isconnected.

Portal Usually a term to describe a Web site that is intended to be the firsplace people see when using the Web such as a search engine.

Printer A device that takes the text and images sent from the computerand presents them on paper.

Prompt A symbol or question on the screen that “prompts” the user totake action and tell the computer what to do next.

RAM (Random Access Memory) Temporary memory used while thecomputer is turned on which will disappear when it is turned off.

ROM (Read Only Memory) Information (commands) stored right onto thechip or disk and usually cannot be altered

Server A computer which “serves” out information. Almost any type ofcomputer you connect to on the Internet is considered a server.

Scanner A device that takes a picture of an image and digitizes it in orderto transfer it to the computer.

Shareware Software shared at little or no fee.

Software Applications (usually on disks) which when loaded on thecomputer allows the user to perform innumerable functions and tasks.

Spam An inappropriate attempt to use a mailing list by sending messagesto a large number of people who didn’t ask for it.

Surfing Another term for “cruising” or simply exploring the Internet.

Spreadsheet Program Software program for financial or other number-related information processing composed of rows and columns.

Telecommunications Communications carried from one computer toanother usually through telephone lines.

Terminal A screen and keyboard which is connected to a main computer.

Upgrade To choose newer, more powerful packages of either hardware orsoftware for the computer.

Upload To save something from your computer to the Internet such as aWeb page.

URL Uniform Resource Locator (see Address)

Virtual Existing only in Cyberspace. In reality, everything found on theInternet is part of a “virtual world,” not existing in a physical form.

Virus A software program designed to destroy data or access to acomputer system. This is another illegal use of computer knowledge andskills.

Web Browser Software program designed for viewing information via theWorld Wide Web.

Web Page Name given to a document displayed on the World Wide Web.(See Home Page)

WWW (World Wide Web) Refers to the expanse of Hypertexted-basedservers which is the whole constellation of resources that can be accessedthrough these servers.

Word Processor Software applications that allow the user to typedocuments with a variety of tools to make work time easier and moreefficient.

*Note: This Student Glossary is not intended to be all inclusive, but ratherto acquaint students with the most commonly used terminology. Due to therapid changes in the world of technology, teachers may need to add termsas they become relevant.

Appendix

Lesson Planning Using the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 32

Research Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 33

Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 34

Emoticons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 35

Internet Contract Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 36

Internet Etiquette - Netiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 42

Lesson PlanningUsing the Internet!

U List one or two thematic units you are currently working on with your students or thatyou plan to do in the next few months:

3. _____________________________________________________

4. _____________________________________________________

U What would be some ideal resources to prepare for and pull this unit off? (Use yourimagination – nothing is too wild):

2. _____________________________________________________

3. _____________________________________________________

4. _____________________________________________________

5. _____________________________________________________

6. _____________________________________________________

U Now, think of a dream field trip that can compliment this unit. Anywhere on Earth(and beyond) is possible:

2. _____________________________________________________

3. _____________________________________________________

4. _____________________________________________________

U Go find it on the Internet!

Research Planner

Before the Search

1. Question(s) you want to answer: __________________________________________

_______________________________________________________________________

_______________________________________________________________________

2. Keywords about this topic: _____________________________________________

_______________________________________________________________________Can some of these keywords be combined to make your search more specific?

3. Where you will search:

AltaVista (http://www.altavista.com) Excite (http://www.excite.com) HotBot (http://www.hotbot.com) Yahoo (http://www.yahoo.com) Yahooligans (http://www.yahooligans.com) Other:

During the Search

4. Are your search results close? At least some of the first 10 items returned should beabout your topic.

5. If not, try different keywords or search tool.

After the Search

6. Ask yourself these questions:

What? What does the article or information say? Does it answer at least part of thequestion you asked at the beginning of this search?

Where? What is the source of this information? Write down or save the InternetAddress, organization name, and other source information.

Who? Who is the author? Who else is mentioned in the information?

