CCBOE Technology Course of Study

Transcription

1
Cherokee County School District
Technology Objectives
Alabama Course of Study: Technology Education
Who will teach what about technology and when?
Adopted June 11, 2012
Cherokee County Board of Education
2008 Technology Course of Study
2
Table of Contents
Introduction and Overview....................................................................................................................................................................................... 3
Scope and Sequence..................................................................................................................................................................................................... 4
Grades K-2....................................................................................................................................................................................................................... 8
Grades 3-5 .................................................................................................................................................................................................................... 11
Grades 6-8 .................................................................................................................................................................................................................... 15
Grades 9-12 ................................................................................................................................................................................................................. 19
Appendix I – Keyboarding Implementation Recommendations .............................................................................................................. 24
Appendix II – District Internet Safety Plan ....................................................................................................................................................... 25
3
Introduction and Overview
The basic premise of this document is to inform classroom teachers of the student technology objectives that they are required to teach in the schools of Cherokee County. The student
performance objectives listed on the following pages are adapted from the Alabama Course of Study for Technology as published by the Alabama Department of Education. This guide
covers all of the objectives required by the Alabama Department of Education.
PURPOSE
Cherokee County students live in one of the most exciting and ever-changing times in human history, the “information age.” Indeed, the information age may be as influential in
directing the course of human advancement, as was the industrial revolution. As educators, we must ensure that our students are active participants during this time of phenomenal
human progress. Technology offers students opportunities and possibilities that would not exist without it. The National Educational Technology Standards for Students: The Next
Generation produced by the ISTE has established technology fluency as a national goal, and it continues to be a goal for Cherokee County students. Technology fluency enables
students to use technology processes and products in everyday life to make informed decisions. A solid foundation in technology helps students develop and strengthen many of the
skills they use daily such as solving problems creatively, thinking critically, and working cooperatively in teams. The technology-fluent person is more likely to face the challenges of a
dynamic global society with confidence. Moreover, the economic productivity of Alabama is linked to the technological requirements of the workforce. To help students achieve
technology fluency and make informed decisions, the K-12 Technology Education program places a renewed emphasis on the importance of authentic integration of technology every
day in every grade and subject.
OVERALL GRADE LEVEL GOALS
K–2
Students in grades K through 2 will be provided with opportunities to utilize technology skills as they accomplish curriculum objectives. At this grade level the student utilizes
technology tools, develops a basic vocabulary for communicating with others about technology and develops the skills to begin their journey into the global community as digital
citizens. Technology education equips them with skills that will enhance not only their formal educational years but also their professional and personal lives.
3–5
Students in grades 3 through 5 begin to expand their horizons and exercise more independent thought and action. They are introduced to technology as a productivity,
resource, and learning tool. Students begin to perfect skills and vocabulary related to technology by working collaboratively and independently to accomplish authentic tasks. A great
deal of student computer interaction with instructional software (e.g. Accelerated Reader, STAR, Compass Learning, Kids College) should be emphasized. Technology and academic
skills mastered at this level provide the basis for future learning experiences.
6–8
Students in grades 6 through 8 should be developing skills to function in a technological society. Students are expected to develop and use critical-thinking and decisionmaking skills. Digital tools enhance middle school students’ emerging abilities to analyze, synthesize, and evaluate information. It is critical for students at these grade levels to expand
the knowledge and skills necessary for solving both hypothetical and authentic problems. Teachers at this level should expect students to enter their classes with a basic vocabulary and
intermediate understanding of hardware, software, and problem solving skills in relation to technology and students should feel comfortable using technology independently. Positive
attitudes toward technology use are essential to support collaboration, learning, and productivity for success in the twenty-first century.
9 – 12
Students in grades 9 through 12 experience significant growth and development as they assume more complex responsibilities such as working and making career choices.
High school students have broadened their perspective regarding the importance of existing and developing technologies and have an understanding of the scope of technology in
today’s world. Technology offers students an efficient means by which many types of problems may be solved. The Computer Applications course is designed to provide students with
technology fluency appropriate for the twenty-first century. The content standards in this course include hands-on, practical pursuits that extend beyond the computer classroom.
Course content is integrated into other curricular areas to allow students to reinforce and expand technology competencies. Technology-fluent students realize that technology tools
and resources enhance not only educational endeavors but also personal and professional success as well.
NOTE: Statements from the 2008 Alabama Course of Study: Technology Education was used in the above local school district introduction and overview.
4
Scope and Sequence
(I) = Objective is Introduced; (R) = Objective is Reinforced; (M) = Objective is Mastered
Objective
Grades K-3
1. Identify basic parts of various technology systems.
 Naming input and output devices
2. Identify applications and operations of various technology systems.
 Using accurate terminology related to technology
 Example: “press,” not “hit,” keys
 Using input devices to enter letters, numbers, and symbols
 Using special functions of input devices
 Example: keyboard shortcuts
 Labeling storage media
 Removing storage media safely
3. Demonstrate correct posture and finger placement while using a technology system.
4. Identify safe use of technology systems and applications.
5. Practice responsible use of technology systems and applications.
 Demonstrating care of digital equipment and media
 Distinguishing between ethical and unethical uses of others’ work
6. Identify uses of technology systems in daily living.
7. Use digital tools to access and retrieve information.
 Evaluating accuracy of digital content
8. Use digital environments to exchange ideas with individuals or groups.
 Producing digital works collaboratively
9. Identify digital tools used for problem solving.
10. Design original works using digital tools.
Grades 3-5
1. Use input and output devices of technology systems.
 Demonstrating ergonomics relative to technology systems
 Demonstrating correct keyboarding techniques
 Demonstrating safe removal of storage media
2. Use various technology applications, including word processing and multimedia
software.
 Using navigational features commonly found in technology applications
 Identifying digital file types
3. Identify common hardware and software problems.
K
1
2
I
R
M
I
R
M
I
R
I
M
M
I
R
M
I
R
M
I
R
M
I
M
I
I
M
M
3
4
5
I
R
M
I
R
M
I
R
M
6
7
8
9
10 11 12
5
Objective
K
1
2
3
4
5
I
I
R
M
M
I
M
I
M
I
R
M
I
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M
I
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6
7
8
I
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R
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M
M
M
I
R
M
I
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M
I
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R
R
M
M

