The National Educational Technology Standards (Upon which our local standards are based)
1. Basic operations and concepts
• Students demonstrate a sound understanding of the nature and operation of
technology systems.
• Students are proficient in the use of technology.
2. Social, ethical, and human issues
• Students understand the ethical, cultural, and societal issues related to technology.
• Students practice responsible use of technology systems, information, and
software.
• Students develop positive attitudes toward technology uses that support life
long learning, collaboration, personal pursuits, and productivity.
3. Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and
promote creativity.
• Students use productivity tools to collaborate in constructing
technology-enhanced models, prepare publications, and produce other creative works.
4. Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and
ideas effectively to multiple audiences.
5. Technology research tools
• Students use technology to locate, evaluate, and collect information from a
variety of sources.
• Students use technology tools to process data and report results.
• 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
• Students use technology resources for solving problems and making informed
decisions.
• Students employ technology in the development of strategies for solving
problems in the real world.
P
ROFILES FOR
S
TUDENT
T
ECHNOLOGY
C
OMPETENCIES
Three Village School District recognizes that there are 21st century skills every student must develop to provide a foundation for the technology applications and uses they will encounter in higher education and employment. The New York State Learning Standards for Mathematics, Science and Technology suggests that information technology be “used to retrieve, process, and communicate information and as a tool to enhancing learning”.
The following student competencies are a product of The Profiles for Technology
Literate Students, which are provided by the National Educational Technology Standards for
describe the technology competencies that students should exhibit upon completion of the following grade levels.
Prior to completion of Grade 3, students will:
Numbers in
parentheses following each performance indicator refer to the standards category to which the performance is linked.
Bulleted, bold items reflect Three Village CSD Student Technology Competencies.
1. Basic operations and concepts 2. Social, ethical, and
human issues 3. Technology productivity tools 4. Technology
communications tools
5. Technology research tools
1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers and other technologies. (1)
• Students will successfully log into the districts network using their unique user name and password.
• Third grade students will receive an introduction to keyboarding that familiarizes them with home row keys and proper finger placement on the keyboard.
2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
3. Communicate about technology using developmentally appropriate and accurate terminology. (1)
4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, online encyclopedias, and the Internet) to support learning. (1)
• Through the district’s Information Centers and Information
Specialists, all third grade students will participate in a minimum of 4 internet safety lessons through participation in the iSafe program.
• Locate and launch Internet Explorer
• Access a URL site given to them by their teacher.
• Locate the required information through navigation hyperlinks and buttons.
5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
6. Demonstrate positive social and ethical behaviors when using technology.(2)
7. Practice responsible use of technology systems and software. (2) • Select tools from a menu in any piece of software.
• Demonstrate copy and paste of pictures.
• Save, Open and Print a file.
8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving,
communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6) • Use software to create a graph using an age-appropriate
graphing program such as Kid Pix, the Graph Club or Excel.
• Draw a simple picture using the tools of a basic computer drawing program.
Prior to completion of Grade 6, students will:
1. Use general purpose productivity tools and peripherals to support personal productivity and facilitate learning throughout the curriculum. (3)
• Continued follow-up for keyboarding skills on keyboarding tutorial software in grades 4, 5 and 6. (1)
• Use the spell check and thesaurus features in a word processing program.
• Use Excel to record and calculate data.
2. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, and scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
• Students will create a cover page using Word Art to design text and include graphics from the Internet, scanner or digital camera. (3, 4, 5)
• Students will be introduced to desktop publishing software for the development of newsletters and brochures.(3)
• Sixth grade students will develop a PowerPoint project that
integrates a key content area concept with technology skills such as editing, research, use of clip art and digital photos, and
presentation.
3. Use online resources to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)
• Students will effectively and efficiently use the district’s electronic circulation software, Follett, to locate & select books in the
Info.Centers.
• Navigate hyperlinks within a well-developed internet site selected by the teacher. (3, 4, 5)
• Students will understand and use the online data bases for researching information.
• Identify pictures or maps from encyclopedias and/or the Internet and print them out. (1, 3, 5)
4. Discuss basic issues related to responsible use of technology and
information and describe personal consequences of inappropriate use. (2)
• Students in grades 4, 5 and 6 will receive a minimum of 4 internet safety lessons each year in the iSafe program through the
Information Centers and Information Specialists.
5. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)
6. Conduct a successful search on a curriculum based topic including the identification of three (3) key resource sites to be included in their bibliography and printing information from each site. (3, 5)
Numbers in
parentheses following each performance indicator refer to the standards category to which the performance is linked.