Why? What is the writer's viewpoint? How does the writer feel about this topic?Do you agree? Disagree?

When? When was the information written? Is it new enough to use?

Really? Is there any way to check the information with another source?

Just because it’s on the Internet doesn’t mean it’s true!!

TEACHER RESOURCES

Tutorial courses for students or teachers:

1. Appropriate for junior high students or for teachers who need to develop keyboarding skills

Keyboarding --Short Course (Available at the following address)

2. Appropriate for grade levels 1-6:

Keyboarding for Kids on the Computer: 1997Ellsworth PublishingP. Box 6727Chandler, AZ 85246Phone: (480) 963-4817FAX (480) 963-4502e-mail “[email protected]”

The following programs are available at computer stores or through educationalcatalogues:

Kids Pix Studio Mavis Beacon PAWS

E-courses for teachers:

Course Technology offers many “e-courses” at a reasonable price. Each comes with software and a workbook which allows the learner to proceed at his/her own pace. There areover 20 titles, most range from $15 to $20 each. Titles include:

MS Word, Access, Excel, MS Office 95 & 97, PowerPoint, MS Windows 95 & 98, InternetExplorer, Netscape Navigator, and many more. New titles are being developed and releasedperiodically.

Your local bookstore can order these if they are not on the shelf. Or, you may contact CourseTechnology directly.

Course TechnologyOne Main StreetCambridge, MA 02142

1-800-347-7707Web sites: www.e-course.com or www.course.com

Other resources would include Internet courses, local classes offered by community collegesand high school adult education classes.

Emoticons : - )

Without body language or voice inflections, how do you convey in your e-mail message theemotions behind the words? With emoticons of course! Here is a partial list of the commonlyused ones. Turn you head sideways to the left to see them.

Smiley :-) or : ) laughing :-D with sunglasses 8-)

Wink ;-) or ; )

Frown or sad :-( Crying :`(

Worried {:-|

Undecided :-\

Bored |-o

Surprised/Wow :-O

Angry >:-(

High five ^5 \1/

Baby ~( : ) Mouse <:3 )~ Spider ()(--) /1\

Writer is left handed (-: is tongue tied :-& is an angel O:-)

Grin <grin> or <g> or <gbg> (great big grin)

Common acronyms used in e-mail:

BRB - be right back OIC - oh, I see LOL - Laugh Out Loud

FYI - For your information IMO - In my opinion IOW - In other words

Check out the Net for many, many more. Here are a few sites to try: --1stmarketplace.com/Cyber-Site-Links/emoticons.htmwellweb.com/behappy/smiley.htm eff.org/pub/Net_culture/Folklore/Arts/smiley2.list

OR have fun making up some of your own!

HTH (hope this helps!)

INTERNET CONTRACT SAMPLES

Beavers Adventist AcademyLee Davidson, Ed.D.- Principal

TERMS AND CONDITIONS FOR USE OF INTERNET

Please road the following carefully before signing this document. This is a legally binding document.

Internet access is now available to students and teachers at Beavers Adventist Academy. We are verypleased to provide this access and believe the Internet offers vast, diverse and unique resources to bothstudents and teachers. Our goal in providing this service to teachers and students is to promoteeducational excellence by facilitating resource sharing, innovation and communication.

The Internet is an electronic highway connecting thousands of computers all over the world and millions ofindividual subscribers. Students and teachers have access to:

1) electronic mail communication with people all over the world.2) information and news.3) public domain and shareware of all types.4) discussion groups on a plethora of topics ranging from diverse cultures to the environment, to music, topolitics.5) access to many university catalogs.

With access to computers and people all over the world also comes the availability of material that may notbe considered to be of educational value in the context of the school setting. Beavers Adventist Academyand its teachers have taken available precautions to restrict access to inappropriate materials. However, ona global network it is impossible to control all materials and an industrious user may discover inappropriateinformation.