Determining basic troubleshooting strategies to correct hardware and software
problems
4. Identify various operating systems of technology devices.
5. Practice safe use of technology systems and applications.
6. Describe social and ethical behaviors related to technology use.
 Describing the global nature of the Internet
 Following local acceptable use policies regarding technology
 Identifying intrusive applications, including worms, viruses, spyware, and popup advertisements
7. Explain the influence of technology on society.
8. Collect information from a variety of digital sources.
 Using technology tools to organize information
 Demonstrating efficient Internet search strategies
 Example: keyword search
 Evaluating electronic resources for reliability based on publication date, bias,
accuracy, and source credibility
9. Use technology tools to organize, interpret, and display data.
10. Use digital environments to collaborate and communicate.
11. Use digital tools to analyze authentic problems.
12. Create a product using digital tools.
Grades 6-8
1. Appraise technology systems to determine software and hardware compatibility.
2. Publish digital products that communicate curriculum concepts.
3. Explain how network systems are connected and used.
4. Determine basic troubleshooting strategies to correct common hardware and
software problems.
 Describing the importance of antivirus and security software
5. Use basic features of word processing, spreadsheets, databases, and presentation
software.
6. Select specific digital tools for completing curriculum-related tasks.
7. Demonstrate correct keyboarding techniques.
I
9
10 11 12
6
8. Identify safe uses of social networking and electronic communication.
 Recognizing dangers of online predators
 Protecting personal information online
9. Practice responsible and legal use of technology systems and digital content.
 Identifying examples of computer crime and related penalties
 Citing sources of digital content
10. Describe advances in technology and the effects of each on the workplace and
society.
11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information.
12. Use digital tools to communicate and collaborate at all levels from interpersonal to
global.
 Demonstrating digital file transfer
13. Use digital tools to formulate solutions to authentic problems.
14. Use digital tools to generate new ideas, products, or processes.
Grades 9-12 (Computer Applications course)
1.
Explain data encryption procedures.
2.
Diagnose hardware and software problems.
 Applying strategies to correct malfunctioning hardware and software
 Performing routine hardware maintenance
 Describing the importance of antivirus and security software
3.
Demonstrate advanced technology skills, including compressing, converting,
importing, exporting, and backing up files..
 Transferring data among applications
4.
Utilize advanced features of word processing software, including outlining,
tracking changes, hyperlinking, and mail merging.
5.
Utilize advanced features of spreadsheet software, including creating charts and
graphs, sorting and filtering data, creating formulas, and applying functions.
6.
Utilize advanced features of multimedia software, including image, video and,
audio editing.
7.
Utilize advanced features of database software, including sorting, filtering,
querying, merging data, and creating reports.
8.
Practice safe uses of social networking and electronic communication.
I
R
M
I
R
M
I
R
M
I
R
M
I
R
M
I
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R
R
M
M
I
R
R
M
I
R
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M
I
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R
M
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M
I
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M
I
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M
I
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M
I
R
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M
7
9.
10.
11.
12.
13.
14.
15.
16.
17.
Practice ethical and legal use of technology systems and digital content.
 Explaining consequences of illegal and unethical use of technology
systems and digital content
 Interpreting copyright laws and policies with regard to ownership and use
of digital content
 Citing sources of digital content using a style manual
Analyze capabilities and limitations of current and emerging technologies.
 Assessing effects of technology on culture, economics, politics, and the
environment
 Comparing capabilities of various technologies to address personal,
social, lifelong learning, and career needs
Critique digital content for validity, accuracy, bias, currency, and relevance.
Use digital tools to publish curriculum-related content.
Demonstrate collaborative skills using curriculum-related content in digital
environments.
Use digital tools to defend solutions to authentic problems.
Forecast technology innovations based on trends.
Create a product that integrates information from multiple software
applications.
Create an interactive digital product using programming logic.
I
R
R
M
I
R
R
M
I
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R
R
R
R
M
M
I
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M
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M
M
I
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M
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M
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Grades K-2
Student Technology Objectives to be taught in Grades K-2
GRADE
K
1
2
OBJECTIVE
SUGGESTED ACTIVITIES/RESOURCES
Technology Operations and Concepts
I
I
R
R
1. Identify basic parts of various technology systems.
 Naming input and output devices
Examples: input—keyboard,
M
stylus
output—printer
M
2. Identify applications and operations of various
technology systems.
Examples:
applications—word processing, multimedia
presentation software
operations—opening, closing, and saving files
 Using accurate terminology related to
technology
Example: “press,” not “hit,” keys
 Using input devices to enter letters,
numbers, and symbols
 Using special functions of input devices
Example: keyboard shortcuts
 Labeling storage media
 Removing storage media safely
3. Demonstrate correct posture and finger placement
while using a technology system.
I
R
M
EasyTech. Computer parts puzzle to assemble and identify.
Observe classroom computer. Bulletin board. Computer Parts
PowerPoint
(http://www.madison.k12.al.us/teCOS/kindergarten/K.3Comp
uter%20Parts.htm).
ALEX lesson plans (http://alex.state.al.us/)
Easy Tech, Input/Output PPT, Interactive SMARTBoard, LCD
