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Rapid City Area Schools

Elementary Information and Communication Technology

Curriculum

APPROVED BY THE BOARD OF EDUCATION RAPID CITY AREA SCHOOLS

January 3, 2008

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Rapid City Area Schools 300 6

th Street

Rapid City, South Dakota 57701

Board of Education

Sheryl Kirkeby .................................................................................................................................... President Dr. Eric Abrahamson ............................................................................................................. 1st Vice President Wes Storm ............................................................................................................................ 2nd Vice President Douglas Kinniburgh .............................................................................................................................. Member Arnie Laubach ..................................................................................................................................... Member Leah Lutheran ...................................................................................................................................... Member Daphne Richards-Cook ........................................................................................................................ Member Jeff Lang ................................................................................................... Student Representative, Central HS Sam Schnell ............................................................................................ Student Representative, Stevens HS Courtney Earl ......................................................................................... Student Representative, RC Academy

Administration

Dr. Peter Wharton .................................................................................................... Superintendent of Schools James Ghents ..................... Director of Curriculum, Assessment, Instruction, and Gifted Education Programs Ms. Kim Webber ............................................................................................................. Curriculum Consultant

Community Advisory Committee

Dr. Laura Turner ...................................................................................................... Black Hills State University Manuel Penaloza ..................................................................... South Dakota School of Mines and Technology

K – 12 Information and Communication Technology Curriculum Committee

Elementary School Middle School High School Gaylene Barker Barb Knapp Brenda Nugent Renee Pansch Laura Slama Jackie Waldie

Thad Caldwell Sherry Crofut Robin Henrikson Paul Knapp Deb Schwietert

Paul Hendry Lucky Lee Gena Messer Tammy Mestad Carol Nielsen Deb Reynolds

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Table of Contents Mission Statement/Introduction………………………………………………………………………………………………………...3

Overview Standards and Document Format………………………………………………………………………………………...…4

Grades K-6 Standards Chart……………………………………………………………………………………………………………9

Kindergarten Standards………………………………………………………………………………………………………………..17

First Grade Standards………………………………………………………………………………………………………………….25

Second Grade Standards……………………………………………………………………………………………………………….35

Third Grade Standards………………………………………………………………………………………………………………...45

Fourth Grade Standards……………………………………………………………………………………………………………….57

Fifth Grade Standards………………………………………………………………………………………………………………….69

The Design Process……………………………………………………………………………………………………………………..82

Problem Solving Machine……………………………………………………………………………………………………………...83

ISTE/NETS Standards…………………………………………………………………………………………………………………84

Universal System Model of Technology………………………………………………………………………………………………85

Rubric…………………………………………………………………………………………………………………………………..86

K-12 Glossary………………………………………………………………………………………………………………………….87

K-12 Bibliography……………………………………………………………………………………………………………………..92

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Mission

Our goal is to prepare students for a technology intensive world.

Introduction

An Information and Communication Technology (ICT) curriculum must provide the opportunity to make technology a lifelong,

functional learning tool. The use of technology will provide learning experiences that develop higher order thinking skills, enhance

creativity, and encourage personal expression.

ICT education focuses on developing the technology and information literacy of students, regardless of their educational and career

goals. All students should have access to the computer technology education program regardless of their sex, race, religion, disability,

or national origin.

In order for students to develop a systems thinking approach to ICT, a framework has been designed with specific student

expectations. The curriculum will include experiences to encourage students to:

1. Identify a need or problem

2. Process by thinking, problem solving, and exploring

3. Obtain meaningful outcome and results

Students with master technology competencies will have a competitive edge in an ever-changing technological world. Successful

implementation of this curriculum will require teamwork between teachers across the content areas, media specialists, and computer

technology teachers. Students, teachers, and parents will use current and emerging technological tools for teaching and learning in all

curriculum areas. Students will have the skills, knowledge, and attitudes necessary to be collaborative workers, community

participants, and ethical technology users. ICT education will provide a hands-on-interactive learning experience with the process, not

the content, being the thrust of the computer curriculum.

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FORMAT OF THE STANDARDS DOCUMENT

Standards

The standards are the targets all students need to meet at the proficient level by the end of each grade level. The standards will be

presented in two formats. The first format organizes the standards by grade level so a student, parent, classroom teacher, administrator,

or local school board member can quickly review what learning is expected at each specific grade. The Bloom’s Taxonomy level of

cognitive challenge is listed in the standard document to make clear the level at which each standard should be assessed.

All standards in each grade level need to be met at the proficient level by the time students are tested for these skills on the state

assessments. For early grades not assessed on the state assessments, students need to master the standards at each grade level in order

to be adequately prepared to meet the next grade-level standards and subsequently, to achieve the proficient level at the grade levels

tested.

The standards are also provided in a side-by-side format so the alignment of standards from grade-to-grade is immediately apparent.

This section of the document contains content strands, indicators, grade-level standards and supporting skills, and examples. Each has

a role in shaping the expected outcomes for South Dakota students.

Strands are the broad conceptual content areas that define Educational Technology. They are: Nature, Concepts and Systems

(systems thinking, interactions, and design), Social Interactions, Information and Communication Tools, Information and

Communication Processes, and Information Literacy.

Indicators are the common threads of a strand that represent expected outcomes for all students preparing to graduate from

South Dakota schools.

Grade-level Standards and supporting skills represent expected outcomes for students completing each grade level.

Examples represent some possible materials and/or activities classroom instructors could use in teaching the standards or

supporting skills. Examples are not provided where the meaning of the standard should be evident to the reader. While the

intention of providing examples is to clarify what is intended in terms of the complexity and level of challenge of the standard,

these examples do not represent actual test items that will appear on the assessment.

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Performance Descriptors

The performance descriptors are organized into proficiency levels. These proficiency levels describe the content and processes that a

student at a given proficiency level would be expected to know, demonstrate, or perform. To identify increasing proficiency

educational technology, the levels are labeled as follows:

Advanced: A student performing at the advanced level exceeds expectations for that grade level. The student is able to

perform the content standards for the grade at a high level of difficulty, complexity, or fluency beyond that specified by the

grade-level standards.

Proficient: A student performing at the proficient level meets expectations for that grade level. The student is able to perform

the content standards for the grade at the level of difficulty, complexity, or fluency specified by the grade level standards.

Basic: A student performing at the basic level performs below expectations for that grade level. The student is able to perform

some of the content standards for the grade below the level of difficulty, complexity, or fluency specified by the grade-level

standards.

A student performing below the basic level is unable to perform the content standards for the grade. Therefore, no description is

provided below the basic level.

Additional Resources

Since this document uses appropriate educational technology terminology, a reader may occasionally encounter an unfamiliar term. In

order to assist the reader with terminology used in the document, a glossary has been included with specific definitions to clarify

intended meaning.

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Strand Descriptions Information and Communication Technology Content Standards

Strand 1- Nature, Concepts, and Systems of Technology (NC)

It is common to think of technology as a device or a thing. However it may be beneficial to describe it as the process of using tools

and knowledge to interact with the world around us. In that larger sense, technology can also be thought of as a tool that extends

human capability; “know-how.” From this viewpoint we see that technology is a very broad discipline. Information and

Communication Technology (ICT) is merely one of the several contexts within that broad field of technology.

This nature and concepts standard emphasizes the general processes that describe how people “DO” technology. The subsequent

strands focus specifically on ICT.

Because it uses creative ideas and is closely related to scientific principals, technology often changes. It is therefore important for

citizens to understand the history and contributions of technology over time. They should also be aware of how technology utilizes

knowledge from other fields as well as how it contributes to those fields.

Technology operates within a system and a system can be defined as a combination of parts that work together for a purpose. These

ICT standards utilize a systems approach because it is an effective way to organize knowledge and skills for easier understanding.

When citizens learn to think in terms of systems they enhance their ability to function in a rapidly changing world.

Technology is a process that often incorporates systematic problem solving and design methods. It is a sequence that begins with the

definition of the problem at hand. Next information is gathered and alternative solutions for the problem are proposed. The best

solution is then selected from the alternatives then developed and produced in a result. The final result is then tested and evaluated to

determine if it in fact solved the problem. The final stage of the process involves sharing the results with others. The last step is

important for the development of experiences and for contribution to a knowledge base.

Strand 2- Social Interactions (SI)

When people communicate and work with information, the activities are often interpersonal and intercultural. This strand addresses

the needs for students to develop awareness and skills that relate to privacy and ethical issues. Citizens must also deal with consumer4

issues relating to ICT. For that reason citizens need to develop skills on how to select technologies.

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Strand 3 – Information & Communication Tools (CT)

There is a dizzying array of ICT tools available to people today. In this strand, students learn about selecting ICT tools that are

appropriate for the need at hand. In addition, they will learn the necessary skills to be effective users of the tools. Initially, the reader

of these standards may note the lack of a list of equipment, software, hardware, and devices the students will learn to operate. This

lack of a list is intentional because new products become available faster that any document can reflect. Instead, students will be

learning to select and operate tools that are available and appropriate for the situation at hand.

Strand 4 – Information & Communication Processes (CP)

The processes of communicating and dealing with information are as diverse as the population and as broad as the variety of ICT

tools. For this reason, citizens should learn process skills that are based on specific purposes. As in the previous strand, the reader will

notice that there is no exhaustive list of processes that the students will complete. Instead, students will develop process skills that are

appropriate for the learning situation at hand. Those situations are to be based on resources available to the students at the time.

Strand 5 – Information Literacy and Decision Making (IL)

The International ICT Literacy Panel suggests that ICT literacy be represented by a continuum of knowledge and skills with

increasing complexity. This panel, composed of educators, technology experts, scholars, and industry representatives from around the

word, has agreed on the following sequence:

Access – knowing about and knowing how to retrieve information

Manage – applying an existing organizational scheme

Integrate – interpreting and representing information; (summarize, compare, contrast)

Evaluate - make judgments about quality, relevance, usefulness, and efficiency

Create – generate information by adapting, applying, designing, or authoring

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Guide to the Numbering and Symbol System

Used in the Document

Standards are coded to cross-reference grades, goals/strands, indicators, and standards.

