|
|
|
|
| IC3 Standards |
|
| 1. IC3-1 1.1.1: |
| 2. IC3-1 1.1.2: Identify different types of microcomputers (PC, Macintosh, workstation). |
| 3. IC³-1 1.1.3: Identify the role of the central processing unit. |
| 4. IC³-1 1.1.4 : Identify how the speed of the microprocessor is measured. |
| 5. IC³-1 1.1.5 : Identify the role of different types of memory (RAM, ROM, hard or floppy disk storage). |
| 6. IC³-1 1.1.6: Identify the flow of information between storage devices (such as floppy or hard disks) to the microprocessor and RAM. |
| 7. IC³-1 1.1.7: Identify how the flow of information within a computer works in relation to everyday computer operations including (1) starting or "booting" the computer, (2) starting a computer application, (3) creating documents (such as a word processing file) and (4) saving and closing files. |
| 8. IC³-1 1.1.8: Identify how information is transferred from one computer to another. |
| 9. IC³-1 1.1.9: Identify how large systems work (centralized data processing and storage). |
| 10. IC³-1 1.1.10: Identify how computers integrate into larger systems (terminals or microcomputers connected to mini or mainframe systems, networks or the Internet). |
| 11. IC³-1 1.1.11: Identify how computers share resources. |
| 12. IC³-1 1.2.1: Identify external components (monitor, mouse, keyboard, etc.). |
| 13. IC³-1 1.2.2: Identify internal components microprocessor, video card, etc.). |
| - Cache Memory |
| - Microprocessors |
| - Hard Disks |
| 14. IC³-1 1.2.3: Identify input devices (keyboard, mouse, joystick, microphone, etc.). |
| - Optical Input Devices |
| - Audiovisual Input Devices |
| 15. IC³-1 1.2.4: Identify output devices (monitor, printer, speakers, etc.). |
| 16. IC³-1 1.2.5: Identify storage devices (hard disk, CD ROM, floppy). |
| 17. IC³-1 1.2.6: Identify ports used to connect input and output devices to a computer. |
| 18. IC³-1 1.2.7: Identify and be able to solve common problems associated with computer components. |
| 19. IC³-1 1.3.1: Identify microprocessor speed and how it affects performance. |
| 20. IC³-1 1.3.2: Identify how the amount of RAM in a computer affects performance. |
| 21. IC³-1 1.3.3: Identify how storage devices affect performance. |
| 22. IC³-1 1.3.4: Identify other factors that affect performance (video capacity, network or modem connection speed, etc.). |
| 23. IC³-1 1.4.1: Identify when large systems (such as mini or mainframe computers) are more appropriate for a particular job than a microcomputer. |
| 24. IC³-1 1.4.2: Identify how to select the right type of computer (PC, Macintosh, workstation) based on the purpose for which the computer will be used. |
| 25. IC³-1 1.4.3: Identify how to decide between a desktop or laptop/notebook computer. |
| 26. IC³-1 1.4.4: Identify hardware considerations (processor speed, hard disk size, monitor type, etc.). |
| 27. IC³-1 1.4.5: Identify software considerations (operating system, prepackaged applications and utilities, etc.). |
| 28. IC³-1 1.4.6: Identify integration considerations (network connection or modem, how the computer will interact with larger systems such as networks and the Internet). |
| 29. IC³-1 1.4.7: Identify how price is impacted by different hardware, software and integration factors. |
| 30. IC³-1 1.4.8: Warranties, support agreements and other considerations for buying a computer. |
| 31. IC³-1 2.1.1: Identify how data is input into a computer (via keyboard, mouse, scanner, microphone, etc.). |
| 32. IC³-1 2.1.2: Identify how data is transformed from analog to digital formats. |
| 33. IC³-1 2.1.3: Identify how users interact with software by giving commands. |
| 34. IC³-1 2.1.4: Identify how software applies rules (algorithms) to process data. |
| 35. IC³-1 2.1.5: Identify how software outputs the result of data processing to output devices such as a monitor or printer. |
| 36. IC³-1 2.1.6: Identify problems in software code (bugs) and how they are identified and fixed as part of the software development process. |
| 37. IC³-1 2.2.1: Operating systems (including the ability to identify products such as DOS, Microsoft® Windows®, Macintosh® OS and UNIX as operating systems). |
| 38. IC³-1 2.2.2: Word processors (including the ability to identify products such as Microsoft Word® or WordPerfect® as word processors). |
| 39. IC³-1 2.2.3: Spreadsheet programs (including the ability to identify products such as Microsoft Excel® or Lotus® 1-2-3® as spreadsheet programs). |
| 40. IC³-1 2.2.4: Presentation programs (including the ability to identify products such as Microsoft PowerPoint® as a presentation program). |
| 41. IC³-1 2.2.5: Database programs (including the ability to identify products such as Microsoft Access® as a database program). |
| 42. IC³-1 2.2.6: Graphics programs. |
| 43. IC³-1 2.2.7: Multimedia programs. |
| 44. IC³-1 2.2.8: Electronic mail programs. |
| 45. IC³-1 2.2.9: Web browsers (including the ability to identify products such as Microsoft Internet Explorer® or Netscape® Navigator® as browser programs). |
| 46. IC³-1 2.2.10: Utility programs (including the ability to identify different categories of utility software such as compression programs, virus detectors, and disk maintenance programs). |
| 47. IC³-1 2.2.11: Specialized personal software (such as contact management or financial software). |
| 48. IC³-1 2.2.12: Custom mini- or mainframe software (to automate schools, hospitals, banks, etc.). |
| 49. IC³-1 2.2.13: Identify products frequently sold together as software "suites." |
| 50. IC³-1 2.2.14: Identify problems that can arise if the wrong software product is used for a particular application. |
| 51. IC³-1 3.1.1: Identify the purpose of an operating system. |
| 52. IC³-1 3.1.2: Identify character-based operating systems (DOS). |
| 53. IC³-1 3.1.3: Identify graphical-user-interface operating systems (Windows). |
| 54. IC³-1 3.1.4: Identify different versions of Windows. |
|
| Operating Systems Software |
|
| 55. IC³-1 3.1.5: Identify non-Windows operating systems. |
| 56. IC³-1 3.1.6: Identify the capabilities and limitations imposed by the operating system. |
| 57. IC³-1 3.2.1: Identify elements of the Windows desktop and of different types of windows. |
| 58. IC³-1 3.2.2: Manipulate windows (maximize, minimize, close). |
| 59. IC³-1 3.2.3: Shut down and restart the computer. |
| 60. IC³-1 3.2.4: Use the Windows Start menu and Taskbar. |
| 61. IC³-1 3.2.5: Add a shortcut to the Start menu. |
| 62. IC³-1 3.2.6: Switch between open windows/programs. |
| 63. IC³-1 3.2.7: Use Online Help. |
| 64. IC³-1 3.2.8: Create, delete, move and modify desktop folders. |
| 65. IC³-1 3.2.9: Create, delete, move and modify desktop icons. |
| 66. IC³-1 3.2.10: Start the Windows Explorer/File Manager. |
| 67. IC³-1 3.2.11: Identify the directory/folder structure used to organize and store files. |
| 68. IC³-1 3.2.12: Change directory and file views. |
| 69. IC³-1 3.2.13: Create, move, copy and delete a directory/folder. |
| 70. IC³-1 3.2.14: Select one or more files. |
| 71. IC³-1 3.2.15: Move, copy, delete and rename a file. |
| 72. IC³-1 3.2.16: Display and identify file properties. |
| 73. IC³-1 3.2.17: Find files. |
| 74. IC³-1 3.2.18: Format a floppy disk. |
| 75. IC³-1 3.2.19: Identify precautions one should take when |
| 76. IC³-1 3.2.20: Solve common problems associated with working with files. |
| 77. IC³-1 3.3.1: Display control panels. |
| 78. IC³-1 3.3.2: Identify different control panel functions. |
| 79. IC³-1 3.3.3: Change date/time settings. |
| 80. IC³-1 3.3.4: Change display settings. |
| 81. IC³-1 3.3.5: Identify precautions one should take when changing system settings. |
| 82. IC³-1 3.3.6: Solve common problems associated with changing operating system settings. |
| 83. IC³-1 3.3.7: Install software. |
| 84. IC³-1 3.3.8: Identify installed applications. |
| 85. IC³-1 3.3.9: Start installed applications. |
| 86. IC3-2 1.1.1: Start a Windows application. |
| 87. IC3-2 1.1.2: Exit a Windows application. |
| 88. IC³-2 1.1.3: Identify and prioritize help resources (online, documentation, help desk, etc.). |
| 89. IC³-2 1.1.4: Access online help. |
| 90. IC³-2 1.1.5: Use help search functionality. |
|
| Getting Help with an Application |
|
| 91. IC³-2 1.1.6: Access Internet-based help functionality. |
|
| Exploring Windows Applications |
|
| 92. IC³-2 1.2.1: Identify on-screen elements common to Windows applications (pull-down menus, toolbars, scroll bars, title bar, status bar, application window, document windows, mouse pointer, etc.). |
|
| Working in the Windows Environment |
|
| 93. IC³-2 1.2.2: Display or hide toolbars. |
| 94. IC³-2 1.2.3: Switch between open documents. |
| 95. IC³-2 1.2.4: Change views. |