projector, CompassLearning Odyssey, Kids College, JumpStart
Phonics, Reading Blaster, Starfall.com, Accelerated Reader,
STAR, start computers, shutdown computers, operate VCR,
using educational software on CD. Print worksheets from
computer for students to use.
Computer vocabulary
(http://www.factmonster.com/ipka/A0006024.html) .
Technology vocabulary cards activity. Incorporate words into
spelling curriculum. Name the parts of a computer game.
Bulletin board.
EasyTech, Proper Posture PowerPoint, Review/create bulletin
board demonstrating correct posture; observe students on
computer and instruct about correct posture.
See Appendix I, page 24
LESSON PLAN
(description,
number, etc.)
DATE
IMPLEMENTED
9
Digital Citizenship
I
M
Identify safe use of technology systems and
applications.
Examples: protecting personal information online,
avoiding inappropriate sites, exiting inappropriate sites
CCBOE B-Safe Curriculum – located on the district website (see
Appendix II, page 25)
Demonstrate the safe and cooperative use of technology.
I
I
R
R
M
4. Practice responsible use of technology systems and
applications.
Example: maintaining proper settings
 Demonstrating care of digital equipment and media
Examples: washing hands before use,
cleaning work area before and
after use
 Distinguishing between ethical and unethical uses
of others’ work
Examples: avoiding plagiarism, avoiding
manipulation of others’ work
without permission
6. Identify uses of technology systems in daily living.
Lookup weather on Internet. Webquest activities for item
hunt. TeacherWeb page directing student to sites with
information. Use computer to do an assignment for class.
Create a graphic organizer identifying technology in daily living
M
Kids College login Privacy, Compass Learning login Privacy,
Accelerated Reader login privacy. Safe surfing habits.
Clean PC as part of duty for class. Using DVDs, CDs, educational
games in devices. Storing equipment after use.
Write a story, print, and put their name as author. Create a
drawing at doodle pad (noggin.com) and title it as they choose.
Classroom discussion about privacy.
Research and Information Fluency
I
R
M
7. Use digital tools to access and retrieve
information. Examples: online libraries,
multimedia dictionaries, search engines,
directories
 Evaluating accuracy of digital content
Example: determining fact versus opinion
Use of library management system, Accelerated Reader,
http://www.webster.com, http://www.dictionary.com,
Research information on teacher selected websites for a class
project (Examples: State Project- http://www.50states.com,
Read Across America Day/Seussvillehttp://www.seussville.com/seussville/)
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Communication and Collaboration
8.
I
M
Use digital environments to exchange ideas with
individuals or groups.
Examples: other states, other countries
Examples: developing shared writing projects, creating
language experience stories
http://www.gaggle.com
http://www.imbee.com
Critical Thinking, Problem Solving, and Decision Making
I
M
9. Identify digital tools used for problem solving.
Examples: spell check, digital graphic organizers,
electronic drawing programs, simulation software
Typing stories using Microsoft Word, Create cover pages for
reports. Create original artwork with Paint program.
Creativity and Innovation
10. Design original works using digital tools.
Examples: tools—digital drawing tools, music
software, word processing software, digital
cameras
I
M
Create original works using digital storytelling. Typing stories
using Microsoft Word. Create cover pages for reports. Create
original artwork with Paint program. In a collaborative work
group, produce a digital presentation or product in a
curriculum area. Identify, research, and collect data on an
environmental issue using digital resources and propose a
developmentally appropriate solution – PowerPoint
presentation, digital story, video.
Vocabulary List for Grades K-2: The words listed below should be defined within the context of technology.
CD/DVD Drive
Escape
Monitor
Click/Press
Icon
Mouse
Click and Drag
Input
Operating System
Computer Lab
Internet
Output
Disk (CD)
Jump Drive
Paint
Desktop
Keyboard
Programs
Double-click
Login/Logout
Save
Enter
Menu
Scroll
Shortcut
Shut Down
Start
Webpage/Website
Windows
11
Grades 3-5
Student Technology Objectives to be taught in Grades 3-5
GRADE
3
4
OBJECTIVE
5
I
R
M
1. Use input and output devices of technology
systems.
Examples:
input—recording devices, keyboards, touchscreens
output—printers
 Demonstrating ergonomics relative to
technology systems
 Demonstrating correct keyboarding techniques
 Demonstrating safe removal of storage media
Practice injury prevention by applying a variety of
ergonomic strategies when using technology.
Activity sheet–Identify Input, Output, and Processed
Information. Use technology to complete assignments.
Use printers to create worksheets/assignments. Use
Music during warm-up activities and have a different
student responsible for the music each week. Assign
students helping activities that incorporate the use of
these technologies.
2.
I
I
R
R
M
M
Use various technology applications, including
word processing and multimedia software.
 Using navigational features commonly
found in technology applications
 Identifying digital file types
3. Identify common hardware and software problems.
 Determining basic troubleshooting
strategies to correct hardware and
software problems
Create document for class assignment using word processor.
Produce a media-rich digital story about a significant local
event based on first-person interviews. Have students review
and edit each other’s work. Give students an assignment to be
typed on word processor and import digital files. Have students
conduct peer editing before printing the document to be
handed in. Have them make corrections after the teacher has
graded the printed document and then save to a shared folder
with “track changes selected” for a second grading by the
teacher.
Reboot system. Follow lab-troubleshooting guide. Allow
students to help shutdown computers at the end of the day
using the “ALT-F4” keyboard command. Include students in the
cleaning process of the equipment. Assign preventative
maintenance cleaning routines to pairs of students on a weekly
basis. Apply previous knowledge of digital technology
operations to analyze and solve current hardware and software
problems.
LESSON PLAN
(description,
number, etc.)
DATE
IMPLEMENTED
12
I
4. Identify various operating systems of technology
devices.
M