Internet access is coordinated through a complex association of government agencies, and regional andstate networks. In addition, the smooth operation of the network relies upon the proper conduct of the endusers who must adhere to strict guidelines. These guidelines are provided here so that you are aware of theresponsibilities you are about to acquire. In general this requires efficient, ethical and legal utilization of thenetwork resources. If a user violates any of these provisions, their access will be terminated and futureaccess could possibly be denied. The signature(s) at the end of this document is (are) legally binding andindicates the party(parties) who signed has (have) read the terms and conditions carefully andunderstand(s) their significance.

Internet - Terns and Conditions

1) Acceptable Use - School use must be in support of education and research and consistent witheducational objectives. Use of other organization's network or computing resources must comply with therules appropriate for that network. Transmission of any material in Violation of any U. S. or state regulationis prohibited. This includes, but is not limited to copyrighted material, threatening or obscene material, ormaterial protected by trade secret.

2) Privileges - The use of Internet is a privilege, not a right, and inappropriate use will result in a cancellationof those privileges. Each student who receives access will participate in a discussion with a teacherpertaining to the proper use of the network. The system administrators and teachers will deem what isinappropriate use and their decision is final. The school may deny, revoke, or suspend specific user access.

3) Netiquette - You are expected to abide by the generally accepted rules of network etiquette. Theseinclude, but are not limited to the following:

a) Be polite. Your messages should not be abusive to others.b) Use appropriate language. Do not swear, use vulgarities or any other inappropriate language.c) Do not reveal your personal address or phone number or the addresses and/or phone numbers of

students or colleagues.d) Illegal activities are strictly forbidden.e) Note that electronic mail (e-mail) is not guaranteed to be private. People who operate the system do haveaccess to all mail. Students must reveal any mail passwords to teacher when asked. Messages relating to orin support of illegal activities may be reported to the authorities.f) Do not use the network in such a way that you would disrupt the use of the network by other users.g) All communications and information accessible via the network should be assumed to be privateproperty.

Internet Contract Sample A

4) Beavers Adventist Academy makes no warranties of any kind, whether expressed or implied, for theservice it is providing. The school will not be responsible for any damages suffered. This includes loss ofdata resulting from delays, nondeliveries, misdeliveries, or service interruptions caused by negligence,errors or omissions. Use of any information obtained via the interact is at the users own risk. The schoolnot responsible for the accuracy or quality of information obtained.

5) Security - Security on any computer system is a high priority, especially when the system involves manyusers, If you feel you can identify a security problem on Internet, you must notify a teacher who will in turnnotify a system administrator. Do not demonstrate any problems to other users. Do not use anotherindividual's account without written permission from that individual. Attempts to access Internet as asystem administrator will result in cancellation of user privileges. Any user identified as a security risk orhaving a history of problems with other computer systems may be denied access to Internet.

6) Vandalism - Vandalism will result in cancellation of privileges. Vandalism is defined as any maliciousattempt to harm or destroy hardware, data of another user, Internet, or any agencies or other networks thatare connected to the Internet backbone. This includes, but is not limited to the uploading or creation ofcomputer viruses.

7) Exception of Terms and Conditions - All terms and conditions as stated in this document are applicableto the Beavers Adventist Academy, its teachers, students and any other users. These terms and conditionsreflect the entire agreement of the parties and supersedes all prior oral or written agreements andunderstandings of the parties. These terms and conditions shall be governed and interpreted in accordancewith the laws of the State of Oklahoma, and the United States of America.

APPLICATION PORTION OF DOCUMENT

User Full Name (please print):

Home Address:

I understand and will abide by the Terms and Conditions for Internet access. I further understand that anyviolation of the regulations is unethical and may constitute a criminal offense. Should I commit anyviolation, my access privileges may be revoked, school disciplinary and/or appropriate legal action may betaken.