1.N.1.1.

Grade Strand Indicator Standard

Grade refers to the grade level at which the standards are to be mastered by students.

Strand refers to the major area of Technology (e.g., Nature and Concepts, Social Interactions, Information Literacy) this group of

standards address. These strands are coded:

NC for Nature, Concepts, and Systems

SI for Social Interactions

CT for Information and Communication Tools

CP for Information and Communication Processes

IF for Information Literacy and Decision Making

Indicator refers to the number of the indicator for this strand. Each strand has one or more related indicators that describe key aspects

of the strand.

Standard refers to the number of the grade-level standard for the indicator. Each indicator has one or more grade-level standard(s)

that describes what students will know and be able to do related to the indicator at the specific grade level.

Examples in bold type are directly related and aligned to the level of the standard. These examples represent the level of difficulty

intended in the grade-level standard and possible materials, activities, or sub-skills classroom instructors could use in teaching the

standards.

Grade-level supporting skills represent enabling skills students may need to be taught in order to achieve the standards.

(•) Bullets represent enabling skills to the current grade-level standard students may need to be taught in order to achieve the

standards.

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() Checkmarks are enabling skills to the next higher grade-level standards that are related to current grade-level standards

and thus may be introduced at an earlier time.

K-6

Strand 1 – Nature, and Concepts, and Systems

Indicator 1: Students understand the history and progression of technology in relation to the development and design of

future technology.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.NC.1.1 Identify three human-made objects.

1.NC.1.1 Distinguish between the natural and human-made world.

2.NC.1.1 Describe the progression of technology.

3.NC.1.1 Describe ways that creative thinking, economics, and culture influence the development of technology over time.

4.NC.1.1 Distinguish how changes in technological tools affect outcomes.

5.NC.1.1 Describe the historical evolution of technological inventions as societies wants and needs change.

1.NC.1.2 Describe how people use tools.

5.NC.1.2 Report on the relationship between technological inventions and societal changes.

5.NC.1.3 Identify ways people have adapted the natural world to meet their needs and wants.

Indicator 2: Students analyze the parts of a technological system in terms of input, process, output, and feedback.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.NC.2.1 Identify that parts make a whole.

1.NC.2.1 Identify common systems in school and home.

2.NC.2.1 Define each component in a systems-thinking model.

3.NC.2.1 Illustrate, using a flow chart, the parts of the systems model as it relates to technology.

4.NC.2.1 Determine the effects of feedback in the systems-thinking model.

5.NC.2.1 Evaluate what changes need to be made within a systems model to accomplish a goal.

4.NC.2.2 Name the resources needed in order

5.NC.2.2 Evaluate how changes in a systems model

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for a system to work.

affect the goal.

Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how

they apply to communities.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.NC.3.1 Identify technologies used in the home.

1.NC.3.1 Illustrate technologies used at school.

2.NC.3.1 Classify whether technologies are used in the home, school, or community.

3.NC.3.1 Categorize the use of technologies into home, school, work, or global.

4.NC.3.1 Identify and list examples of how technology changes have affected cultures and society.

5.NC.3.1 Analyze how careers and cultures have changed due to changes in technology.

2.NC.3.2 Recognize that technology has an interrelationship with the environment.

2.NC.3.3 Identify responsible digital citizenship relative to technology and its use.

Indicator 4: Students understand the purpose and demonstrate the use of the design process in problem solving.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 1.NC.4.1 Apply a

simplified version of the design process to solve problems.

2.NC.4.1 Choose among given alternatives to solve a problem.

3.NC.4.1 Produce a variety of solutions to a defined problem.

4.NC.4.1 Produce a variety of solutions to a given problem using a design process.

5.NC.4.1 Evaluate solutions for positive and negative aspects in order to choose the optimum result.

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Strand 2 – Social Interactions

Indicator 1: Students understand the safe, ethical, legal, and societal issues related to technology.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.SI.1.1 Demonstrate how you show respect for other people’s work.

1.SI.1.1 Identify ownership rights of student created work.

2.SI.1.1 Describe ownership rights of technology-created work.

3.SI.1.1 Distinguish among different types of illegal and unethical technology usage.

4.SI.1.1 Compare and contrast consequences of illegal and unethical technology use.

5.SI.1.1 Describe the impact of unethical and illegal technology usage on the individual and society.

K.SI.1.2 Identify five ways to respect equipment.

1.SI.1.2 Identify appropriate and safe technology behaviors.

2.SI.1.2 Utilize safe technology behaviors.

3.SI.1.2 Implement safety precautions while online.

4.SI.1.2 Communicate issues relating to online safety.

5.SI.1.2 Demonstrate personal safety precautions and etiquette while online.

3.SI.1.3 Identify when and how to cite a source.

4.SI.1.3 Determine where and when to cite a source of information.

5.SI.1.3 Implement proper citation for a variety of information sources in created works.

4.SI.1.4 Identify cultural issues relating to technology.

5.SI.1.4 Describe how technology affects a cultures heritage.

Indicator 2: Students investigate the advantages and disadvantages of technology.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.SI.2.1 Recognize that an advantage is desirable and that a disadvantage is undesirable.

1.SI.2.1 List advantages of tools and technology at home and at school.

2.SI.2.1 Identify advantages of tools and technology in the community.

3.SI.2.1 Recognize the advantages and disadvantages of technology on the individual.

4.SI.2.1 Distinguish advantages and disadvantages of technology on society.

5.SI.2.1 Evaluate intended and unintended results of technology.

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Strand 3 – Information and Communication Tools Indicator 1: Students recognize and demonstrate skills in operating technological systems.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.CT.1.1 Describe technology using developmentally appropriate and accurate terminology.

1.CT.1.1 Apply basic file management commands.

2.CT.1.1 Demonstrate saving and retrieving a file to and from a specified, existing folder with assistance.

3.CT.1.1 Identify parts of a computer operating system environment.

4.CT.1.1 Demonstrate how to use parts of application windows and menu options.

5.CT.1.1 Customize application menus and toolbars for greater productivity.

K.CT.1.2 Apply the use of input/output devices to operate various technologies.

1.CT.1.2 Apply the use of letters, numbers, and special keys on the keyboard.

2.CT.1.2 Identify correct finger placement of home row keys.

3.CT.1.2 Demonstrate use of home row keyboarding.

4.CT.1.2 Demonstrate the correct use of all letters, punctuation, symbol and command keys using proper techniques.

5.CT.1.2 Key 15 words per minute using touch typing techniques from hard copy to typing program.

3.CT.1.3 Demonstrate proper care in the use of hardware, software, peripherals, and storage media.

4.CT.1.3 Use input/output devices and other peripherals.

5.CT.1.3 Compare and contrast the difference between input/output devices and other peripherals.

3.CT.1.4 Create, save and retrieve files and folders.

4.CT.1.4 Manage and maintain files and folders independently.

5.CT.1.4 Demonstrate the ability to transfer data between devices.

3.CT.1.5 Access menu bar options.

4.CT.1.5 Use touch-typing techniques in timed writings.

5.CT.1.5 Compare and contrast different ways of accessing commonly used commands.

5.CT.1.6 Demonstrate proper posture while keying.

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Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2.CT.2.1 Use a

variety of media for learning activities.

3.CT.2.1 Use word processing applications to develop a product.

4.CT.2.1 Use a presentation application to develop a product.

5.CT.2.1 Create a product using a spreadsheet application.

3.CT.2.2 Develop documents in design applications.

4.CT.2.2 Develop and save documents in design applications.

5.CT.2.2 Develop documents in design applications incorporating rich multimedia.

Indicator 3: Students evaluate and select information tools based on the appropriateness to specific tasks.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.CT.3.1 Recognize technology as a tool to help complete a task.

1.CT.3.1 Describe five technological tools and their uses.

2.CT.3.1 Select an appropriate tool for a task given a list of technologies.

3.CT.3.1 Differentiate between information tools and technological innovations.

4.CT.3.1 Explain how problems are solved through innovation.

5.CT.3.1 Compare and contrast the functions and capabilities of technological tools and innovations.

3.CT.3.2 Select a tool based on an appropriate task.

4.CT.3.2 Select tools based on appropriateness of specific tasks.

5.CT.3.2 Evaluate and select information tools based on appropriateness of specific tasks.

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Strand 4 – Information and Communication Processes

Indicator 1: Students understand the purpose of information technologies to communicate with a variety of collaborators.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2.CP.1.1 Work

with others when using technology tools to convey ideas or illustrate simple concepts with assistance.

3.CP.1.1 Participate within groups to produce a digital output for a given assignment.

4.CP.1.1 Utilize virtual collaboration environments to contribute within a group to the production of a digital output.

5.CP.1.1 Collaborate with other students outside the classroom utilizing distance technologies to create a media-rich product.

Indicator 2: Students exchange information and ideas for an identified purpose through information technologies.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.CP.2.1 Identify information technologies used for communicating ideas.

1.CP.2.1 Students are able to identify alternative devices or methods for communicating an idea.

2.CP.2.1 Use media with assistance to communicate and share an idea.

3.CP.2.1 Differentiate among appropriate media to communicate and share ideas with a specific audience.

4.CP.2.1 Select the best way to deliver information and ideas based on the audience.

5.CP.2.1 Select tools that will be most effective when exchanging information at different times.

4.CP.2.2 Select tools that will be most effective when exchanging information at the same time.

5.CP.2.2 Identify how different forms of media and formats may be used to share information with an intended audience.

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Strand 5 - Information Literacy and Decision Making

Indicator 1: Students use technology to locate and acquire information.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.IL.1.1 Define information.

1.IL.1.1 Identify where information can be found.

2.IL.1.1 Select from several teacher-selected Internet sites to locate information.

3.IL.1.1 Perform a keyword/phrase search on existing databases on a specified topic.

4.IL.1.1 Given a general topic predict what key details will be needed to refine search in a database for a specific purpose.

5.IL.1.1 Produce relevant information using advanced search functions.