| 96. IC³-2 1.2.5: Change magnification level. |
| 97. IC³-2 1.2.6: Create new files. |
| 98. IC³-2 1.2.7: Create new files based on existing templates. |
| 99. IC³-2 1.2.8: Open files. |
| 100. IC³-2 1.2.9: Save files. |
| 101. IC³-2 1.2.10: Save files in different locations, names, file formats. |
| 102. IC³-2 1.2.11: Identify and solve common problems relating to working with files (identify why files cannot be opened, resolve file incompatibility issues, etc.). |
| 103. IC³-2 1.3.1: Navigate around open files with scroll bars, keyboard shortcuts, or the Go To command. |
|
| Using Application Tools and Printing |
|
| 102.IC³-2 1.3.2: Select Information. |
| 103.IC³-2 1.3.3: Clear selected information. |
| 104.IC³-2 1.3.4: Cut selected information. |
| 105.IC³-2 1.3.5: Copy selected information. |
| 106.IC³-2 1.3.6: Paste cut or copied information. |
| 107.IC³-2 1.3.7: Use the Undo, Redo and Repeat commands. |
| 108.IC³-2 1.3.8: Find information. |
| 109.IC³-2 1.3.9: Replace information. |
| 110.IC³-2 1.3.10: Check spelling |
| 111.IC³-2 1.3.11: Change fonts. |
| 112.IC³-2 1.3.12: Bold, underline, italicize text. |
| 113.IC³-2 1.3.13: Change text color. |
| 114.IC³-2 1.3.14: Apply text effects (superscript, subscript, etc.). |
| 115.IC³-2 1.3.15: Change text orientation (left, right, center, justify). |
| 116.IC³-2 1.4.1: Set margins. |
| 117.IC³-2 1.4.2: Change paper size and orientation. |
| 118.IC³-2 1.4.3: Preview a file before printing. |
| 119.IC³-2 1.4.4: Print files. |
| IC³-2 1.4.5: Use common printing options (number of pages, number of copies, printer, etc.). |
| 120.IC³-2 1.4.6: Identify and solve common problems associated with printing. |
|
| Troubleshooting Printing Problems |
|
| 121.IC³-2 2.1.1: Change line spacing and paragraph spacing. |
|
| Using Automatic Formatting Tools |
|
| 122.IC³-2 2.1.2: Indent text. |
| 123.IC³-2 2.1.3: Create bulleted and numbered lists. |
| 124.IC³-2 2.1.4: Insert symbols. |
| 125.IC³-2 2.1.5: Use, modify and delete tabs. |
| 126.IC³-2 2.1.6: Insert a page break or section break. |
| 127.IC³-2 2.1.7: Insert, modify and format page numbers. |
| 128.IC³-2 2.1.8: Create, modify and format headers and footers. |
| 129.IC³-2 2.1.9: Apply borders and shading to text paragraphs. |
| 130.IC³-2 2.1.10: Create and apply styles. |
| 131.IC³-2 2.1.11: Apply AutoFormat (themes). |
| 132.IC³-2 2.1.12: Use the Format Painter. |
| 133.IC³-2 2.1.13: Use AutoText. |
| 134.IC3-2 2.2.1: Create a table. |
| 135.IC3-2 2.2.2: Select rows and columns. |
| 136.IC³-2 2.2.3: Insert rows and columns. |
| 137.IC³-2 2.2.4: Delete rows and columns |
| 138.IC³-2 2.2.5: Split cells. |
| 139.IC³-2 2.2.6: Merge cells. |
| 140.IC³-2 2.2.7: Change column widths and row heights. |
| 141.IC³-2 2.2.8: Split tables. |
| 142.IC³-2 2.2.9: Format tables with borders and shading. |
| 143.IC³-2 2.2.10: Automatically format tables with Table AutoFormat. |
| 144.IC³-2 2.2.11: Insert pictures into a document. |
| 145.IC³-2 2.2.12: Modify pictures in a document. |
| 146.IC³-2 2.2.13: Add drawn objects into a document. |
| 147.IC³-2 2.2.14: Manipulate drawn objects in a document |
| 148.IC³-2 3.1.1: Insert data into cells. |
|
| Creating, Formatting and Printing Worksheets |
|
| 149.IC³-2 3.1.2: Modify data in cells. |
| 150.IC³-2 3.1.3: Fill cells. |
| 151.IC³-2 3.1.4: Insert and delete cells. |
| 152.IC³-2 3.1.5: Insert and delete rows and columns. |
| 153.IC³-2 3.1.6: Insert and delete worksheets. |
| 154.IC³-2 3.1.7: Adjust column width and row height. |
| 155.IC³-2 3.1.8: Adjust column width using AutoFit. |
| 156.IC³-2 3.1.9: Hide and unhide rows and columns. |
|
| Hiding and Unhiding Rows and Columns in Worksheets |
|
| 157.IC³-2 3.2.1: Sort worksheet data based on one criterion. |
| 158.IC³-2 3.2.2: Sort worksheet data based on multiple criteria. |
| 159.IC³-2 3.2.3: Insert arithmetic formulas into worksheet cells. |
|
Manipulating Data and Enhancing Worksheets
|
| 160.Creating and Editing Formulas in Worksheets |
| 161.Using Cell References in Worksheets |
| 162.Using relative cell references in a worksheet |
| 163.Using absolute cell references in worksheet |
| 164.Using mixed cell references in a worksheet |
| 165.IC³-2 3.2.4: Identify frequently used worksheet functions. |
|
| Using Functions in Worksheets |
|
| 166.Using AutoSum in a worksheet |
| 167.Using the AVERAGE function in a worksheet |
| 168.Using the MAX function in a worksheet |
| 169.Using the MIN function in a worksheet |
| 170.Using AutoCalculate in a worksheet |
| 171.IC³-2 3.2.5: Insert formulas that include worksheet functions into cells. |
| 172.Inserting functions into formulas in a worksheet |
| 173.IC³-2 3.2.6: Modify formulas and functions. |
| 174.IC³-2 3.2.7: Use AutoSum. |
| 175.IC³-2 3.2.8: Identify common sources of errors in formulas and functions. |
|
| Troubleshooting Formulas and Functions in Worksheets |
|
| 176.IC³-2 3.2.9: Draw logical conclusions based on worksheet data. |
| 177.IC³-2 3.2.10: Absolute vs. relative cell addresses. |
| 178.IC³-2 3.3.1: Change number formats. |
| a. Applying Numeric Formats in Worksheets |
| b. Applying the Number format in a worksheet |
| c. Applying the Percent format in a worksheet |
| d. Applying the Comma format in a worksheet |
| e. Applying the Accounting and Currency formats in a worksheet |
| f. Applying the Date format in a worksheet |
| 179.IC³-2 3.3.2: Specify cell borders and shading. |
|
| Adding Borders in Worksheets |
|
| 180.IC³-2 3.3.3: Specify cell alignment (wrapping, rotation, etc.). |
| 181.IC³-2 3.3.4: Create and apply styles. |
| 182.IC³-2 3.3.5: Apply table AutoFormats. |
| 183.IC³-2 3.3.6: Use the Format Painter. |
| 184.IC³-2 3.3.7: Insert a page break. |
| 185.IC³-2 3.3.8: Create headers and footers. |
| 186.IC³-2 3.3.9: Set a print area. |
| 187.IC³-2 3.3.10: Specify scaling for printing. |
| 188.IC³-2 3.3.11: Set gridlines to print. |
| 189.IC³-2 3.3.12: Specify repeating rows and columns. |
| 190.IC³-2 3.4.1: Insert and modify pictures in a worksheet. |
| 191.IC³-2 3.4.2: Insert and manipulate drawn objects into a worksheet. |
| 192.IC³-2 3.4.3: Create a chart based on worksheet data. |
| 193.IC³-2 3.4.4: Change chart type. |
| 194.IC³-2 3.4.5: Modify chart elements. |
| 195.IC³-2 3.4.6: Be able to identify if a graph accurately represents worksheet data. |
| 196.IC3-3 1.1.1: Identify terminology relating to networks and the Internet (Local Area Network - LAN, Wide Area Network - WAN, server, client, node, Internet, Intranet, Extranet, electronic mail, World Wide Web, Web site, modem, switch, router, browser, bridge, firewall). |
| 197.IC³-3 1.1.2: Identify how networks work. |
| 198.IC³-3 1.1.3: Identify the role of servers and clients in a network. |
| a. IC³-3 1.1.4: Identify how clients can connect to a network via dedicated connection or modem. |
| 199.IC³-3 1.1.5: Identify benefits of networked computing (increased communications, sharing of files and other resources, enabling of workgroups, centralized control of computing resources, cost savings). |
| 200.IC³-3 1.1.6: Identify the risks of networked computing (loss of autonomy, potential loss of privacy and security, potential for of network-wide systems failure, virus attack, etc.). |
| 201.IC³-3 1.2.1: Identify the different ways the telephone system is used to transmit information (voice, fax, data). |
| 202.IC³-3 1.2.2: Identify that the Internet is a "super network" of smaller computer networks. |
|
| Internet Overview |
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| 203.IC³-3 1.2.3: Identify that computers get onto the Internet via the "onramp" of a smaller computer network. |
| 204.IC³-3 1.2.4: Identify how computers connect to the Internet (via a dedicated connection, via the phone lines, etc.). |
| 205.IC³-3 1.2.5: Identify Intranets, Extranets and how they relate to the Internet. |
|
| Intranets and Extranets |
|
| 206.IC³-3 2.1.1: Identify how electronic mail works on a network. |
|
| Using Electronic Mail |
|
| 207.Creating and sending e-mail messages |
| 208.IC³-3 2.1.2: Identify how electronic mail works on the Internet. |
| 209.IC³-3 2.1.3: Identify components of an e-mail message (address, subject line, body). |
| 210.IC³-3 2.1.4: Identify the components of an electronic mail address. |
| 211.IC³-3 2.1.5: Identify when to use different e-mail options (reply, reply all, forward). |
| 212.IC³-3 2.1.6: Identify attachments. |
|
| Viewing E-Mail Messages |
|
| 213.IC³-3 2.2.1: Create an e-mail message. |
| 214.IC³-3 2.2.2: Fill out an e-mail form correctly (inserting address, subject, body text, etc.). |
| 215.IC³-3 2.2.3: Attach a file to an e-mail message. |
| 216.IC³-3 2.2.4: Delete an attachment. |
| 217.IC³-3 2.2.5: Send mail. |
| 218.IC³-3 2.2.6: View mail. |