Bulleted, bold items reflect Three Village CSD Student Technology Competencies.
1. Basic operations and concepts 2. Social, ethical, and
human issues 3. Technology productivity tools 4. Technology
communications tools
5. Technology research tools
7. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)
• Organize data to create a graph which will help solve a problem. (3, 6)
• Predict the results of a graph using the collected data. (3, 6)
• Fifth grade students will learn to use the Proscope, portable digital microscopes, to take a digital image for a science project.
8. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)
Prior to completion of Grade 9, students will:
1. Beginning in 2005-2006, students in the 9th grade will receive instruction in a course “Computer and Career Essentials” a local high school
graduation requirement previously offered solely at the high school. This
9th grade course will provide students with a working knowledge of the
following software applications.
• Keyboarding – will be taught and practiced throughout the one semester course.
• Word processing – students will learn advanced word processing applications, including proper MLA report style formatting.
• Excel – students will learn how to format data, apply functions and calculations and display data in charts.
• Power Point – advanced applications of Power Point, including incorporation of sound, video clips, and author notes.
• Desktop Publishing – use software to format and publish professional looking flyers, newsletters and brochures.
This course will also reflect the following goals:
• Demonstrate an understanding of concepts underlying hardware,
software, and connectivity and of practical applications to learning and problem solving. (1, 6)
• Select and use appropriate tools and technology resources to
accomplish a variety of tasks and solve problems. (5, 6)
• Apply strategies for identifying and solving routine hardware and
software problems that occur during everyday use. (1)
• Demonstrate knowledge of current changes in information
technologies and the effect those changes have on the workplace and society. (2)
2. • Effectively use School Island, the district adopted review programs
for science, social studies, math and ELA.
3.
Research and evaluate the accuracy, relevance, appropriateness,comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)
• Students in grades 7, 8 and 9 will participate in the iSafe internet safety program. Through the Information Center and Information
Numbers in
parentheses following each performance indicator refer to the standards category to which the performance is linked.
Bulleted, bold items reflect Three Village CSD Student Technology Competencies.
1. Basic operations and concepts 2. Social, ethical, and
human issues 3. Technology productivity tools 4. Technology
communications tools
5. Technology research tools
Specialists, students at each grade level will receive a minimum of 4 internet safety lessons. Seventh grade students will receive an additional lesson on “cyberspace bullying”.
4. Use content-specific tools, software, and simulations (e.g., environmental
probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
• 8th grade students will successfully complete the computer-based
technology course focusing on the use and application of the SCANTEK integrated technology units.
• Students will use laptops and probes in their science classes.
5. Apply multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
6.
Design, develop, publish, and present products (e.g., Web pages,documents, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
Numbers in
parentheses following each performance indicator refer to the standards category to which the performance is linked.
Bulleted, bold items reflect Three Village CSD Student Technology Competencies.
1. Basic operations and concepts 2. Social, ethical, and
human issues 3. Technology productivity tools 4. Technology
communications tools
5. Technology research tools
Prior to completion of Grade 12, students will:
1. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)
• Develop portfolio projects incorporating technology skills mastered in grade 9.
2. Routinely and efficiently use online information resources to meet needs
for collaboration, research, publications, communications, and productivity. (4, 5, 6)
• Select and apply technology tools for research, information
analysis, problem-solving, and decision-making in content learning. (4, 5)
• Exhibit a working knowledge of encyclopedias, reference
materials, Gale literary criticisms online. (5)
• Download materials such as maps and text which can become
the basis for a research project. (3, 5)
• Download pictures and text from a database, such as AP
PhotoNet and EBSCO, to incorporate into a project. (3, 5)
• Complete a major research paper properly citing Internet as well
as text resources. (3, 4, 5)
3. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2
• Each 10th and 11th grade student will receive a minimum of 2
lessons in internet safety through the Information Center and Information Specialists.
• Investigate and apply technology based simulations in real-world
situations. (3, 5, 6)
• Analyze advantages and disadvantages of widespread use and
reliance on technology in the workplace and in society as a whole. (2)
• Evaluate technology-based options, including distance and
distributed education, for lifelong learning. (5)
• Make informed choices among technology systems, resources,
and services. (1, 2)
• Demonstrate and advocate for legal and ethical behaviors
among peers, family, and community regarding the use of technology and information. (2)
4. Use a scientific calculator, such as the TI-30Xa to assist with the
conceptual understanding of linear equations, percents, permutations or numerical analysis. (3, 6)