K.IL.1.2 Recognize that information can be represented in a variety of ways.

Indicator 2: Students determine the reliability and relevancy of information.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2.IL.2.1

Distinguish among fact, fiction, and opinion.

3.IL.2.1 Identify types of resources and locate the author, date, and subject within different sources of information.

4.IL.2.1 Evaluate the relevancy of the resource.

5.IL.2.1 Apply an evaluation tool to determine the reliability of an online source.

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KINDERGARTEN

INFORMATION AND COMMUNICATIONS TECHNOLOGY

CURRICULUM

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KINDERGARTEN EDUCATIONAL TECHNOLOGY STANDARDS



future technology.

Standards Performance Descriptors

K.NC.1.1 Identify three human-made objects. (Knowledge)

Examples: Chair, computer, telephone

Identify tools in technology

Definition of a tool

Advanced: Distinguish between natural

and human-made objects.

Proficient: Identify three human-made

objects.

Basic: Identify one human-made object.



K.NC.2.1 Identify that parts make a whole. (Knowledge)

Example: An engine is part of a car

Example: A mouse is part of a computer

Curriculum Connection:

Math K.N.1.2

Advanced: Identify the specific missing

parts of a whole.

Proficient: Identify that parts make a

whole.

Basic: Identify that something is missing

from a whole.

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K.NC.3.1 Identify technologies used in the home. (Knowledge)

Examples: Telephone, television

Advanced: Choose appropriate

technologies at home.

Proficient: Identify technologies used in

the home.

Basic: Identify one technology used at

home.



The Design Process

Identify a problem

Gather information to solve a problem

Identify a solution

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K.SI.1.1 Demonstrate how you show respect for other people’s work. (Comprehension)

Advanced: Describe how respect affects

others.

Proficient: Demonstrate how you show

respect for other peoples work.

Basic: Know the meaning of respect.

K.SI.1.2 Identify five ways to respect equipment. (Comprehension)

Example: Do not write on desks

Example: Do not pound on keyboard

Identify appropriate and safe technology behaviors

Describe how using a password helps protect the privacy of information

Advanced: Model respect for equipment.

Proficient: Identify five ways to respect

equipment.

Basic: Name one way to respect

equipment.



K.SI.2.1 Recognize that an advantage is desirable and that a disadvantage is

undesirable. (Knowledge)

Example: Wearing your coat on a cold day is an advantage

Example: A disadvantage is not wearing your coat on a cold day

Advanced: Predict whether or not a given

situation is an advantage or disadvantage.

Proficient: Recognize that an advantage is

desirable and that a disadvantage is

undesirable.

Basic: Recognize that an advantage is

desirable.

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Strand 3 – Information and Communication Tools

Indicator 1: Students recognize and demonstrate skills in operating technological systems.


K.CT.1.1 Describe technology using developmentally appropriate and accurate

terminology. (Knowledge)

Examples: Monitor, keyboard

Advanced: Communicate about

technology using accurate terminology.

Proficient: Describe technology using

accurate terminology.

Basic: Communicate about technology.

K.CT.1.2 Apply the use of input/output devices to operate various technologies. (Application)

Examples: Mouse, phones, VCRs, TVs, printers, tape recorders, headsets

Identify basic File menu commands (New, Open, Save, Print)

Locate letters, numbers, and special keys on the keyboard

Advanced: Describe the relationship

between input and output devices.

Proficient: Use input/output devices to

operate various technologies.

Basic: Operate a mouse or keyboard.

(input/output)



Identify a variety of media resources

Examples: Television, radio, computer, picture dictionary, telephone

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K.CT.3.1 Recognize technology as a tool to help complete a task. (Knowledge)

Examples: Telephone-talk, drill-make holes

Advanced: Describe a technological tool

and its use.

Proficient: Recognize technology as a tool

to help complete a task.

Basic: Recognize technology as a tool.

23




(Mastery of this indicator does not emerge until 2nd

grade)



K.CP.2.1 Identify information technologies used for communicating ideas. (Knowledge)

Examples: Cell phones or telephone

Advanced: Identify alternative devices or

method for communicating an idea.

Proficient: Identify two information

technologies used for communicating

ideas.

Basic: Identify one information technology

used for communicating ideas.

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Strand 5 – Information Literacy and Decision Making



K.IL.1.1 Define information. (Knowledge)

Example: Child’s name, school name, age, birthday, gender


Language Arts K.LVS.1.9

Advanced: Choose the most appropriate

format(s) for information for a given

situation.

Proficient: Define information.

Basic: Recognize one form of information.

K.IL.1.2 Recognize that information can be represented in a variety of ways. (Knowledge)

Examples: Numbers, words, pictures, sounds


Math K.N.1.1 – K.N. 3.1

Advanced: Give examples of different

types of information.

Proficient: Recognize that information can

be represented in a variety of ways.

Basic: Recognize one form of information.



Distinguish between fact and fiction

Distinguish between real and make-believe

26

FIRST GRADE


CURRICULUM

27

FIRST GRADE EDUCATIONAL TECHNOLOGY STANDARDS



future technology.


1.NC.1.1 Distinguish between the natural and human-made world. (Analysis)

Example: Forest vs. city skyline


Science 1.P.1.1

Advanced: Describe the advantages and

disadvantages of natural and human-made

for a specific purpose.

Proficient: Distinguish between the natural

and human- made world.

Basic: Identify one natural or human-made

object.

1.NC.1.2 Describe how people use tools. (Comprehension)

Examples: Builders use hammers, farmers use tractors, store clerks use cash registers


Social Studies 1.US.1.1

Advanced: Describe the advantages and

disadvantages of tools.

Proficient: Describe how people use tools.

Basic: Identify a tool.

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1.NC.2.1 Identify common systems in school and home. (Knowledge)

Identify system components

Example: Making cookies

Input (situation & resources)

Example: hunger, chocolate chips and flour

Process

Example: Heat, mixing

Output

Example: Cookies

Feedback

Example: Burnt, Gooey

(See the Universal Systems Model on page 85.)

Advanced: Describe the functions of

common systems.

Proficient: Identify common systems in

school and home.

Basic: Identify a common system in school

or home.




1.NC.3.1 Illustrate technologies used at school. (Comprehension)

Examples: Digital cameras, computers, DVD players

Curriculum Connections:


Advanced: Choose appropriate

technologies at home and school.

Proficient: Illustrate technologies used at

school.

Basic: Identify one technology used at

school.

29

Indicator 4: Students understand the purpose of and demonstrate the use of the design process in problem solving.


1.NC.4.1 Apply a simplified version of the design process to solve problems. (Application)

Identify the problem

Gather information to solve the problem

Identify a solution

Example 1:

Identify the problem: Can’t log in

Gather information: Incorrect password

Identify a solution: Re-enter password correctly

Example 2:

Identify the problem: Can’t use pencil

Gather information: Pencil point is broken

Identify a solution: Use pencil sharpener

Identify possible alternative solutions to problems

(See the Universal Systems Model on page 85.)


Language Arts 1.R.3.1

Science 1.L.1.1

Advanced: Apply the design process to

compare and contrast alternative solutions

to problems.

Proficient: Apply a simplified version of

the design process to solve problems.

Basic: Recognize a problem exists and find

a solution.

31




1.SI.1.1 Identify ownership rights of student- created work. (Knowledge)

Example: Student project

Copyright


Social Studies 1.C.2.2

Advanced: Describe ownership rights of

any creative work.

Proficient: Identify ownership rights of

student created work.

Basic: Describe ownership.

1.SI.1.2 Identify appropriate and safe technology behaviors. (Knowledge)

Example: Don’t divulge your name, address, or phone number online

Example: Do not have food or drink near computer

Describe how using a password helps protect the privacy of information

Example: Passwords protect data, locks protect houses



Advanced: Describe how appropriate and

safe technology behaviors affect the user.

Proficient: Identify appropriate and safe

technology behaviors.

Basic: List one appropriate and safe

technology behavior.

32



1.SI.2.1 List advantages of tools and technology at home and at school. (Knowledge)

Example: It is an advantage to have food heated quickly by a microwave because it

saves time

Example: It is an advantage to use a projector for more people to see easier

Advanced: Explain how the home and

school are improved through the use of

tools and technology.

Proficient: List advantages of tools and

technology at home and at school.

Basic: List one advantage of tools and

technology at home and at school.

34




1.CT.1.1 Apply basic file management commands. (Application)

New, Open, Save, Print

Recognize the differences between files and folders

Advanced: Independently save and

retrieve files to/from a specific folder.

Proficient: Apply basic file management

commands (New, Open, Save, Print).

Basic: Apply basic file commands with

assistance.

1.CT.1.2 Apply the use of letters, numbers, and special keys on the keyboard. (Application)

Shift, return/enter, space, backspace/delete, caps lock, ctrl, alt, arrows

Identify and use correct finger placement of home row keys

Identify proper keying of special keys

Examples: right index finger to key “y” for yes and “n” for no;

right little finger to enter; right thumb for space bar; mouse to point and click

Advanced: Identify and use correct finger

placement of home row keys.

Proficient: Apply the use of letters,

numbers, and special keys on the keyboard.

Basic: Identify letter keys.



Apply a variety of media and technological resources to create a product.

Example: Software/hardware, digital camera, video, inter-active white boards

Identify hardware and software problems

35



1.CT.3.1 Describe five technological tools and their uses. (Comprehension)

Examples: Internet, DVD player, projector, cell phone, pager

Advanced: Select an appropriate tool

for a task given a list of technologies.

Proficient: Describe five technological

tools and their uses.

Basic: Describe two technological tools

and their uses.

36




Participate with others when using technology tools to convey ideas or illustrate

simple concepts

Indicator 2: Students exchange information and ideas for an identified purpose through Information Technologies.


1.CP.2.1 Students are able to identify alternative devices or methods for

communicating an idea. (Knowledge)

Examples: Cell phone or email, VCR or DVD, call to tell I’m home from school


Language Arts 1.W.3.1

Advanced: Use information technologies

to communicate and share an idea with

assistance.