Identify the different operating systems available to
students at school such as Windows 98, Windows 2000,
Windows XP, and Windows Vista
Digital Citizenship
5. Practice safe use of technology systems and
applications.
Examples: protecting personal information online,
avoiding inappropriate sites, exiting
inappropriate sites
I
R
I
M
M
6. Describe social and ethical behaviors related to
technology use.
Examples:
social—developing positive attitudes towards using
technology collaboratively
ethical—citing sources of text and digital content,
avoiding plagiarism, avoiding manipulation of
others’ work without permission
 Describing the global nature of the Internet
 Following local acceptable use policies
regarding technology
 Identifying intrusive applications, including
worms, viruses, spyware, and pop-up
advertisements
CCBOE B-Safe Curriculum – located on the district
website (see Appendix II, page 25)
Discuss District Responsible Use Policy and other policies.
Why are they there? What do they mean? Peer
work/activities which explore what information would be
given to a business for a job, what would be shared
among friends, and what should not be shared with
strangers. Connect the idea with the Internet. Local law
officials speak to class.
www.netsmartz.com
Have students debate the sale of music on the Internet
after researching copyright laws. Group discussion.
Practice allowing the students to have files that are
located in the same folder and explain that although they
can get access to others work it is not appropriate to do
so without permission. Allow students to use such
programs as Kids College that require individual
accounts. Cite electronic resources in projects. Class
discussion of copyright laws; Internet web sites on
copyright laws and violations http://www.copyright.gov/
http://www.whatiscopyright.org/
http://www.copyrightlawskids.com
Cyberbee: http://www.cyberbee.com/copyrt.html
7.
I
M
Explain the influence of technology on society.
Examples: multiple digital communities, medical
and agricultural advancements
Web Evaluation – Cyberbee:
http://www.cyberbee.com/guides.html
Visit medical sites and learn about new equipment. Visit
music sites and learn about new distribution methods.
Field trip to community business where computers are
used. Parent interview of technology skills needed for
careers. Have students use the following web site and
then discuss it in class: http://www.time-warp.org/
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8.
I
R
M
I
R
M
Collect information from a variety of digital
sources.
Examples: online libraries, multimedia dictionaries
 Using technology tools to organize
information
 Demonstrating efficient Internet search
strategies
Example: keyword search
 Evaluating electronic resources for
reliability based on publication date, bias,
accuracy, and source credibility
9. Use technology tools to organize, interpret, and
display data.
Examples:
spreadsheets, databases, electronic
graphing tools
On-line weather forecast. Locate Teacher Web page. Find
information for historic location or vacation spot of
interest. Use local weather web sites and news web sites
for current event projects. (For example, assign a student
to give an oral weather report to the class each day.)
Explore information about a particular state, event, and
historical figure. Use the information to develop reports,
presentations, etc. Internet – research project; web
quests; daily weather & news. Google Earth. Recognize
bias in digital resources while researching an
environmental issue with guidance from the teacher.
Opinion comparison, data collection and comparison,
relationship analysis. Have students conduct a survey of
their peers to see what the percentage of eye colors are
in his or her class then have them represent the
information using a graph in Excel. (Younger students can
do this if it is teacher led.) Educational software, puzzles,
mazes, logical thinking and strategy games, etc.
I
M
10. Use digital environments to collaborate and
communicate.
Examples: publishing online journals, sharing
presentations, contributing to online
discussions, communicating with experts
Examples: developing shared writing
projects and group multimedia projects
Individual and collaborative writing, presenting, and
publishing. Photo Story 3, Movie Maker, Paint, Adobe
PhotoShop, Print Shop, Ditto.com with a word processor.
Select and apply digital tools to collect, organize, and
analyze data to evaluate theories or test hypothesis.
Compose a class email to an expert.
Critical Thinking, Problem Solving and Decision Making
11. Use digital tools to analyze authentic problems.
Examples: electronic graphing tools, concept
mapping software
I
R
M
Opinion comparison, data collection and comparison,
relationship analysis. Have students conduct a survey of their
peers to see what the percentage of eye colors are in his or her
class then have them represent the information using a graph
in Excel. (Younger students can do this if it is teacher led.)
Educational software, puzzles, mazes, logical thinking and
strategy games, etc.
Conduct science experiments using digital instruments and
measurement devices.
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I
M
12. Create a product using digital tools.
Examples: products—digital story, podcast,
digital artwork
Produce a media-rich digital story about a significant
local event based on first-person interviews. Create a
podcast by recording an audio file on a topic of study.
Produce a video project using a camcorder and video
editing software.
Vocabulary List for Grades 3-5: The words listed below should be defined within the context of technology.
Boot (Reboot)
Google (noun and verb)
Output
CD-ROM
Graphics
Password
Copyright
Hardware
Personal Information
Digital Cameras
Homepage
Printer/All in One
Document
Home Row Keys
Process
DVD
Hyperlink (Link)
Projector
Delete
Inappropriate Site
Save
Desktop
Input
Save As
Dialog Box
Install
Slide show
File
Load
Smartboard
File Format
Online
Software
Filename
Operating System
Spell Check
Spreadsheet
Student Response System
(Clickers)
USB
Username
Virus
Web
Web Page
Windows
Wireless
Word Processor
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Grades 6-8
GRADE
6
7
8
OBJECTIVE
I
R
R
1. Appraise technology systems to determine software
and hardware compatibility.
I
R
R
2. Publish digital products that communicate
curriculum concepts.
Examples: Web pages, videos, podcasts, multimedia
presentations
I
R
R
R
R
R
3. Explain how network systems are connected and
used.
Examples: file sharing, collaborating, wireless