| 219.IC³-3 2.2.7: Search for mail. |
|
Organizing E-Mail Messages
|
| 220.Searching for e-mail messages |
| 221.IC³-3 2.2.8: Sort mail. |
| 222.IC³-3 2.2.9: Move and copy mail to different folders. |
|
| Working with mailbox folders |
|
| 223.IC³-3 2.2.10: Select mail. |
| 224.IC³-3 2.2.11: Save mail. |
| 225.IC³-3 2.2.12: Delete mail. |
| 226.IC³-3 2.2.13: Reply to a mail message. |
| 227.IC³-3 2.2.14: Reply to all. |
| 228.IC³-3 2.2.15: Forward a mail message. |
| 229.IC³-3 2.2.16: Use an address book. |
|
Creating an entry in an e-mail address book
|
| 230.Importing an e-mail address book |
| 231.IC³-3 2.2.17: Select mail options. |
|
Setting E-Mail Options
|
| 232.IC³-3 2.3.1: Identify the elements of a professional email message (brevity, directness, correct spelling and grammar). |
|
| Netiquette and Courteous Use of E-Mail |
|
| 233.IC³-3 2.3.2: Identify when to include information from an original e-mail message in a response. |
| 234.IC³-3 2.3.3: Identify issues regarding unsolicited e-mail (spam). |
| 235.IC³-3 2.3.4: Identify the appropriate use of informal elements in e-mail (such as emoticons or jokes). |
| 236.IC³-3 2.3.5: Identify common problems associated with the widespread use of e-mail ("Inbox overflow", hasty responses, blurring of the line between professional and informal communications, inappropriate use of reply options, junk mail, hoaxes, etc.). |
| 237.IC³-3 3.1.1: Identify mailing lists. |
|
| Internet Resources |
|
| 238.IC³-3 3.1.2: Identify bulletin boards/newsgroups. |
| 239.IC³-3 3.1.3: Identify the differences between moderated and unmoderated mailing lists and bulletin |
| 240.boards/newsgroups. |
|
| The World Wide Web |
|
| 241.IC³-3 3.1.4: Identify different elements of a Web site. |
|
| Examining Web Sites |
|
| 242.IC³-3 3.1.5: Identify different types of Web sites (commercial, academic and informational). |
|
| How the Web Works |
|
| 243.IC³-3 3.1.6: Identify online databases. |
|
| Search Engines and Search Methods |
|
| 244.IC³-3 3.2.1: Identify the make-up of a Web address/Uniform Resource Locator (URL). |
| 245.IC³-3 3.2.2: Specify a URL in a Web browser. |
|
| Navigating Web Sites |
|
| 246.Specifying a URL in a browser |
| 247.IC³-3 3.2.3: Go to a Web page by using links. |
| 248.IC³-3 3.2.4: Go to or specify a home page. |
|
| Specifying a home page for a browser |
|
| 249.IC³-3 3.2.5: Find specific information on a Web site. |
| 250.IC³-3 3.2.6: Add a Web site to your list of Favorites/Bookmarks. |
| 251.IC³-3 3.2.7: Manage personal lists of favorite Web sites/bookmarks. |
|
| Organizing favorites and bookmarks |
|
| 252.IC³-3 3.2.8: Save the content of a Web site. |
|
| Working with Web Page Content |
|
| 253.IC³-3 3.2.9: Copy elements of a Web site. |
| 254.IC³-3 3.2.10: Print a Web page. |
| 255.IC³-3 3.3.1: Identify how online search engines and indexes work. |
|
| Search Engines and Search Methods |
|
| 256.IC³-3 3.3.2: Identify the difference between different search engines. |
| 257.IC³-3 3.3.3: Search using specified keywords. |
| 258.Combining search engine keywords using quotation marks |
| 259.IC³-3 3.3.4: Identify effective keywords to use in a search. |
| 260.IC³-3 3.3.5: Search using Boolean search strings (using & or ^). |
| a. Searching with Boolean operators |
| 261.IC³-3 3.3.6: Identify effective Boolean search strategies. |
| 262.IC³-3 3.3.7: Identify how to evaluate the quality of information found on the Web (analyzing the source of a site, communicating with the creator of a site, analyzing internal links within a site, evaluating search engine results, comparing information found on the Internet with other "offline" sources such as professional journals, etc.). |
|
| Evaluating Web Site Information |
|
| 263.IC³-3 4.1.1: Identify how computers and the Internet have changed the workplace (information management becoming part of nearly every job, etc.). |
|
| Computer Security and Use Computers and the Internet in Everyday Life |
| 264.IC³-3 4.1.2: Identify the ways computers and the Internet are used in education (e-learning, online collaborative projects, etc.). |
| 265.IC³-3 4.1.3: Identify how computers and the Internet are used in the home (games, financial management, online shopping, etc.). |
| 266.IC³-3 4.1.4: Identify the role of computers operating "behind the scenes" in everyday activities (ATMs, computers used to manage travel, credit card billing and other transactions, embedded computers in automobiles and household appliances, automated industrial processes). |
| 267.IC³-3 4.1.5: Identify the benefits of computers and the Internet (increased productivity, communications, access to information, opportunities for the disabled and the disadvantaged, new methods of training and education). |
| 268.IC³-3 4.2.1: Protecting computer hardware from theft or damage. |
|
| Computer Crime |
|
| 269.Protecting Computers from Power Irregularities and Outage |
| 270.IC³-3 4.2.2: Protecting hardware from power irregularity or outages. |
| 271.IC³-3 4.2.3: Maintaining a safe working environment. |
| 272.IC³-3 4.2.4: Discuss Proper ergonomics (seating, lighting, etc.) when using computers/repetitive motion disorder. |
|
| Computers and Health |
|
| 273.IC³-3 4.2.5: Securing your data. |
|
| Securing and Protecting Data |
|
| 274.IC³-3 4.2.6: Saving work in progress frequently. |
|
| Protecting Computers from Power Irregularities and Outages |
|
| 275.IC³-3 4.2.7: Data backup procedures and strategies. |
|
Backing Up and Restoring Data
|
| 276.IC³-3 4.2.8: Proper use of passwords. |
| 277.IC³-3 4.2.9: Identify when information can or cannot be considered personal. |
|
| Computers and Privacy |
|
| Computer Crime |
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| 278.IC³-3 4.2.10: Protecting against viruses, WORMS and other software threats. |
| 279.IC³-3 4.2.11: Protecting against hacking and unauthorized computer and network use. |
| 280.IC³-3 4.3.1: Restricting Internet access. |
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| Protecting Personal Information on the Web |
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| 281.IC³-3 4.3.2: Careful use of passwords. |
| 282.IC³-3 4.3.3: Careful use of credit card numbers. |
| 283.IC³-3 4.3.4: Copyright rules for online information. |
| 284.IC³-3 4.3.5: Protecting your privacy online. |
| 285.IC³-3 4.3.6: Plagiarism, libel and other legal and ethical issues of creating and using online information. |
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|
| TEKS |
| Return to Top |
| Subject |
Technology Applications |
| Course Title |
Technology Applications (Computer Literacy) Grades 6-8 |
| Publisher |
Urban OnLine, Inc. dba AlbaCorps Publishing |
| Program Title |
Technology Applications |
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| TEKS (Knowledge and Skills) |
TEKS (Student Expectation) |
Student Expectation (Breakout) |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. A. demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components |
01. demonstrate knowledge of operating systems |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
A. demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components |
02. demonstrate appropriate use of operating systems |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
A. demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components |
03. demonstrate knowledge of software applications |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
A. demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components |
04. demonstrate appropriate use of software applications |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
A. demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components |
05. demonstrate knowledge of communication and networking components |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
A. demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components |
06. demonstrate appropriate use of communication and networking components |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
B. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices |
01. compare and contrast the various input devices |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
B. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices |
02. appropriately use the various input devices |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
B. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices |
03 compare and contrast the various processing devices |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
B. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices |
04. appropriately use the various processing devices |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
B. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices |
05. compare and contrast the various output devices |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
B. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices |
06. appropriately use the various output devices |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
B. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices |
07. compare and contrast the various primary/secondary storage devices |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
B. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices |
08. appropriately use the various primary/secondary storage devices |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
C. demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency |
01. demonstrate the ability to select software for a defined task according to quality |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
C. demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency |
02. demonstrate the ability to use software for a defined task according to quality |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
C. demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency |
03. demonstrate the ability to select software for a defined task according to appropriateness |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
C. demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency |
04. demonstrate the ability to use software for a defined task according to appropriateness |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
C. demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency |
05. demonstrate the ability to select software for a defined task according to effectiveness |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
C. demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency |
06. demonstrate the ability to use software for a defined task according to effectiveness |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
C. demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency |
07. demonstrate the ability to select software for a defined task according to efficiency |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
C. demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency |
08. demonstrate the ability to use software for a defined task according to efficiency |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
D. delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity |
01. delineate compatibility issues including, but not limited to, digital file formats |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
D. delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity |
02. make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
D. delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity |
03. delineate compatibility issues including, but not limited to, cross platform connectivity |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
D. delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity |
04. make necessary adjustments regarding compatibility issues including, but not limited to, cross platform connectivity |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
E. use technology terminology appropriate to the task |
01. use technology terminology appropriate to the task |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
F. perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents |
01. perform basic software application functions including, but not limited to, opening an application program |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
F. perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents |
02. perform basic software application functions including, but not limited to, creating documents |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
F. perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents |
03. perform basic software application functions including, but not limited to, modifying documents |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
F. perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents |
04. perform basic software application functions including, but not limited to, printing documents |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
F. perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents |
05. perform basic software application functions including, but not limited to, saving documents |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
G. explain the differences between analog and digital technology systems and give examples of each |
01. explain the differences between analog and digital technology systems |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
G. explain the differences between analog and digital technology systems and give examples of each |
02. give examples of each |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
H. use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML) |
01. use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail) |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
H. use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML) |
02. use terminology related to the Internet appropriately including, but not limited to, Uniform Resource Locators (URLs) |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
H. use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML) |
03. use terminology related to the Internet appropriately including, but not limited to, electronic bookmarks |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
H. use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML) |
04. use terminology related to the Internet appropriately including, but not limited to, local area networks (LANs) |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
H. use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML) |
05. use terminology related to the Internet appropriately including, but not limited to, wide area networks (WANs) |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
H. use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML) |
06. use terminology related to the Internet appropriately including, but not limited to, World Wide Web (WWW) page |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
H. use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML) |
07. use terminology related to the Internet appropriately including, but not limited to, HyperText Markup Language (HTML) |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
I. compare and contrast LANs, WANs, Internet, and intranet |
01. compare and contrast LANs and WANs |
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| 01. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. |
I. compare and contrast LANs, WANs, Internet, and intranet |
02. compare and contrast Internet and intranet |
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| 02. Foundations. The student uses data input skills appropriate to the task. |
A. demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick |
01. demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick |
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| 02. Foundations. The student uses data input skills appropriate to the task. |
B. demonstrate keyboarding proficiency in technique and posture while building speed |
01. demonstrate keyboarding proficiency in technique and posture while building speed |
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| 02. Foundations. The student uses data input skills appropriate to the task. |
C. use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks |
01. use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks |
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| 02. Foundations. The student uses data input skills appropriate to the task. |
D. develop strategies for capturing digital files while conserving memory and retaining image quality |
01. develop strategies for capturing digital files while conserving memory |
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| 02. Foundations. The student uses data input skills appropriate to the task. |
D. develop strategies for capturing digital files while conserving memory and retaining image quality |
02. develop strategies for capturing digital files while retaining image quality |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
A. discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods |
01. discuss copyright laws/issues |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
A. discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods |
02. model ethical acquisition of digital information, citing sources using established methods |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
A. discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods |
03. model ethical use of digital information, citing sources using established methods |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
B. demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet |
01. demonstrate proper etiquette while in an individual classroom, lab, or on the Internet and intranet |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
B. demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet |
02. demonstrate knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
C. describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy |
01. describe the consequences regarding copyright violations including, but not limited to, computer hacking |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
C. describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy |
02. describe the consequences regarding copyright violations including, but not limited to, computer piracy |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
C. describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy |
03. describe the consequences regarding copyright violations including, but not limited to, intentional virus setting |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
C. describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy |
04. describe the consequences regarding copyright violations including, but not limited to, invasion of privacy |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
D. identify the impact of technology applications on society through research, interviews, and personal observation |
01. identify the impact of technology applications on society through research |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
D. identify the impact of technology applications on society through research, interviews, and personal observation |
02. identify the impact of technology applications on society through interviews |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
D. identify the impact of technology applications on society through research, interviews, and personal observation |
03. identify the impact of technology applications on society through personal observation |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
E. demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages |
01. demonstrate knowledge of the relevancy of technology to future careers |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
E. demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages |
02. demonstrate knowledge of the relevancy of technology to life-long learning |
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| 03. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. |
E. demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages |
03. demonstrate knowledge of the relevancy of technology to daily living for individuals of all ages |
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| 04. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. |
A. use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software |
01. use strategies to locate desired information on LANs and WANs, including the Internet |
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| 04. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. |
A. use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software |
02. use strategies to acquire desired information on LANs and WANs, including the Internet |
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| 04. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. |
A. use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software |
03. use strategies to locate desired information on LANs and WANs, including the intranet |
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| 04. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision |
A. use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software |
04. use strategies to acquire desired information on LANs and WANs, including the intranet |
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| 04. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. |
A. use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software |
05. use strategies to locate desired information on LANs and WANs, including collaborative software |
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| 04. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. |
A. use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software |
06. use strategies to acquire desired information on LANs and WANs, including collaborative software |
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| 04. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. |
B. apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies |
01. apply appropriate electronic search strategies in the acquisition of information including keyword search strategies |
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| 04. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. |
B. apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies |
02. apply appropriate electronic search strategies in the acquisition of information including Boolean search strategies |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
A. identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files |
01. identify files in various formats such as text, bitmapped/vector graphics, image, video, and audio files |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
A. identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files |
02. create files in various formats such as text, bitmapped/vector graphics, image, video, and audio files |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
A. identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files |
03. use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
B. demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs |
01. demonstrate the ability to access information from secondary storage and remote devices including CD-ROM/laser discs |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
B. demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs |
02. demonstrate the ability to operate information from secondary storage and remote devices including CD-ROM/laser discs |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
B. demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs |
03. demonstrate the ability to manipulate information from secondary storage and remote devices including CD-ROM/laser discs |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
B. demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs |
04. demonstrate the ability to access information from secondary storage and remote devices including on-line catalogs |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
B. demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs |
05. demonstrate the ability to operate information from secondary storage and remote devices including on-line catalogs |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision |
B. demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs |
06. demonstrate the ability to manipulate information from secondary storage and remote devices including on-line catalogs |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
C. use on-line help and other documentation |
01. use on-line help |
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| 05. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. |
C. use on-line help and other documentation |
02. use other documentation |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
A. determine and employ methods to evaluate the electronic information for accuracy and validity |
01. determine methods to evaluate the electronic information for accuracy |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
A. determine and employ methods to evaluate the electronic information for accuracy and validity |
02. employ methods to evaluate the electronic information for accuracy |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
A. determine and employ methods to evaluate the electronic information for accuracy and validity |
03. determine methods to evaluate the electronic information for validity |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
A. determine and employ methods to evaluate the electronic information for accuracy and validity |
04. employ methods to evaluate the electronic information for validity |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
B. resolve information conflicts and validate information through accessing, researching, and comparing data |
01. resolve information conflicts through accessing data |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