Proficient: Identify alternative devices or

methods for communicating an idea.

Basic: Identify two information

technologies used for communicating

ideas.

37




1.IL.1.1 Identify where information can be found. (Knowledge)

Examples: Classroom, library, Internet

Advanced: Access information from

identified sources.

Proficient: Identify where information can

be found.

Basic: Identify one source of information.



Distinguish between fact, fiction and opinion.

Examples: Real, point of view



39

SECOND GRADE


CURRICULUM

40

SECOND GRADE EDUCATIONAL TECHNOLOGY STANDARDS



future technology.


2.NC.1.1 Describe the progression of technology. (Comprehension)

Communication technology

Example: Quill to pencil to keyboard

Transportation technology

Example: Wagon to car to airplane

Health technology

Example: Leeches to surgery

Agricultural technology

Example: Oxen to tractor

Energy technology

Example: Fire to solar power

Calculator tools

Example: Abacus to computers




Advanced: Compare and contrast various

influences of technology.

Proficient: Describe the progression of

technology.

Basic: Distinguish whether a tool is from

the past or present.

41



2.NC.2.1 Define each component in a systems-thinking model. (Comprehension)

Define input, process, output, feedback

Examples: A story is the input, the process is typing, the output is the document,

the feedback is someone reading the story

Advanced: Define and apply the systems-

thinking model.

Proficient: Define each component in a

systems-thinking model.

Basic: Identify one component of the

systems-thinking model.



2.NC.3.1 Classify whether technologies are used in the home, school, or

community. (Analysis)

Examples: Toaster-home; fax machine-school; cell phone-community

Advanced: List advantages and

disadvantages of technologies used in the

home, school, or community.

Proficient: Classify whether technologies

are used in the home, school, or community.

Basic: List technologies used at school.

2.NC.3.2 Recognize that technology has an interrelationship with the environment. (Knowledge)

Example: Graphing activities


Social Studies 2.E.1.1

Math 2.S.1.1

Advanced: Describe how technology has an

interrelationship with the environment.

Proficient: Recognize that technology has

an interrelationship with the environment.

Basic: Identify a technology in the

environment.

42

2.NC.3.3 Identify responsible digital citizenship relative to technology and its use. (Knowledge)

Identify each of the following components as elements that comprise digital

citizenship

o Etiquette: electronic standards of conduct procedure.

Example: Using caps lock appears to be shouting.

o Communication: electronic exchange of information

o Education: the process of teaching and learning about technology and the

use of technology

o Access: full electronic participation in society

o Commerce: electronic buying and selling of goods

o Responsibility: electronic responsibility for actions and deeds

o Rights: those freedoms extended to everyone in a digital world

o Safety: physical well being in a digital technology world



Advanced: Utilize safe technology

behaviors consistently.

Proficient: Identify responsible digital

citizenship relative to technology and its use.

Basic: Identify one safe technology

behavior.

Indicator 4: Students understand the purpose of and demonstrate the use of the design process in problem solving.


2.NC.4.1 Choose among given alternatives to solve a problem. (Application)

Example: Can’t log in -Is the caps lock on

Is the password typed correctly

Test alternative solutions



Advanced: Solve a problem independently

with alternative solutions.

Proficient: Choose among given

alternative to solve a problem.

Basic: Follow given directions to solve a

problem.

43




2.SI.1.1 Describe ownership rights of technology-created work. (Comprehension)

Copyright

Illegal and unethical use of technology

Examples: Book report, art project



Advanced: Describe appropriate and

inappropriate uses of any creative work.

Proficient: Describe ownership rights of

technology-created work.

Basic: Describe ownership rights.

2.SI.1.2 Utilize safe technology behaviors. (Application)

Examples: Email, Internet (games, registration, sales, pop-ups)

Examples: Loading and unloading a cd-rom, keep magnets away from technology

Use an individual password to protect the privacy of information



Advanced: Explain why safe technology

behaviors are necessary and appropriate.

Proficient: Utilize safe technology behaviors.

Basic: Recognize that there are safe

technology behaviors.



2.SI.2.1 Identify advantages of tools and technology in the community. (Knowledge)

Example: Cable TV – provides more choices

Example: Bar code scanners – automates checkout

Advanced: Explain how a community is improved

through the use of tools and technology.

Proficient: Identify advantages of tools and technology in

the community.

Basic: Identify one advantage of tools and technology in

the community.

44




2.CT.1.1 Demonstrate saving and retrieving a file to and from a specified, existing

folder with assistance. (Comprehension)

Advanced: Demonstrate saving and

retrieving a file to and from a folder

independently.

Proficient: Demonstrate saving and

retrieving a file to and from a specified,

existing folder with assistance.

Basic: Save or open a file with assistance.

2.CT.1.2 Identify correct finger placement of home row keys. (Knowledge)

Identify proper keying of special keys

Examples: Right index finger to key “y” for yes and “n” for no;

right little finger to enter; right thumb for space bar; mouse to point and click

Advanced: Consistently use correct finger

placement of home row and special keys.

Proficient: Identify finger placement of home

row and special keys.

Basic: Identify home row keys.



2.CT.2.1 Use a variety of media for learning activities. (Application)

Examples: Software, hardware, dictionary, encyclopedia, audio-video player, phones,

web resources, inter-active books

Identify hardware and software problems



Advanced: Independently select appropriate

resources for directed and independent

learning activities.

Proficient: Use a variety of media for

learning activities.

Basic: Select from a given set of resources

for learning activities.

45



2.CT.3.1 Select an appropriate tool for a task given a list of technologies. (Knowledge)

Example: Write letters using a word processing program not a spreadsheet program

Advanced: Apply an appropriate tool for a

given task.

Proficient: Select an appropriate tool for a

task given a list of technologies.

Basic: Select an appropriate tool for a task

given a choice of two technologies.

46




2.CP.1.1 Work with others when using technology tools to convey ideas or illustrate

simple concepts with assistance. (Comprehension)

Examples: Webquest, DDN sessions, email

Advanced: Work with others when using

technology tools to convey ideas or

illustrate simple concepts.

Proficient: Work with others when using

technology tools to convey ideas or

illustrate simple concepts with assistance.

Basic: Share their technology based ideas

with assistance and with a partner.



2.CP.2.1 Use media with assistance to communicate and share an idea. (Application)

Examples: Email, drawing program, power point, DDN sessions

Advanced: Use media independently to

communicate and share ideas.

Proficient: Use media with assistance to

communicate and share an idea.

Basic: State and share a media product.

47




2.IL.1.1 Select from several teacher-selected Internet sites to locate information. (Knowledge)

Examples: Child safe search engines (Yahooligans, Nettrekker)

Use keywords as a search strategy with assistance

Advanced: Independently search to locate

information from the Internet.

Proficient: Select from several teacher-

selected Internet sites to locate information.

Basic: Locate information from a teacher-

selected Internet site.



2.IL.2.1 Distinguish among fact, fiction, and opinion. (Analysis)

Examples: Dogs are animals, dogs are rocks, dogs are better than cats

Identify author, date, and subject within sources of information

Example: Open a webpage and be able to find this information on that page


Language Arts 2.LVS.1.4

Advanced: Generate a fact, fiction, and an

opinion for a given topic.

Proficient: Distinguish among fact, fiction,

and opinion.

Basic: Distinguish between fact and

fiction.

49

THIRD GRADE


CURRICULUM

50

THIRD GRADE EDUCATIONAL TECHNOLOGY STANDARDS



future technology.


3.NC.1.1 Describe ways that creative thinking, economics, and culture influence the

development of technology over time.

(Knowledge)

Develop a progression timeline of technology to show change over time

o Information/Communication

o Manufacturing

o Transportation

o Medical

o Energy

o Construction

o Agricultural

Describe influences of the past, present, and future

Interpret and respond to diverse works from various cultures and time periods

Example: Transition from the agrarian age to the industrial age changed with the

technology invention of the assembly line process


Social Studies 3.W.1.1

Advanced: Design a technology timeline

including how it’s been influenced by

creative thinking, economics, and culture.

Proficient: Describe ways that creative

thinking, economics, and culture influence

the development of technology over time.

Basic: Identify three major technology

events on the time line.

51



3.NC.2.1 Illustrate, using a flow chart, the parts of the systems model as it relates

to technology. (Comprehension)

Explain how the components work together to make a system

Example: input- information on the keyboard,

process- typing,

output- printed paper document

feedback- grade

Define a system (input, process, output, feedback)

Example: electric pencil sharpener:

put the pencil in, sharpen it, pull it out and decide if it’s sharp enough

(See universal systems model in appendix.)


Science 3.L.3.1

Advanced: Illustrate, define, and explain

the roles of all the components of systems

thinking model.

Proficient: Illustrate, using a flow chart,

the parts of the system model as it relates to

technology.

Basic: Illustrate and label two of the four

parts of the systems thinking model.



3.NC.3.1 Categorize the use of technologies into home, school, work, or global.

(Comprehension)

Example: Distance learning, video conferences

Example: Different technologies are used in different locations

e.g., home-lawnmower, school-Smart board, global-Internet

Advanced: Classify changes in technology at

home, school, work, and globally to determine

its impact.

Proficient: Categorize the use of technologies

into home, school, work, or global.

Basic: List technologies found at school, home,

work, or society.

52



3.NC.4.1 Produce a variety of solutions to a defined problem. (Application)

Example: Sending a letter = do you want personalization or speed

Advanced: Produce a variety of solutions

to a given problem using a design process.

Proficient: Produce a variety of solutions

to a defined problem.

Basic: Produce a solution to a defined

problem.

53




3.SI.1.1 Distinguish among different types of illegal and unethical technology usage.

(Comprehension)

Plagiarism-copy pre-existing work

Hacking-breaking into secured locations

Pirating-break copywriting

Licensing-individual vs. site

Example: Super Mario program copied for all my buddies

Advanced: Communicate the consequences

of illegal and unethical use of technology.

Proficient: Distinguish among different types

of illegal and unethical technology usage.