User Signature:

Date: / /

PARENT OR GUARDIAN: As the parent or guardian of this student, I have read the Terms and Conditionsfor Internet access. I understand that this access is designed for educational purposes and that BeaversAdventist Academy and the teachers have taken available precautions to eliminate controversial material.However, I also recognize it is impossible for Beavers Adventist Academy to restrict access to allcontroversial materials and I will not hold the Beavers Adventist Academy responsible for materialsacquired on the network. Further, I accept full responsibility for supervision if and when my child's use isnot in a school setting;. I hereby give my permission to grant access for my child and certify that theinformation contained on this form is correct.

Patent or Guardian (please print):

Signature:

Date: / /

If you have questions about instructional technology, contact a teacher or the principal.

Internet Contract Sample A

Internet ContractSchool: _________________________________ Date: _____________________

I, _________________________________pledge to follow these rules while using theInternet, at school, home, or elsewhere. If I break these rules, I must agree to the followingconsequences:

< __________________________________________________________

< __________________________________________________________

< ___________________________________________________________

< I will never give out personal information such as my home address, telephone number,or the name and location of my school without my teacher's permission.

< I will tell my teacher right away if I come across any information that makes me feeluncomfortable.

< I will never send a person my picture or anything else without first checking with myteacher.

< I will always treat people online with respect and treat them as I would like to betreated.

< I will not reply to any messages that are mean or in any way make me feel uncomfortable.It is not my fault if I get a message like that. If I do, I will tell my teacher right away.

Student's signature _______________________

Parent's signature _______________________

Teacher's signature _______________________

Internet Contract Sample B

Technology Policy InformationWe are pleased to offer students of the John L. Coble Elementary School access to the

school network for electronic mail and the Internet. To gain access to the network, all studentsmust obtain parental permission and must sign and return the Student Technology UseAgreement and Parent Permission Form to the Office.

Access to e-mail and the Internet will enable students to explore thousands of libraries,databases and bulletin boards while exchanging messages with Internet users around theworld. Families should be warned that some material accessible via the Internet may containitems that are illegal, defamatory, inaccurate or potentially offensive to some people.

While our intent is to make Internet access available to further educational goals andobjectives, students may find ways to access other material as well. We believe that thebenefits to students from access to the Internet, in the form of information resources andopportunities for collaboration, exceed any disadvantages. But ultimately, parents andguardians of minors are responsible for setting and conveying the standards that their childrenshould follow when using media and information sources. To that end, John L. CobleElementary School supports and respects each family's right to decide whether or not to applyfor access.

Students will receive instruction in the classrooms regarding Online Safety and ComputerEthics. The key points in that instruction are shared with the parents so the home and theschool can work together.

Students are responsible for good behavior on school computer networks just as they are in the classroomor school hallway. Communications on the network are often public in nature.The network is provided for students to conduct research and communicate with others.Access to network services is given to students who agree to act in a considerate andresponsible manner. Access is a privilege - not a right; access involves responsibility.

Individual users of the school computer network are responsible for their behavior andcommunication over the network. It is presumed that users will comply with the schoolstandards and will honor the agreement they have signed. Beyond the clarification of suchstandards, the school accepts responsibility for reasonable monitoring of student time on-line.Teachers have the right and duty to monitor and restrict both the amount of time on-line andthe sites visited. This responsibility extends to any communication to or from the sites. Studenttime on-line will be scheduled by a teacher and will involve specific curricular objectives.

It is not possible to list all activity which is not permitted, but the following list givesexamples of unacceptable behavior that extends to the technology arena:

• Sending or displaying offensive messages or pictures• Using obscene language• Harassing, insulting or attacking others• Damaging computers, computer systems or computer networks• Violating copyright laws• Using another person's password• Trespassing in another person's folders, work or files• Intentionally wasting resources• Using the network for commercial purposesViolations will result in a loss of access and may also result in other disciplinary or legal

action.Internet Contract Sample C

John L. Coble Elementary School Student Technology Use Agreement and

Parent Permission Form

Name of Student _______________________________________ Grade: ____________

Basic Computer Ethics that I agree to:• I will not use a computer to harm other people, to steal, or to tell untruths.• I will not snoop in other people's files, use their computer resources without

permission, claim another's work as my own, or interfere with another person'scomputer work.