B. resolve information conflicts and validate information through accessing, researching, and comparing data |
02. validate information through accessing data |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
B. resolve information conflicts and validate information through accessing, researching, and comparing data |
03. resolve information conflicts through researching data |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
B. resolve information conflicts and validate information through accessing, researching, and comparing data |
04. validate information through researching data |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
B. resolve information conflicts and validate information through accessing, researching, and comparing data |
05. resolve information conflicts through comparing data |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
B. resolve information conflicts and validate information through accessing, researching, and comparing data |
06. validate information through comparing data |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
C. demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information |
01. demonstrate the ability to identify the source of available information |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
C. demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information |
02. demonstrate the ability to identify the location of available information |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
C. demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information |
03. demonstrate the ability to identify the media type of available information |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
C. demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information |
04. demonstrate the ability to identify the relevancy of available information |
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| 06. Information acquisition. The student evaluates the acquired electronic information. |
C. demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information |
05. demonstrate the ability to identify the content validity of available information |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
A. plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings |
01. plan documents created with a word processor |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
A. plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings |
02. create documents with a word processor using readable fonts |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
A. plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings |
03. create documents with a word processor using alignment |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
A. plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings |
04. create documents with a word processor using page setup |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
A. plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings |
05. create documents with a word processor using tabs |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
A. plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings |
06. create documents with a word processor using ruler settings |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
A. plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings |
07. edit documents created with a word processor |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
B. create and edit spreadsheet documents using all data types, formulas and functions, and chart information |
01. create spreadsheet documents using all data types |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
B. create and edit spreadsheet documents using all data types, formulas and functions, and chart information |
02. create spreadsheet documents using formulas and functions |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
B. create and edit spreadsheet documents using all data types, formulas and functions, and chart information |
03. create spreadsheet documents using chart information |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
B. create and edit spreadsheet documents using all data types, formulas and functions, and chart information |
04. edit spreadsheet documents |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
C. plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting |
01. plan databases |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
C. plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting |
02. create databases by defining fields |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
C. plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting |
03. create databases by entering data |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
C. plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting |
04. create databases by designing layouts appropriate for reporting |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
C. plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting |
05. edit databases |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
D. demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics |
01. demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
D. demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics |
02. demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating audio |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
D. demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics |
03. demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating video |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
D. demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics |
04. demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating graphics |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
E. create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats |
01. create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
F. differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications |
01. differentiate between a variety of graphic tools found in draw and paint applications |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
F. differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications |
02. demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
G. integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge |
01. integrate two or more productivity tools into a document including, but not limited to, tables |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
G. integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge |
02. integrate two or more productivity tools into a document including, but not limited to, charts and graphs |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
G. integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge |
03. integrate two or more productivity tools into a document including, but not limited to, graphics from paint or draw programs |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
G. integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge |
04. integrate two or more productivity tools into a document including, but not limited to, mail merge |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
H. use interactive virtual environments, appropriate to level, such as virtual reality or simulations |
01. use interactive virtual environments, appropriate to level, such as virtual reality or simulations |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
I. use technical writing strategies to create products such as a technical instruction guide |
01. use technical writing strategies to create products such as a technical instruction guide |
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| 07. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. |
J. use foundation and enrichment curricula in the creation of products |
01. use foundation and enrichment curricula in the creation of products |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
A. participate with electronic communities as a learner, initiator, contributor, and teacher/mentor |
01. participate with electronic communities as a learner |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
A. participate with electronic communities as a learner, initiator, contributor, and teacher/mentor |
02. participate with electronic communities as initiator |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
A. participate with electronic communities as a learner, initiator, contributor, and teacher/mentor |
03. participate with electronic communities as contributor |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
A. participate with electronic communities as a learner, initiator, contributor, and teacher/mentor |