Basic: List two different types of illegal and

unethical technology usage.

3.SI.1.2 Implement safety precautions while online. (Application)

Examples: Protecting personal information during a simulated safe conversation via

chat/instant messaging/email, registrations and other pop-ups



Advanced: Practices safety precautions while

online and can recognize unsafe use by others.

Proficient: Implement safety precautions

while online.

Basic: Recognize some safety precautions

while online.

3.SI.1.3 Identify when and how to cite a source. (Knowledge) Advanced: Apply proper time and place for

citation.

Proficient: Identify when and how to cite a

source.

Basic: Locate a source to be identified.

54



3.SI.2.1 Recognize the advantages and disadvantages of technology on the

individual. (Analysis)

Summarize how assistive technologies can benefit persons with disabilities

Example: Personal computer, PDA, GPS, cell phones, computer/software for

the blind

Advanced: Predict the advantages and

disadvantages of a given technology on the

individual and society.

Proficient: Recognize the advantages and

disadvantages of technology on the

individual.

Basic: List a personal advantage and

disadvantage to technology.

55




3.CT.1.1 Identify parts of a computer operating system environment. (Knowledge)

Examples: Desktop, start menu, quick-launch bar/ dock, icons

Advanced: Explain the role of each part of

a computer operating system environment.

Proficient: Identify parts of a computers

operating system environment.

Basic: Label parts of a computer operating

system environment.

3.CT.1.2 Demonstrate use of home row keyboarding. (Comprehension)

Introduce remaining keys

Examples: Have students use a paper keyboard and practice positions of keys, use a

keyboard that is no longer in use to practice typing

Demonstrate proper posture while typing.

Examples: Sitting up, feet on floor, arms parallel to keyboard, fingers curved and

upright, and wrists at neutral

Advanced: Use the home row proficiently

using touch-typing techniques.

Proficient: Demonstrate use of the home

row of the keyboard.

Basic: Identify home row keys.

3.CT.1.3 Demonstrate proper care in the use of hardware, software, peripherals,

and storage media. (Comprehension)

Identify input/output devices and other peripherals

Example: Digital camera, scanner, printer, external media storage

(CD, floppy, flash drive)

Advanced: Demonstrate and explain

proper care in the use of hardware,

software, peripherals, and storage media.

Proficient: Demonstrate proper care in the

use of hardware, software, peripherals, and

storage media.

Basic: Explain/practice proper care of

computer related items.

56

3.CT.1.4 Create, save and retrieve files and folders. (Application)

Create folders

Access the server

Advanced: Move and manage files and

folders.

Proficient: Create, save, and retrieve files

and folders.

Basic: Create files or folders with

assistance.

3.CT.1.5 Access menu bar options. (Application)

Copy

Cut

Paste

Spell check

Insert

Advanced: Access menu bars and use

some keyboard and toolbar shortcuts.

Proficient: Access menu bar options.

Basic: Access menu bar options with

assistance.



3.CT.2.1 Use word processing applications to develop a product. (Application)

Incorporating specific formatting

Examples: Bold, italics, underline, font size, color, and type

Advanced: Create a document using

various elements of a word processing

application.

Proficient: Use a word processing

application to develop a product.

Basic: Create a word processing

application with assistance.

3.CT.2.2 Develop documents in design applications. (Application)

Example: Inspiration, Kidpix, MS paint



3.W.1.4

Advanced: Develop and save documents

in design applications with advanced

features.

Proficient: Develop documents in design

applications.

Basic: Develop a document in a design


57



3.CT.3.1 Differentiate between information tools and technological innovations. (Comprehension)

Examples: Television, telegraph, internet, cell phones

Tools are one-way or two-way communication devices

Example: A tool can be a one way communication (record player) or two way

communication (recording a lecture to playback at a later date)

Innovation makes life easier

Tools exist, innovations are brand new

Discuss how innovations become information tools

Advanced: Explain a variety of

information tools and technological

innovations.

Proficient: Differentiate between

information tools and technological

innovations.

Basic: State one technology tool and

innovation.

3.CT.3.2 Select a tool based on an appropriate task. (Application) Advanced: Select multiple tools to

complete a task.

Proficient: Select a tool based on an

appropriate task.

Basic: Select a tool within a given task.

58




3.CP.1.1 Participate within groups to produce a digital output for a given

assignment. (Application)

Example: Collaborate in groups of two or more individuals to create a short story with

inserted graphics

Example: Using different information technologies create an invitation to invite the

public to a school event



Advanced: Participate within groups to

produce a digital output using a variety of

resources for a given assignment.

Proficient: Participate within groups to

produce a digital output for a given

assignment.

Basic: Use a pre-created digital output with

a partner for a given assignment.



3.CP.2.1 Differentiate among appropriate media to communicate and share ideas

with a specific audience. (Comprehension)

Identify, describe, and select the correct media

Type of audiences

Location of audience

Experience of audience

Example: Instant messaging, telephone, person to person, mail, email, satellite,

webcam, TV, DDN



Language Arts 3. LVS.1.4

Advanced: Explain choice of media to

exchange information with a specific

audience.

Proficient: Differentiate among

appropriate media to communicate and

share ideas with a specific audience.

Basic: Match media presentation with the

audience.

59




3.IL.1.1 Perform a keyword/phrase search on existing databases on a specified

topic. (Application)

Local databases (OPAC, Borders, Public Library search system)

Online databases

Advanced: Generate relevant search

results for an identified broad topic using

existing databases.

Proficient: Perform a keyword/phrase

search on existing databases on a specified

topic.

Basic: Perform a keyword search on an

existing database.



3.IL.2.1 Identify types of resources and locate the author, date, and subject within

different sources of information. (Knowledge)

Example: Find author information on three books or articles

Locate source information

Example: Open a webpage and be able to find this information on that page

Identify types of resources

Examples: Journal, newspaper, books, encyclopedias

Curriculum Connection: Language Arts 3.R.5.2

Advanced: Identify author, date, and

subject within various sources of

information.

Proficient: Identify types of resources and

locate the author, date, and subject within

different sources of information.

Basic: Locate author, date, and subject

with assistance.

61

FOURTH GRADE


CURRICULUM

62

FOURTH GRADE EDUCATIONAL TECHNOLOGY STANDARDS



future technology.


4.NC.1.1 Distinguish how changes in technological tools affect outcomes. (Analysis)

Example: Faster computers = more/better information

Example: Charts and graphs are more commonly made by using software programs

rather than by hand

Example: Using a calculator in Math

Explain the relationship between the tool, its development, and productivity

Examples: The faster the tool the more productivity is gained

Combine (farming machine) vs. hand tools

Dial up internet vs. high speed internet

Explain how creative thinking and economic and cultural influences shape

technology



4.US.1.1

Science 4.S.1.1

4.S.1.2

Advanced: Predict the affect of a change

in a technological tool.

Proficient: Distinguish how changes in

technological tools affect outcomes.

Basic: Identify the change in the outcome

as a result of a change in a technological

tool.

63



4.NC.2.1 Determine the effects of feedback in the systems model. (Application)

Example: Explain how the desire to improve the grade affects the rest of the system

Define types of feedback

o Person to person (audience)

o Person to machine (web page)

o Machine to person (spell check)

o Machine to machine (server)

Advanced: Predict the effects of feedback

within the systems-thinking model and

determine the outcome.

Proficient: Determine the effects of

feedback in the systems model.

Basic: Define feedback.

4.NC.2.2 Name the resources needed in order for a system to work. (Knowledge)

Label and interpret the parts of a system using the appropriate vocabulary

(input, process, output, feedback)

Example: Water Cycle – needs water and heat for the process of evaporation,

condensation, precipitation to occur


Science 4.L3.1

Science 4.E.1.1

Advanced: Describe the role of resources

needed in order for a system to work.

Proficient: Name the resources needed in

order for a system to work.

Basic: Identify one resource needed in a

system.

64



4.NC.3.1 Identify and list examples of how technology changes have affected

cultures and society. (Application)

Identify technology’s affects on various cultures

Example: Technologically literate cultures vs. technologically illiterate cultures

Identify ways changes in technology have affected a culture’s history to

determine how new changes will impact its future

Identify various sub-cultures within a society that have alternate views of

technology

Example: Religious views of internet usage




Science 4.S.1.2

Advanced: Differentiate changes in

technology in cultures and society.

Proficient: Identify and list examples of

how technology changes have affected

cultures and society.

Basic: Identify how changes in technology

have affected a culture or society.



4.NC.4.1 Produce a variety of solutions to a given problem using a design process. (Synthesis)

Example: Brainstorming, clustering, outlining, mind-mapping, graphic organizers

1. Define the problem

2. Gather information

3. Create alternative solutions

4. Select optimum solution

5. Develop and produce solution

6. Test solution

7. Report results

Curriculum Connections:

Science 4.S.1.1


Advanced: Evaluate a variety of solutions


Proficient: Produce a variety of solutions


Basic: Produce a solution to a given

problem using a design process.

65




4.SI.1.1 Compare and contrast consequences of illegal and unethical technology

use. (Evaluation)

Identify the difference between ethical and unethical usage

Define consequences of unethical and illegal uses of technology in different

environments

o Unethical Examples:

Environment-Consequence

Home-grounded

School-detention

o Illegal Examples:

Copying a cd is illegal in all environments

Probation, jail time, loss of privilege or job



Advanced: Assess inappropriate uses of

technology and list possible consequences.

Proficient: Compare and contrast

consequences of illegal and unethical

technology use.

Basic: Compare consequence of illegal and

unethical technology use.

4.SI.1.2 Communicate issues relating to online safety. (Synthesis)

Viruses

Communication etiquette

Social networking sites (myspace.com, facebook.com, chat rooms)

Example: Students understand the dangers of giving too much information

online



Advanced: Analyze issues relating to online

safety.

Proficient: Communicate issues relating to

online safety.

Basic: Name an issue relating to online safety.

66

4.SI.1.3 Determine where and when to cite a source of information. (Application)

Apply proper citing of sources in created works when referencing information

Advanced: Utilize proper format when citing

information sources.