networking
4. Determine basic troubleshooting strategies to
correct common hardware and software problems.
Examples: checking connections, restarting
equipment, creating a backup copy of digital data
 Describing the importance of antivirus and
security software
Random-Access Memory (RAM), processing speed, hard
drive, video card. Students will bring in advertisements
for computer components and compare specifications
and prices. Students will type information for all ads in a
spreadsheet format.
Create original animations or videos documenting school,
community, or local events.
Use a digital camera to show steps in a procedure, or use
for writing prompts.
Create webpage using Microsoft office.
Invite guest speaker from technology office or
technology coordinator to speak to class.
Independently develop and apply strategies for
identifying and solving routine hardware and software
problems.
-Have students be responsible for starting and shutting
computers down daily.
-Have students perform cable connection checks to
ensure cables are connected properly.
Familiarize students with the help available to them from
software companies.
LESSON PLAN
(description,
number, etc.)
DATE
IMPLEMENTED
16
R
R
R
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R
R
R U
U
5. Use basic features of word processing,
spreadsheets, databases, and presentation
software.
Examples:
word processing—reports, letters, brochures
spreadsheets—discovering patterns, tracking,
spending, creating budgets
databases—contact list of addresses and phone
numbers
presentation software—slideshow
6. Select specific digital tools for completing
curriculum-related tasks.
Examples: spreadsheet for budgets, word
processing software for essays, probes
for data collection
7. Demonstrate correct keyboarding techniques.
Report, letters, and brochures. Assign a report to be
typed that requires text manipulation skills(bold, italics,
font changes, text size, etc.) And/or develop
presentations on subjects and develop flyers to display.
Career project where students must use presentation
software to present the project, show budget on a
spreadsheet, and use the software to make portfolio.
Select and use the appropriate tool s and digital
resources to accomplish a variety of tasks and to solve
problems.
Lab instructions and activities. Exercises and
competitions with instructional keyboard software;
EasyTech.
Digital Citizenship
R
R
R
8. Identify safe uses of social networking and electronic
communication.
Visit safekids.com, safeteens.com, isafe.org,
netsmartz.com
Use sites such as www.education-world.com for finding
online guidelines for students.
I
R
R
9. Practice responsible and legal use of technology
systems and digital content.
Examples: avoiding plagiarism; complying with
acceptable use policies, copyright laws, and fair
use standards; recognizing secure Web sites
 Identifying examples of computer crime and
related penalties
Examples:
computer crime—phishing, spoofing, virus and
worm dissemination, cyberbullying
penalties—fines, incarceration
Research how something becomes copyrighted, checking
the bottom of the page to find who created website.
Research examples of computer crimes and find the
penalties of each.
APA/MLA worksheet and exercise in class.
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10. Describe advances in technology and the effects of
each on the workplace and society.
Examples: agriculture, manufacturing, medicine,
warfare, transportation, communication, education
Field trip to local businesses and industry such as a local
911 office. Visit from 911 operator to class.
Research different occupations and tell how technology
is used in each.
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11. Use digital tools and strategies to locate, collect,
organize, evaluate, and synthesize information.
Examples:
locate—Boolean searches, graphic organizers,
spreadsheets, databases
collect—probeware, graphing calculators
organize—graphic organizers, spreadsheet
evaluate—reviewing publication dates, determining
credibility
synthesize—word processing software, conceptmapping software
Use spoof sites such as: Save the Pacific Northwest Tree
Octopus – http://zapatopi.net/treeoctopus/ or Dog
Island Free Forever – http://www.thedogisland.com to
locate, evaluate and synthesize the credibility of
websites.
I
R
R
12. Use digital tools to communicate and collaborate
at all levels from interpersonal to global.
Examples: instant messages, e-mail, blogs, wikis,
collaborative authoring tools, online learning
communities
Examples: attaching, uploading, downloading
Use collaborative electronic authoring tools to explore
common curriculum content from multicultural
perspectives with other learners.
Use websites such as: ePals, EasyTech
Integrate a variety of file types to create and illustrate a
document or presentation
I
R
R
13. Use digital tools to formulate solutions to
authentic problems.
Examples: electronic graphing tools, probes,
spreadsheets
Select and use the appropriate tools and digital resources
to accomplish a variety of tasks and to solve problems.
-Environmental probes, graphing calculators, exploratory
environments, and web tools including AVL.
Chart grades in Excel, and use Microsoft Word to
formulate graphs.
I
R
R
14. Use digital tools to generate new ideas, products,
or processes.
Examples:
ideas—predictions, trends
products—animation, video
processes—models, simulations
Describe and illustrate a content-related concept or
process using a model, simulation, or concept-mapping
software.
18
Vocabulary List for 6-8 Grades: The following words should be defined within the context of technology.
Animation
E-Mail Etiquette
Laptop
Bulletin Board
E-Reader (Kindle/Nook)
Memory
Cable
Emoticon
Modem
Cell Phone (Mobile Device)
Ergonomics
Multimedia
Citing Sources
Ethics/Ethical
Netiquette
Chart
File Management
Netbook
Chat
Flaming
Notebook
Collaborate
Forward
Network (LAN/WAN)
Computer Virus
Friend
Online Communication
CPU (Central Processing Unit)
Graph
Podcast
Cyberbullying
Hard Drive
RAM
Delete
iPhone/iPad
Receive
Digital
Instant Messaging
Reply
Digital Citizenship
Interactive Whiteboard
Right-click
Distance Learning
Internet Browser
ROM
DOS
Internet Safety
Router
Electronic Mail (E-Mail)
Keyboard Shortcut
Search
Send
Server
Shared (network, documents)
Smartphone
Social Networking
Spam
Texting
Touchpad
USB Drive (other names: jump,
flash, pen, data traveler)
Video Card
Web Browser
Wiki
Word Processor
YouTube
19
Grades 9-12
GRADE
OBJECTIVE
9
10 11 12
I
R
R
M
1. Explain data encryption procedures.
I
R
R
M
2.