04. participate with electronic communities as teacher/mentor |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
B. complete tasks using technological collaboration such as sharing information through on-line communications |
01. complete tasks using technological collaboration such as sharing information through on-line communications |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
C. use groupware, collaborative software, and productivity tools to create products |
01. use groupware to create products |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
C. use groupware, collaborative software, and productivity tools to create products |
02. use collaborative software to create products |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
C. use groupware, collaborative software, and productivity tools to create products |
03. use productivity tools to create products |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
D. use technology in self-directed activities by sharing products for defined audiences |
01. use technology in self-directed activities by sharing products for defined audiences |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
01. integrate acquired technology applications skills into the foundation and enrichment curricula |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
02. integrate acquired technology applications strategies into the foundation and enrichment curricula |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
03. integrate use of the word processor into the foundation and enrichment curricula |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
04. integrate use of the database into the foundation and enrichment curricula |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
05. integrate use of the spreadsheet into the foundation and enrichment curricula |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
06. integrate use of telecommunications into the foundation and enrichment curricula |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
07. integrate use of draw programs into the foundation and enrichment curricula |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
08. integrate use of paint programs into the foundation and enrichment curricula |
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| 08. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. |
E. integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula |
09. integrate use of utility programs into the foundation and enrichment curricula |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
01. design procedures to track trends for continual improvement in process |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
02. implement procedures to track trends for continual improvement in process |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
03. design procedures to track trends for continual improvement in product |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
04. implement procedures to track trends for continual improvement in product |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
05. design procedures to set timelines for continual improvement in process |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
06. implement procedures to set timelines for continual improvement in process |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
07. design procedures to set timelines for continual improvement in product |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
08. implement procedures to set timelines for continual improvement in product |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
09. design procedures to review/evaluate progress for continual improvement in process |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
10. implement procedures to review/evaluate progress for continual improvement in process |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
11. design procedures to review/evaluate progress for continual improvement in product |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
A. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product |
12. implement procedures to review/evaluate progress for continual improvement in product |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
B. resolve information conflicts and validate information through research and comparison of data |
01. resolve information conflicts through research |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
B. resolve information conflicts and validate information through research and comparison of data |
02. validate information through research |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
B. resolve information conflicts and validate information through research and comparison of data |
03. resolve information conflicts through comparison of data |
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| 09. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. |
B. resolve information conflicts and validate information through research and comparison of data |
04. validate information through comparison of data |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
A. use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports |
01. use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
B. demonstrate the use of a variety of layouts in a database to communicate information appropriately including horizontal and vertical layouts |
01. demonstrate the use of a variety of layouts in a database to communicate information appropriately including horizontal layouts |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
B. demonstrate the use of a variety of layouts in a database to communicate information appropriately including horizontal and vertical layouts |
02. demonstrate the use of a variety of layouts in a database to communicate information appropriately including vertical layouts |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
C. create a variety of spreadsheet layouts containing descriptive labels and page settings |
01. create a variety of spreadsheet layouts containing descriptive labels |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
C. create a variety of spreadsheet layouts containing descriptive labels and page settings |
02. create a variety of spreadsheet layouts containing page settings |
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| 10. Communication. The student formats digital information for appropriate and effective communication |
D. demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate |
01. demonstrate appropriate use of fonts to effectively communicate |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
D. demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate |
02. demonstrate appropriate use of styles to effectively communicate |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
D. demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate |
03. demonstrate appropriate use of sizes to effectively communicate |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
D. demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate |
04. demonstrate effective use of graphics to effectively communicate |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
D. demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate |
05. demonstrate effective use of page design to effectively communicate |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
E. match the chart style to the data when creating and labeling charts |
01. match the chart style to the data when creating charts |
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| 10. Communication. The student formats digital information for appropriate and effective communication. |
E. match the chart style to the data when creating and labeling charts |
02. match the chart style to the data when labeling charts |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
A. publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video |
01. publish information in a variety of ways including, but not limited to, printed copy |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
A. publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video |
02. publish information in a variety of ways including, but not limited to, monitor display |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
A. publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video |
03. publish information in a variety of ways including, but not limited to, Internet documents |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
A. publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video |
04. publish information in a variety of ways including, but not limited to, video |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