Proficient: Determine where and when to cite

a source of information.

Basic: Recognize the need for proper citing.

4.SI.1.4 Identify cultural issues relating to technology. (Knowledge)

Example: Third world countries have leap-frogged from face to face contact to cell

phones



4.US.1.1

Advanced: Predict how changes in

technology will affect a culture’s future.

Proficient: Identify cultural issues relating to

technology.

Basic: Identify a cultural issue relating to

technology.



4.SI.2.1 Distinguish advantages and disadvantages of technology on society. (Analysis)

Example: Integration of technology can result in loss of jobs for employees but greater

productivity for the company

Example: Unfiltered information online can result in identity theft

Advanced: Predict where and how

technology will change and how this will

affect society’s future.

Proficient: Distinguish advantages and

disadvantages of technology on society.

Basic: List two ways of how technology has

been an advantage and a disadvantage to

society.

67




4.CT.1.1 Demonstrate how to use parts of application windows and menu options.

(Application)

Copy

Cut

Paste

Spell check

Insert

Examples: Student can move document windows, access menus, and navigate toolbars

Advanced: Define parts of application

windows and customize toolbars within

applications.

Proficient: Demonstrate how to use parts

of application windows and menu options.

Basic: Locate some parts of application

windows.

4.CT.1.2 Demonstrate the correct use of all letters, punctuation, symbol and

command keys using proper techniques. (Comprehension)

Compare and contrast different ways of accessing commonly used commands

Example: Multiple ways of completing the same function like print and save

Advanced: Consistently demonstrate the

correct use of all letters, punctuation,

symbol, and command keys.

Proficient: Demonstrate the correct use of

all letters, punctuation, symbol and

command keys using proper techniques.

Basic: Identify the correct use of letter

keys.

4.CT.1.4 Manage and maintain files and folders independently. (Application)

Example: Create, save, retrieve, and organize files and folders using server

technologies

Example: Delete old/unused files

Example: Identify multiple locations to save files and folders

Advanced: Move and manage folders in an

organized way to a variety of locations.

Proficient: Manage and maintain files and

folders independently.

Basic: Manage and maintain folders and

files with assistance.

68

4.CT.1.5 Use touch-typing techniques in timed writings. (Application)

Increasing personal typing speed by words per minute

Demonstrate proper posture while keying

Examples: Sitting up, feet on floor, arms parallel to keyboard, fingers curved and

upright, and wrists at neutral

Advanced: Key 10 words per minute with

90% accuracy using proper touch typing

techniques.

Proficient: Use touch-typing techniques in

timed writings.

Basic: Use touch-typing techniques.



4.CT.2.1 Use a presentation application to develop a product. (Application)

Example: Including sound and multimedia in a presentation for class


Writing 4.LVS.1.3

Advanced: Use a presentation

application to develop a product with

embedded media.

Proficient: Use a presentation

application to develop a product.

Basic: Use a presentation application.

4.CT.2.2 Develop and save documents in design applications. (Application)

Export/Import (encode/decode)

Examples: Downloading, editing, and inserting images

Advanced: Create and save documents

in design applications without

assistance.

Proficient: Develop and save

documents in design applications.

Basic: Develop documents in design

applications.



4.CT.3.1 Explain how problems are solved through innovation. (Comprehension)

Examples: Blender = convenience, phone = communication

Identify how and why innovations occur

Advanced: Compare and contrast

innovations and how they solved problems.

Proficient: Explain how problems are

69

Compare different fields of innovations

Apply the design process to create an innovation


Science 4.S.1.1

4.S.1.2

solved through innovation.

Basic: Explain how an innovation solved a

problem.

4.CT.3.2 Select tools based on appropriateness of specific tasks. (Knowledge)

Example: Use word processing to write a letter, use a spreadsheet to collect data

Example: Manufacturing using robots and assembly lines



Math 4.S.1.1

Advanced: Evaluate and select tools based

on the appropriateness of specific tasks.

Proficient: Select tools based on the

appropriateness of specific tasks.

Basic: Select a tool based on an

appropriate task.

70




4.CP.1.1 Utilize virtual collaboration environments to contribute within a group to

the production of a digital output. (Application)

Examples: Google doc, wiki

Example: Utilize email or a bulletin board to collaborate on the development of a web

presentation

Communicate ideas, opinions, revisions through electronic communication

devices either asynchronously or synchronously

Advanced: Create a media-rich digital

output utilizing many virtual collaboration

environments.

Proficient: Utilize virtual collaboration

environments to contribute within a group

to the production of a digital output.

Basic: Create a digital output for a given

assignment with teacher directed assistance

in a virtual collaboration environment.



4.CP.2.1 Select the best way to deliver information and ideas based on the

audience. (Knowledge)

Example: Determine audience level (student or parent) and create a presentation geared

at their interests

Factors for the audience (e.g., age, race, religion)

Peers vs. adults

Formal/informal audience

Presentation format

Media forms used in the presentation

Intended and unintended audiences


Language Arts 4.LVS.1.3/1.4/1.5

Advanced: Identify how different forms of

media and formats may be used to share

information with an intended audience.

Proficient: Select the best way to deliver

information and ideas based on the

audience.

Basic: Select a media presentation based

on audience.

71

4.CP.2.2 Select tools that will be most effective when exchanging information at the

same time. (Analysis)

Example: Face to face vs. distance, instant message vs. e-mail


Language Arts 4.LVS.1.3/1.4/1.5

Advanced: Select tools that will be most

effective when exchanging information at

different times.

Proficient: Select tools that will be most


the same time.

Basic: Differentiate appropriate media to

communicate and share ideas.

72




4.IL.1.1 Given a general topic predict what key details will be needed to refine

search in a database for a specific purpose. (Synthesis)

Example: Use a search engine to find all presidents with birthdays this month, or

hoofed mammals specifically found in North America

Validate the prediction with a computer generated search

Advanced: Produce relevant information

using advanced search functions.

Proficient: Given a general topic predict

what key details will be needed to refine

search in a database for a specific purpose.

Basic: Perform a keyword/phrase search on

the internet on a specified topic.



4.IL.2.1 Evaluate the relevancy of the resource. (Application)

Example: Filtering through search results to find the hurricane season in Miami and not

the sports team “Miami Hurricanes”

Locate up-to-date and accurate information

Analyze the author, date, and subject for accuracy and consistency


Math 4.S.1.1

Advanced: Compare and contrast multiple

sources to determine the order of relevancy.

Proficient: Evaluate the relevancy of a

resource.

Basic: Identify author, date, and subject

within sources of information.

73

FIFTH GRADE


CURRICULUM

74

FIFTH GRADE EDUCATIONAL TECHNOLOGY STANDARDS



future technology.


5.NC.1.1 Describe the historical evolution of technological inventions as societies

wants and needs change. (Knowledge)

Describe the flow of information

Describe the impact of technology used at various points in history

Example: Recognize the technology timeline affects on news events –

WW II hours before we got information (telegraph radio),

9-11 live broadcast (internet streaming, television)


Science 5.S.1.1

Advanced: Predict a technology of the

future and how it will affect the

technological society.

Proficient: Describe the historical

evolution of technological inventions as

societies wants and needs change.

Basic: Name one recent change in

technology due to societies’ wants and

needs.

5.NC.1.2 Report on the relationship between technological inventions and societal

changes. (Application)

Describe how recent changes in technological inventions have affected processes

in and on society

Example: Unfiltered and abundant information can have a desensitizing affect

on society


Science 5.S.1.1

Advanced: Explain the reason why change

needs to occur in a society.

Proficient: Report on the relationship

between technological inventions and

societal changes.

Basic: List technologies from home that

did not exist when they were born.

75

5.NC.1.3 Identify ways people have adapted the natural world to meet their needs

and wants. (Knowledge)

Example: Using technology in farming to increase a crops productivity

Factors that influence the adaptations of economics, culture, and creative

thinking


Science 5.L.3.1

Advanced: Explain why people have

adapted to the natural world to meet their

needs and wants.

Proficient: Identify ways people have

adapted the natural world to meet their

needs and wants.

Basic: Cite one way people have adapted

to the natural world to meet their needs and

wants.



5.NC.2.1 Evaluate what changes need to be made within a systems model to

accomplish a goal. (Evaluation)

Example: The overall process of writing a paper with intent to score an “A”

Determine how systems are affected by resources

Availability, compatibility, security, and updates


Science 5.S.1.1

Science 5.S.1.2

Science 5.L.3.1

Advanced: Implement changes in a

systems model and justify the reasons for

change.

Proficient: Evaluate what changes need to

be made in a systems model to accomplish

a goal.

Basic: List resources that affect systems.

5.NC.2.2 Evaluate how changes in a systems model affect the goal. (Evaluation)

Example: How will ongoing changes affect the outcome


Science 5.S.1.1

Science 5.S.1.2

Advanced: Evaluate implications on the

goal.

Proficient: Evaluate how changes in a

systems model affect the goal.

Basic: Explain how changes to input and

76

Science 5.L.3.1 process will affect a goal.




5.NC.3.1 Analyze how careers and cultures have changed due to changes in

technology. (Analysis)

Example: Teachers have had to become more technology savvy as new technology is

integrated into the classroom


Science 5.S.2.1


Advanced: Predict how careers and

cultures will change due to changes in

technology.

Proficient: Analyze how careers and

cultures have changed due to changes in

technology.

Basic: Recognize and list ways technology

has impacted our lives.



5.NC.4.1 Evaluate solutions for positive and negative aspects in order to choose the

optimum result. (Evaluation)

Example: Best way to cleanup an oil spill -evaluating harm to environment and wildlife

and economical impact


Science 5.S.1.2

Advanced: Evaluate and justify a variety of

solutions, using the technology method, as

positive and negative in order to choose the

optimum result.

Proficient: Evaluate solutions for positive

and negative aspects in order to choose the

optimum result.

Basic: Evaluate a single solution as positive

or negative using the technology method.