I
R
R
M
3.
Diagnose hardware and software
problems.
Examples: viruses, error messages
Applying strategies to correct
malfunctioning hardware and
software
Performing routine hardware
maintenance
Describing the importance of
antivirus and security software
Demonstrate advanced technology
skills, including compressing,
converting, importing, exporting,
and backing up files.
 Transferring data among
applications
 Demonstrating digital file
transfer
Examples: attaching,
uploading, downloading
http://en.wikipedia.org/wiki/Data_Encryption_Standard
United Streaming video that explains the uses of encryption and
mathematics. Could be used by a math teacher as an example of the
relevance of mathematics in the real world. If link does not work,
login and search for 'encryption'. It is the 'Theory and Practice'
segment that is 11:04 in length.
http://streaming.discoveryeducation.com/index.cfm
Checking plug, switch, connections, video, and sound; rebooting;
using help sources. Disconnect and reconnect cables. Restart
without reconnecting all cables and diagnose error messages.
http://www.helpwithpcs.com/maintenance/antivirus-software.htm
http://en.wikibooks.org/wiki/Antivirus_Software__what_is_it,_types_of
http://www.4teachers.org/techalong/erica/index.shtml
Backup storage options: Jump Drive (thumb, flash, usb, pen),
Compact Disk-Rewritable (CD-RW), Digital Video Disk (DVD),
Network Folders
Using shared network drive and other external storage for saving
files, sharing files, transferring files to another computer .
Demonstration of file compatibility issues and converting to other
file types.
LESSON PLAN
(description,
number, etc.)
DATE
IMPLEMENTED
20
GRADE
9
I
10 11 12
R R M
OBJECTIVE
4. Utilize advanced features of word
processing software, including
outlining, tracking changes,
hyperlinking, and mail merging.
Create advanced documents such as brochures, flyers, newsletters,
letterhead, programs, etc.
Create an outline with a word processor.
Use a word processor in a collaborative project where multiple
students make changes in a single document (tracking changes.)
I
R
R
M
I
R
R
M
I
R
R
M
I
R
R
M
5. Utilize advanced features of
spreadsheet software, including
creating charts and graphs, sorting
and filtering data, creating
formulas, and applying functions.
multimedia software, including
image, video and, audio editing.
Create a spreadsheet that calculates deductions in sale items (10%
off, 20%, 30%, etc.) or another type of percentage. Create a data
spreadsheet with charts for showing details of the information
(weather, survey numbers, polls, etc.)
database software, including
sorting, filtering, querying, merging
data, and creating reports.
8. Practice safe uses of social
networking and electronic
communication.
 Recognizing dangers of online
predators
 Protecting personal information
online
Example: recognizing risk of
identity theft
Create a database using Microsoft Access.
Create slide show presentations, digital stories, digital videos,
screencasts, vidcasts, or podcasts (MP3 files) for class projects,
reports, etc.
Use Movie Maker to create a video project
Use Audacity for audio recording
http://www.techlearning.com/article/2166
http://www.geekgirls.com/databases_from_scratch_2.htm
http://www.cherokeek12.org/technology/tecshop/safety/safety.ht
ml
http://www.netsmartz.org/
http://www.isafe.org/
http://safekids.com/
LESSON PLAN
(description,
number, etc.)
DATE
IMPLEMENTED
21
Digital Citizenship
I
I
R
R
R
R
M
M
9. Practice ethical and legal use of
technology systems and digital
content.
 Explaining consequences of
illegal and unethical use of
technology systems and digital
content
Examples: cyberbullying,
plagiarism
 Interpreting copyright laws and
policies with regard to
ownership and use of digital
content
using a style manual
Examples: Modern Language
Association (MLA), American
Psychological Association
(APA)
10. Analyze capabilities and limitations
of current and emerging
technologies.
 Assessing effects of technology
on culture, economics, politics,
and the environment
 Comparing capabilities of
various technologies to address
personal, social, lifelong
learning, and career needs
Websites:
http://www.netsmartz.org/
http://www.isafe.org/
http://www.cybercrime.gov/rules/cybercitizen.htm
http://www.plagiarism.org/
http://www.copyright.gov/circs/circ1.html
http://www.ncwiseowl.org/zones/copyright/students.html
http://library.lib.binghamton.edu/search/citing.html
http://citationmachine.net/
http://www.noodletools.com/
http://www.tekmom.com/cite/index.html
Research and report on electronic learning (E-learning), electronic
commerce (E-commerce), telecommuting.
Assign students to list and compare software used in a business
office.
Students could interview 10 different people and ask how they use
technology in their lives.
Assign students to report on the Global Positioning network.
st
Comparison of 21 century technologies used in daily life (for
example: blogs, wikis, social networking, handheld devices, wireless
capabilities)
I
R
R
M
11. Critique digital content for validity,
accuracy, bias, currency, and
relevance.
1. Students research several sources of information on one topic.
Compare and contrast the information found in college libraries, in
books and journals with newspapers, general magazines, etc.
22
Discuss why some information is credible and some is not.
2. Have one group of students create a web page filled with detailed
information that may or may not be accurate. Have another group
analyze the information and decide if the web page data is valid.
3. Students gather advertisements from radio, TV, and online, and
discuss them in pair/class activities. Then develop propaganda
project where students develop own imaginary product and
PowerPoint presentation to advertise.
http://www.sdst.org/shs/library/evalwebstu.html
http://school.discoveryeducation.com/schrockguide/eval.html
http://lib.nmsu.edu/instruction/evalcrit.html
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate
.html
I
R
R
M
12. Use digital tools to publish
curriculum-related content.
Examples: Web page authoring
software, coding software,
wikis, blogs, podcasts
Create web pages for a class project (use DreamWeaver, MS
Publisher, MS Word, etc.)
Create a class wiki for a collaborative project.
Use an approved blogging site for student journals or other writing
project.
Create podcasts that contain class content for use at home.
Student-created podcast in place of a live oral presentation.
I
R
R
M
13. Demonstrate collaborative skills
using curriculum-related content in
digital environments.
Examples: completing assignments
online, interacting with experts and
peers in a structured online learning
environment
Online course management – Moodle, ACCESS online course,
distance learning lab
Wikis
Blogs
I
R
R
M
14. Use digital tools to defend solutions
to authentic problems.
Example: disaggregating data
electronically
Create a web page or presentation to bring awareness to a local or
global problem.
Use podcasting to debate a current issue.
23
I
R
R
M
15. Forecast technology innovations
based on trends.
Research new, innovative technologies and determine needs,
marketing plan, and forecast trends.
Invention project for a technological solution based on a need in the
classroom or school.
I
R
R
M
I
R
R
M
16. Create a product that integrates
information from multiple software
applications.
Example: pasting spreadsheetgenerated charts into a presentation
17. Create an interactive digital product
using programming logic.
Examples:
products—digital games, interactive
learning tools
programming logic—if-then statements,
authoring software
Create a PowerPoint that incorporates data and charts from Excel,
web content, original graphics or images created with a graphics
program such as Fireworks, video clips, or audio files.
Beginning computer programming – algorithm, programming logic,
authoring software/HTML Editor (Dreamweaver, GoLive, FrontPage,
etc.); Interactive learning tools: hyperlinked PowerPoint, webpage,
Excelets (http://academic.pgcc.edu/~ssinex/excelets/), timeline
(http://www.learningtools.arts.ubc.ca/timeline.htm)
http://computer.howstuffworks.com/question717.htm
http://simple.wikipedia.org/wiki/Algorithm
http://simple.wikipedia.org/wiki/Programming_language
http://computer.howstuffworks.com/computer-programmingchannel.htm
Vocabulary List for grades 9-12 - The words listed below should be defined within the context of technology.
Antivirus
Desktop Publishing
Moodle
Beta
Digital Camera
Multimedia
Bit
Digital Citizenship
Network
Blackboard
Digital Media
Network Cards
Bluetooth
Directory
Plagiarism
Blog
Download (noun and verb)
Podcast
Byte (Megabyte, Gigabyte)
Electronic Research
Online Learning Environment
Camcorder
Folder
Operating System
Clip Art
Global Awareness
Ports
Collaborate
Graphics
Presentation (slides)
Computer Programming
HTML
Scam
Copyright Law
Hub
Scanner
Creative Commons
Hypertext
Search Engine
Cyberbullying
Internet Safety
Social Media
Data
Laser disk
Spreadsheet
Database
LCD Projector
Spreadsheet
Data Encryption
Malware
Spyware
Subdirectory
Upload
Touchpad
Trojan Horse
URL
USB drive (jump, thumb, flash,
pen)
VCR
Video Camera
Virtual
Virus
Web CT
Wiki
Worm
WYSIWY
Appendix I
24
Keyboarding Implementation Recommendations
Traditionally, keyboarding was taught by business education teachers through
a typewriting course. With the development of the personal computer,
keyboarding has become a necessary skill for even younger children. To
discourage bad habits with keyboarding, formal keyboarding instruction
should begin at an early age. Repeated practice is necessary for learning
proper keyboarding technique and for increasing accuracy and speed.
Professional development will be provided to help teachers know how to
teach keyboarding and how to use the keyboarding software, equipment, and
materials.
Grades K-2: Focus should be on understanding proper posture and that there
are specific finger positions used when selecting a letter, number, or symbol
on the keyboard. Students should practice using correct fingers and posture
when using a word processor for assignments.