Basic Online Safety Rules I agree to:• I will not give out personal information, such as my full name, my address, my

telephone number, or information about my parents or my school, without parentor teacher permission.

• I will tell my parent or teacher right away if a Website contains words, ideas, orpictures that make me feel uncomfortable.

• I will never agree to meet or call on the telephone someone that I chat with oremail online. I will never send a picture of myself, my home, or copy of anythingpersonal over the computer. If I am asked to, I will tell my parent or teacher rightaway.

• I will not respond to or pass on to others any messages that are mean, hurtful, orthat I would feel uncomfortable sending to Jesus. If I receive any messages likethat, I will tell my teacher.

As a student user of the Coble Elementary School computer network and technologyequipment, I agree to comply with the Technology Policy and the above stated Ethics andRules.

Student Signature: ________________________________ Date: ___________________

As the parent or legal guardian of the minor student signing above, I grant permissionfor my child to access networked computer services such as electronic mail and the Internet. Iunderstand that individuals and families may be held liable for violations of laws pertaining tosuch access. I understand that some materials on the Internet may be objectionable, but Iaccept responsibility cooperating with the school in providing guidance of Internet use -setting and conveying standards for my child to follow when selecting, sharing or exploringinformation and media.

Parent Signature: __________________________________ Date: ___________________

Home Phone Number: ________________________________

Internet Contract Sample C

School Use

Student’s On-lineName:_____________________

Student’s E-mailaddress:____________________

NETIQUETTE (Network Etiquette)

Remember: Electronic communication is not always private. Strangers can read and respond tomessages posted on electronic bulletin boards, chat rooms, and newsgroups.

Following simple rules of courtesy and on-line safety can keep your on-line experience a pleasantone.

# Be polite. Choose words appropriate for conversation with anyone.

# Be clear. People can’t “read” your tone of voice; don’t send messages that might beconsidered rule or offensive.

# Do not SHOUT. The use of all capital letters is considered the same as shouting.

# Do NOT give out personal information including your name, phone number, what schoolyou attend, etc.

# Report any inappropriate messages you receive to an adult and do not reply to them onthe computer.

THE 10 COMMANDMENTS OF NETIQUETTE FORNEWBIES

I. Thou shalt be tactful

II. Thou shalt be succinct.

III. Thou shalt use the English language correctly.

IV. Thou shalt use acronyms (i.e. BTW,JK) andemoticons joyfully ( .

V. Thou shalt not SHOUT. (Use of all capital letters)

VI. Thou shalt not send flaming messages. (Abusive)

VII. Thou shalt not participate in spamming. (Sendingarticle to several inappropriate newsgroups)

VIII. Thou shalt not ask a question without first readingthe FAQ - Frequently Asked Questions..

IX. Thou shalt not use sarcasm or humor in a way thatcould offend.

X. Thou shalt not use any other language that ispotentially hurtful.

The Net: User Guidelines and Netiquette - by Arlene Rinaidi

THE TEN COMMANDMENTS FOR COMPUTER ETHICSfrom the Computer Ethics Institute

1. Thou shalt not use a computer to harm other people.

2. Thou shalt not interfere with other people's computer work.

3. Thou shalt not snoop around in other people's files.

4. Thou shalt not use a computer to steal.

5. Thou shalt not use a computer to bear false witness.

6. Thou shalt not use or copy software for which you have not paid.

7. Thou shalt not use other people's computer resources without authorization.

8. Thou shalt not appropriate other people's intellectual output.

9. Thou shalt think about the social consequences of the program you write.

10. Thou shalt use a computer in ways that show consideration and respect.

Permission to duplicate or distribute this document is granted with the provision that the document remainsintact or if used in sections, that the original document source be referenced © Copyright1998, ArleneRinaldi + Florida Atlantic University