77




5.SI.1.1 Describe the impact of unethical and illegal technology usage on the

individual and society. (Evaluation)

Comparing impacts of unethical and illegal usage

Example: Consequences of plagiarism

Example: The results some individuals have faced for creating computer viruses

that affected business

Identify reasons rules exists to protect individual created work

Advanced: Justify consequences of

inappropriate conduct.

Proficient: Describe the impact of unethical

and illegal technology usage on the individual

and society.

Basic: Recognize inappropriate uses of

technology.

5.SI.1.2 Demonstrate personal safety precautions and etiquette while online. (Synthesis)

Scanning files

Not giving out personal information

Communication etiquette (blog, email, chat)

Network etiquette

Example: Determine the difference between safe and unsafe behaviors online

Advanced: Explain why there is a need for

safety precautions.

Proficient: Demonstrate personal safety

precautions and etiquette while online.

Basic: Demonstrate safety precautions while

online.

5.SI.1.3 Implement proper citation for a variety of information sources in created

works. (Application)

Example: Citing author, source, and date for sources from the Internet, cd, wiki, blog,

etc.



Advanced: Cite work from a variety of online

sources independently and consistently.

Proficient: Implement proper citation for a

variety of information sources in created

works.

Basic: Recognize the need for proper citing of

electronic information in created works.

78

5.SI.1.4 Describe how technology affects a culture’s heritage. (Comprehension)

Example: Colonies adapting technology into schools, farms, and other work

Advanced: Predict how technology will

continue to change a culture’s heritage.

Proficient: Describe how technology affects a

culture’s heritage.

Basic: List how technology affects a culture’s

heritage.



5.SI.2.1 Evaluate intended and unintended results of technology. (Evaluation)

Explain how inventions have an impact on our daily lives

Examples: Silly Putty, Tang, sticky notes, fuel efficient cars


Science 5.S.2.1

Advanced: Defend the unintended or

intended results of technology.

Proficient: Evaluate intended and

unintended results of technology.

Basic: Label results of technology as either

intended or unintended.

79




5.CT.1.1 Customize application menus and toolbars for greater productivity.

(Synthesis)

Example: Moving cut/copy/paste buttons to right side of screen for quicker access

Advanced: Customize application menus

and windows based on needs.

Proficient: Customize application menus

and toolbars for greater productivity.

Basic: Customize application toolbars with

assistance.

5.CT.1.2 Key 15 words per minute using touch typing techniques from hard copy

to typing program. (Application)

Number keys, shift, punctuation, return, enter, space bar, and alphabet keys

Advanced: Key 15 words per minute with

100% accuracy using proper touch typing

techniques.

Proficient: Key 15 words per minute using

touch typing techniques from hard copy or

typing program.

Basic: Key up to 10 words with 90%

accuracy per minute on a typing program

using touch-typing techniques.

5.CT.1.3 Compare and contrast the difference between input/output devices and

other peripherals. (Analysis)

Examples: Cell phone, digital camera, scanner, MP3 device, navigation device, PDA

Advanced: Recommend peripherals to use

for a given task.

Proficient: Compare and contrast the

difference between input/output devices

and other peripherals.

Basic: List what tasks a peripheral is best

suited for.

80

5.CT.1.4 Demonstrate the ability to transfer data between devices. (Application)

Create, save, retrieve, and organize files and folders using server technology

Transfer between devices

Examples: Flash Drive, Floppy Disk, CD

Advanced: Efficient in maintaining file

and folder structure.

Proficient: Demonstrate the ability to

transfer data between devices.

Basic: Create, save, move, and retrieve

files and folders.

5.CT.1.5 Compare and contrast different ways of accessing commonly used

commands. (Analysis)

Example: Using shortcut keys and menus to complete common functions

Utilize keyboard shortcut commands

PC Example: ctrl+s (save)

Mac Example: apple symbol+s (save)

Advanced: Explain the benefits of using

shortcut commands.

Proficient: Compare and contrast different

ways of accessing commonly used

commands.

Basic: Utilize keyboard shortcuts for two

commonly used tasks.

5.CT.1.6 Demonstrate proper posture while keying. (Comprehension)

Sitting up, feet on floor, arms parallel to keyboard, fingers curved and upright,

and wrists at neutral

Advanced: Uses proper posture while

keying independently and consistently.

Proficient: Demonstrate proper posture

while keying.

Basic: Uses proper typing position when

prompted.

81



5.CT.2.1 Create a product using a spreadsheet application. (Application)

Advanced: Create a product using a

spreadsheet application incorporating

charts or other advanced commands.

Proficient: Create a product using a

spreadsheet application.

Basic: Create a product using a spreadsheet


5.CT.2.2 Develop documents in design applications incorporating rich multimedia.

(Application)

Examples: iMovie, iPhoto, Windows Media, Photoshop

Examples: Edit photos using a photo editor (rotate, crop, red-eye, brightness)


Language Arts 5.LVS.1.1-1.4

5.W.1.1

Advanced: Create and present documents

in design applications incorporating rich

multimedia images and sound.

Proficient: Develop documents in design

applications incorporating rich multimedia.

Basic: Develop a document in a design

application that incorporates some rich

multimedia.

82



5.CT.3.1 Compare and contrast the functions and capabilities of technological tools

and innovations. (Analysis)

Examples: Compare/contrast the function and capabilities of the word processing table,

a database, and a spreadsheet for gathering data, processing data, performing

calculations, and reporting results


Science 5.P.2.2

Advanced: Compare and contrast the

benefits of the functions and capabilities of

technological tools and innovations.

Proficient: Compare and contrast the

functions and capabilities of technological

tools and innovations.

Basic: List the function and capability of a

technological tool and innovation.

5.CT.3.2 Evaluate and select information tools based on appropriateness of specific

tasks. ( Evaluation)



Advanced: Justify the choice of

information tools in specific tasks.

Proficient: Evaluate and select information

tools based on the appropriateness of

specific tasks.

Basic: Select tools based on the

appropriateness of specific tasks.

83




5.CP.1.1 Collaborate with other students outside the classroom utilizing distance

technologies to create a media-rich product. (Synthesis)

Example: Students utilize a wiki to collaborate with other students around the world to

present information

Video conferencing

Social networking web tools



Advanced: Create and present a media-rich

product through collaboration.

Proficient: Collaborate with other students

outside the classroom utilizing distance

technologies to create a media-rich product.

Basic: Collaborate with another student outside

the classroom utilizing a given distance

technology to create a product.



5.CP.2.1 Select tools that will be most effective when exchanging information at

different times. (Analysis)

Synchronous

(same time)

Asynchronous

(different time)

Curriculum Connections: Language Arts 5.LVS.1.4

Advanced: Justify which tools will be most


different times.

Proficient: Select tools that will be most


different times.

Basic: Select tools that will be most effective

when exchanging information at the same

time.

84

5.CP.2.2 Identify how different forms of media and formats may be used to share

information with an intended audience. (Knowledge)

Advanced: Explain how different forms of



Proficient: Identify how different forms of



Basic: Describe how intended audience

affects format and media.

85




5.IL.1.1 Produce relevant information using advanced search functions. (Application)

Apply different types of filters

Examples: Boolean operators, advanced find, file format, word filter, domain

filter, time filter

Advanced: Produce and collect relevant

information using multiple advanced search

functions.

Proficient: Produce relevant information

using advanced search functions.

Basic: Generate relevant search results for an

identified broad topic using the internet.



5.IL.2.1 Apply an evaluation tool to determine the reliability of an online source. (Application)

Example: Identify information for validity, timeless, and accuracy of online information

Identify website domains to determine reliability

Example: Understand that generally a .com site is less reliable than a .gov, .edu,

or a .org domain

Advanced: Choose the evaluation tool and

evaluate a website for relevancy and

reliability.

Proficient: Apply an evaluation tool to

determine the reliability of an online

source.

Basic: Evaluate the relevancy of the

resource.

88

International Society for Technology in Education (ISTE) / National Educational Technology Standards (NETS)

Technology Foundation Standards for Students

1. Basic operations and concepts

a. Students demonstrate a sound understanding of the nature and operation of technology systems.

b. Students are proficient in the use of technology.

2. Social, ethical, and human issues

a. Students understand the ethical, cultural, and societal issues related to technology.

b. Students practice responsible use of technology systems, information, and software.

c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal

pursuits, and productivity.

3. Technology productivity tools

a. Students use technology tools to enhance learning, increase productivity, and promote creativity.

b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and

produce other creative works.

4. Technology communications tools

a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

a. Students use technology to locate, evaluate, and collect information from a variety of sources.

b. Students use technology tools to process data and report results.

c. Students evaluate and select new information resources and technological innovations based on the appropriateness for

specific tasks.

6. Technology problem-solving and decision-making tools

a. Students use technology resources for solving problems and making informed decisions.

b. Students employ technology in the development of strategies for solving problems in the real world.

89

Universal System Model of Technology

Adapted from the work of Jay Forrester, Massachusetts Institute of Technology; James Snyder, West Virginia Dept. of Education; & James Hales, Fairmont State College

INPUT PROCESS OUTPUT

FEEDBACK

Need: What you want the system to do.

Resources: the ingredients that go into the system (tools, information, people, energy, capital, materials).

The steps that lead to a result.

The result that comes out of the system.

Comparing the result to the original need; adjustments are made to the inputs and/or process.

Every technology, no matter how simple or complex, fits into this descriptive model.