Introduce which fingers to which keys on paper keyboard and
or/non-working keyboard
Practice in keyboarding program a minimum of 45-60 minutes a
week
N.O.P.E.C.K. bucks (National Organization for the Proper
Execution of the Computer Keyboard) used for rewarding
students who use the correct fingers and proper posture
Ergonomics (proper posture) poster
Adjustment of computer workstations for proper ergonomics
Grades 6-8: Students should focus on reinforcing keyboarding skills learned in
upper elementary grades. Increasing accuracy and then speed should be
encouraged. Type-to-Learn 4 and online typing activities should be used for
practice. Students should use correct fingers and posture when using a word
processor for assignments.
What does keyboarding introduction look like in K-2?
What does keyboarding look like in grades 6-8?






Paper keyboard or non-working keyboard divided with yarn for
left hand and right hand
Centers with finding letters on keyboard
Keyboard poster
Color all keys on paper keyboard that you press with your left
pointer, etc.
Grades 3-5: Third and fourth grades should focus on practicing correct finger
placement through formal keyboarding lessons. The Writer Keyboarding
Instructor program and Type-to-Learn 4 software (or similar software) can be
used to teach keyboarding. This software can continue to be used through
grade 5 for more practice and reinforcement. Students should use correct
fingers and posture when using a word processor for assignments.