90

RUBRIC

Minimal 1

Basic 2

Proficient 3

Advanced 4

Standards Project is not linked to

content standards Link made to one subject-

area content standard

Links are made to multiple subject-area content

standards

Links to content standards in multiple disciplines

Project Need Project need is not

described or justified Project need is described

but without any facts Project described as subject-specific need

Project described as a learner-centered need

Research No evidence of use of

outside information One research source cited

Two research sources are cited

Three or more sources are cited; evidence of variety

Alternative Solutions No evidence of

alternative designs One alternative presented

as the project solution At least two project

alternatives presented

More than three alternatives presented; variety of ideation used

Optimizing No reasons provided for the

selected solution Reasoning for the solution

based on opinion only Reasoning for the solution

is supported by facts Solution selected by the use of comparative data

Development No evidence of planning Plan was made but not followed

Plans & procedures followed during the project

Project plan, procedures followed & documented

Quality of Produced Result Project not completed Completed late Completed on time; some evidence of poor quality

Completed on time; meets requirements; neat work

Testing & Evaluation Project does not include

evaluation of results Results evaluated but

without any focus Results are evaluated;

reflects the project’s need Evaluation data are

collected to support needs

Sharing Project Results Project results

not shared with others Project results

shared with others

Project results shared; Both positive & negative

results presented

Project results shared; Improvements presented

Redesign No redesign Redesign attempted only

after suggestions by others

Redesign completed to meet a clear goal

Redesign completed for extensive & continuous

improvement

91

K-12 Glossary

Appropriate – adj. Definition: suitable or fitting for a particular purpose, person, occasion, etc.:

Example: an appropriate dress.

Assistance – n. Definition: the act of assisting; help; aid; support

BlackBoard - The Blackboard Academic Suite™ is helping leading institutions across the globe breakdown barriers and multiply

learning opportunities.

Flexible, extensible and open, the Blackboard AcademicSuite will enable you to:

Teach using advanced tools Build community across the campus Share world-class educational content Deploy a common look and feel across the entire suite Benefit from dramatically lower data and application integration costs

See: http://www.blackboard.com/products/Academic_Suite/index

Blog - n Definition: an online diary; a personal chronological log of thoughts published on a Web page; also called [Weblog], Example: Typically updated daily, blogs often reflect the personality of the author. Etymology: shortened form of Weblog Usage: blog, blogged, blogging v, blogger n CIPA - The Children’s Internet Protection Act (CIPA) is a federal law enacted by Congress in December 2000 to address concerns about access to offensive content over the Internet on school and library computers. CIPA imposes certain types of requirements on any school or library that receives funding support for Internet access or internal connections from the “E-rate” program – a program that makes certain technology more affordable for eligible schools and libraries. In early 2001, the Federal Communications Commission (FCC) issued rules implementing CIPA. See: http://www.fcc.gov/cgb/consumerfacts/cipa.html Community (home, school, work, global) – n. Definition: a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.

http://www.blackboard.com/products/Academic_Suite/index

http://www.fcc.gov/cgb/consumerfacts/cipa.html

92

Components – n. Definition: 1. A constituent element, as of a system. 2. Any minimum number of substances required to specify completely the compositions of all phases of a chemical system Convey – v. Definition: to communicate; impart, make known. Example: to convey a wish. Copyright – n. Definition: the exclusive right to make copies, license, and otherwise exploit a literary, musical, or artistic work, whether printed, audio, video, etc. works granted such right by law on or after January 1, 1978 are protected for the lifetime of the author or creator and for a period of 50 years after his or her death. Describe – v. to tell or depict in written or spoken words; give an account of. Example: He described the accident very carefully. Design Loop – the process in a systems model. DMCA - The Digital Millennium Copyright Act (DMCA) is a United States copyright law which criminalizes production and dissemination of technology whose primary purpose is to circumvent measures taken to protect copyright, not merely infringement of copyright itself, and heightens the penalties for copyright infringement on the Internet. Passed on October 8, 1998 by a unanimous vote in the United States Senate and signed into law by President Bill Clinton on October 28, 1998, the DMCA amended title 17 of the U.S. Code to extend the reach of copyright, while limiting the liability of Online Providers from copyright infringement by their users. See: http://en.wikipedia.org/wiki/DMCA Directed – adj. Definition: guided, regulated, or managed. Example: a carefully directed program. eBoard - eBoard is an easy-to-use online service that lets any educator create a web site in just minutes. Your eBoard acts like an on-line cork board where you can post information for students and parents. See: http://www.eboard.com/service/ Explore – v. Definition: to look into closely; scrutinize; examine. Example: Let us explore the possibilities for improvement.

http://en.wikipedia.org/wiki/DMCA

http://www.eboard.com/service/

93

FERPA - The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. See: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html Feedback – n. Definition: a reaction or response to a particular process or activity. Example: He got very little feedback from his speech. File Menu Commands - The File menu contains the necessary commands to open, save, and print files, among a few other commands. Firewalls - A software program designed to protect a network by preventing unauthorized users from gaining access or by monitoring transfers of information to and from the network. Files – n. A collection of related data or program records stored as a unit with a single name. gwam - is short for Gross Words A Minute and is similar to WPM except it does not account for any errors. GWAM is the overall typing speed regardless of how many errors you make. GWAM is often used as a measurement for users who are just learning to type and is later replaced by WPM. See: http://www.computerhope.com/jargon/g/gwam.htm Home Row – n. (in touch typing) the row on a typewriter or computer keyboard that contains the keys (home keys) to which four fingers of each hand return as a base, on a QWERTY keyboard being A, S, D, and F for the left hand and J, K, L, and the semicolon for the right. Identify – v. to recognize or establish as being a particular person or thing; verify the identity of Input – n. data to be entered into a computer for processing. v, the process of introducing data into the internal storage of a computer. Malware - n Definition: software, such as viruses, intended to damage or disable a computer system; short for malicious software; also written [mal-ware] Media – n. the means of communication, as radio and television, newspapers, and magazines, that reach or influence people widely

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www.computerhope.com/jargon/g/gwam.htm

94

Moodle - Moodle is a course management system (CMS) - a free, Open Source software package designed using sound pedagogical principles, to help educators create effective online learning communities. See: http://moodle.org/ Output – n. information in a form suitable for transmission from internal to external units of a computer, or to an outside medium. v. the process of transferring data from internal storage to an external medium, as paper or microfilm Ownership Rights - A right of ownership is associated with property that establishes the good as being "one's own thing" in relation to other individuals or groups, assuring the owner the right to dispense with the property in a manner he or she sees fit, Podcast - n Definition: a Web-based audio broadcast via an RSS feed, accessed by subscription over the Internet

Process – n. a systematic series of actions directed to some end Relevancy – adj. bearing upon or connected with the matter in hand; pertinent. Reliability – adj. that may be relied on; dependable in achievement, accuracy, honesty, etc. Special Keys – Shift, Return/Enter, Space, Backspace/Delete, Caps Lock, Ctrl, Alt, Arrows These are additional keys on the keyboard for special functions. Systems-thinking Model - Systems thinking involves 'seeing' inter-connections and relationships, the whole picture as well as the component parts. See: http://www.phrontis.com/systhink.htm

Task – n. 1. A piece of work assigned or done as part of one's duties. 2. A difficult or tedious undertaking. 3. A function to be performed; an objective.

Technological Method - the mechanism used to engage students in working with real problems.

See: scholar.lib.vt.edu

http://moodle.org/

http://www.phrontis.com/systhink.htm

95

Tool – n. An application program, often one that creates, manipulates, modifies, or analyzes other programs.

Video Streaming - Streaming media is multimedia that is continuously received by, and normally displayed to, the end-user whilst it is being delivered by the provider. The name refers to the delivery method of the medium rather than to the medium itself. The distinction is usually applied to media that are distributed over telecommunications networks, as most other delivery systems are either inherently streaming (e.g. radio, television) or inherently non-streaming (e.g. books, video cassettes, audio CDs). The verb 'to stream' is also derived from this term, meaning to deliver media in this manner. See: http://en.wikipedia.org/wiki/Streaming_media WebCT - Now part of BlackBoard through a merger of the companies. See: http://www.webct.com/ Web-based portals - a term, often used interchangeably with gateway, for a World Wide Web site whose purpose is to be a major starting point for users when they connect to the Web. There are general portals and specialized or niche portals. Some major general portals include Yahoo, CNET, AOL, and MSN. Examples of niche portals that are accessible to the public include Garden.com (for gardeners), Fool.com (for investors), and DPReview.com (for photographers). Private niche portals are those that are used by employees of a company. Companies such as IBM and MasterCard use portals to help disseminate information to their employees in a timely and efficient manner. See: http://www.mariosalexandrou.com/definition/web-portal.asp Wiki - Any collaborative website that users can easily modify via the web, typically without restriction. A wiki allows anyone, using a web browser, to edit, delete or modify content that has been placed on the site, including the work of other authors. This has been found to work surprisingly well since contributors tend to be more numerous and persistent than vandals and old versions of pages are always available. Wireless Security - Wireless networks are very common, both for organizations and individuals. Many laptop computers have wireless cards pre-installed for the buyer. The ability to enter a network while mobile has great benefits. However, wireless networking has many security issues. Crackers have found wireless networks relatively easy to break into, and even use wireless technology to crack into non-wireless networks. See: http://en.wikipedia.org/wiki/Wireless_security

http://en.wikipedia.org/wiki/Streaming_media

http://www.webct.com/

http://www.mariosalexandrou.com/definition/web-portal.asp

http://en.wikipedia.org/wiki/Black_hat

http://en.wikipedia.org/wiki/Wireless_security

96

K – 12 Bibliography

blog. (n.d.). Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.6). Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/blog Firewalls. (n.d.). The American Heritage® Science Dictionary. Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/Firewalls Malware. (n.d.). Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.6). Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/Malware Podcast. (n.d.). Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.6). Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/Podcast Task. (n.d.). The American Heritage® Dictionary of the English Language, Fourth Edition. Retrieved March 23, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/task Tool. (n.d.). The American Heritage® Dictionary of the English Language, Fourth Edition. Retrieved March 23, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/tool Wiki. (n.d.). The Free On-line Dictionary of Computing. Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/Wiki Remaining Vocabulary – see: http://dictionary.reference.com/

http://dictionary.reference.com/browse/blog

http://dictionary.reference.com/browse/Firewalls

http://dictionary.reference.com/browse/Malware

http://dictionary.reference.com/browse/Podcast

http://dictionary.reference.com/browse/task

http://dictionary.reference.com/browse/tool

http://dictionary.reference.com/browse/Wiki

http://dictionary.reference.com/

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