Grades 9-12: Proper keyboarding technique for students in high school should
be followed whenever a computer is used for classroom and lab assignments.
Type-to-Learn 4 and online typing activities should be used for practice to
maintain keyboarding skills.
What does proper keyboarding look like in grades 9-12?
What does keyboarding look like in grades 3-5?




Formal instruction for a minimum of 3 days a week for 15
minutes each day
Practice and reinforcement of keyboarding skills
Use of keyboarding software program and/or online keyboarding
activities a minimum of 45-60 minutes a week
Ergonomics (proper posture) poster
Use of keyboarding software program and/or online keyboarding
as needed
Some students may need formal keyboarding instruction but the
majority of students will have learned these skills at an earlier
age
Appendix II
District Internet Safety Plan

Internet safety skills are vital for today’s students to know and understand
how to use technology responsibly. Students should be taught about safety
issues and learn how to be a good digital citizen. The Technology Course of
Study standards for each grade cluster ensure that students are taught ageappropriate digital citizenship skills. Specific lessons, resources, and materials
are listed in “suggested activities” column of the CCBOE document. These
suggested activity resources are posted on the district website for easy access
for teachers to use in their classrooms. Suggested resources ensure that
students are taught the important issues including, but not limited to, basic
Internet safety, cyberbullying, social media (online behavior, netiquette,
online privacy & security), digital citizenship (computer crime, legal issues,
copyright/fair use, plagiarism, citing sources, responsible use policies),
research and information literacy. Professional development is available to
help teachers know how to use the recommended lesson plans.

Grades K-2: Focus should be on a basic understanding about protecting
personal information online, avoiding inappropriate sites, distinguishing
between ethical and unethical uses of others’ work.
Capabilities for students in grades K-2:







Understanding the difference between online and offline
environments and content
Searching for and viewing age-appropriate digital content (childfriendly)
Demonstrating and understanding that children need adult
assistance when exploring the Internet
Identifying and comprehending the basic dangers of revealing
personal information online to strangers
Comparing strangers in the physical world with strangers online
Developing and understanding of the digital community
Sharing what is learned online with a trusted adult
Grades 3-5: Students in this grade cluster can begin to practice the basic skills
they learn in earlier grades. Positive online behavior and responsible use of
technology should be the emphasis.
Joining online communities or games with adult supervision

Demonstrating an understanding of the online environment as a
community of real people
Demonstrating an understanding of the similarities and
difference between real world and online communication
Using safe searching techniques to locate and use online content
Understanding the risks of revealing personal information online
Communicating with a trusted adult when negative messages are
received or something online makes them uncomfortable
Defining cyberbullying and understanding how it may affect
themselves and others
Grades 6-8: Safe and ethical uses of technology should be the focus in this
grade cluster.
Capabilities for students in grades 6-8:




Positive participation in age-appropriate online communities
including personal profile content and security, appropriate
online communication, responsible online behavior
Understanding cyberbullying as negative behavior and how to
deal with it
Avoiding plagiarism and understanding copyright issues
Practicing responsible use of technology
Grades 9-12: Students should continue practicing responsible use of
technology and contributing positively to online communities.










25

Protecting personal information online and understanding
personal security issues
Recognizing dangers online and understanding implications of
willing participation in risky online behavior
Practicing ethical and legal use of technologies and digital
content
Citing sources for digital content and interpreting copyright to
avoid unethical use of technology
Taking positive actions when faced with a cyberbullying situation
whether it is for themselves or other students
Publishing online content using available online tools such as
blogs, wikis, photo-sharing, and other social media
Recognizing scams, risks, and other suspicious online behavior

CCBOE Technology Course of Study

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