B. design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |
01. design interdisciplinary multimedia presentations for defined audiences including audio |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
B. design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |
02. create interdisciplinary multimedia presentations for defined audiences including audio |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
B. design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |
03. design interdisciplinary multimedia presentations for defined audiences including video |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
B. design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |
04. create interdisciplinary multimedia presentations for defined audiences including video |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
B. design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |
05. design interdisciplinary multimedia presentations for defined audiences including text |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
B. design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |
06. create interdisciplinary multimedia presentations for defined audiences including text |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
B. design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |
07. design interdisciplinary multimedia presentations for defined audiences including graphics |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
B. design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |
08. create interdisciplinary multimedia presentations for defined audiences including graphics |
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| 11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. |
C. use telecommunication tools for publishing such as Internet browsers, video conferencing, or distance learning |
01. use telecommunication tools for publishing such as Internet browsers, video conferencing, or distance learning |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
A. design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools |
01. design procedures to track trends using technology tools such as database managers, daily/monthly planners, and project management tools |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
A. design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools |
02. implement procedures to track trends using technology tools such as database managers, daily/monthly planners, and project management tools |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
A. design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools |
03. design procedures to set timelines using technology tools such as database managers, daily/monthly planners, and project management tools |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
A. design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools |
04. implement procedures to set timelines using technology tools such as database managers, daily/monthly planners, and project management tools |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
A. design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools |
05. design procedures to review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
A. design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools |
06. implement procedures to review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
01. determine technology specifications to evaluate projects for design demonstrating that process can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
02. employ technology specifications to evaluate projects for design demonstrating that process can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
03. determine technology specifications to evaluate projects for design demonstrating that product can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
04. employ technology specifications to evaluate projects for design demonstrating that product can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
05. determine technology specifications to evaluate projects for content delivery demonstrating that process can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
06. employ technology specifications to evaluate projects for content delivery demonstrating that process can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
07. determine technology specifications to evaluate projects for content delivery demonstrating that product can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
08. employ technology specifications to evaluate projects for content delivery demonstrating that product can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
09. determine technology specifications to evaluate projects for purpose demonstrating that process can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
10. employ technology specifications to evaluate projects for purpose demonstrating that process can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
11. determine technology specifications to evaluate projects for purpose demonstrating that product can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
12. employ technology specifications to evaluate projects for purpose demonstrating that product can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
13. determine technology specifications to evaluate projects for audience demonstrating that process can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
14. employ technology specifications to evaluate projects for audience demonstrating that process can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
15. determine technology specifications to evaluate projects for audience demonstrating that product can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
B. determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics |
16. employ technology specifications to evaluate projects for audience demonstrating that product can be evaluated using established criteria or rubrics |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
C. select representative products to be collected and stored in an electronic evaluation tool |
01. select representative products to be collected in an electronic evaluation tool |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
C. select representative products to be collected and stored in an electronic evaluation tool |
02. select representative products to be stored in an electronic evaluation tool |
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| 12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. |
D. evaluate the product for relevance to the assignment or task |
01. evaluate the product for relevance to the assignment or task |
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| ISTE/PASS |
| Return to Top |
| Priority Academic Student Skills and ISTE Technology Foundation Standards for Students |
Basic Computing Skills, Grades 3-5, ISBN # 9774167-0-4
Technology Applications, Grades 6-8, ISBN # 9774167-1-2 |
| Pre-K to Two |
| Even though all K-2 Standards are included, AlbaCorp did not submit an entry for this grade range. See Elementary School Correlations for correlations. |
| Elementary School |
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| Middle School |
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| High School |
| Even though all High School Standards for this subject are included, AlbaCorp did not submit an entry for this grade range. See Middle School Correlations for correlations. |
 |
| Priority Academic Student Skills Descriptions |
| Oklahoma State Department of Education 419 Instructional Technology |
INSTRUCTIONAL TECHNOLOGY
Introductory Level prior to completion of Grade 5
Return to Links
|
Standard 1: The student will demonstrate knowledge of basic operations and concepts.
PASS 1-1. Use keyboards and other common input and output devices (including adaptive
devices when necessary) efficiently and effectively.
PASS 1-2. Discuss common uses of technology in daily life and the advantages and
disadvantages those uses provide. |
PASS Standard 2: The student will demonstrate knowledge of social, ethical, and human issues,
discuss basic issues related to responsible use of technology and information
and describe personal consequences of inappropriate use.
|
Standard 3: The student will demonstrate knowledge of technology productivity tool.
PASS 3-1. Use general-purpose productivity tools and peripherals to support personal
productivity, remediate skill deficits, and facilitate learning throughout the
curriculum.
PASS 3-2. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital
cameras, scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and outside
the classroom.
|
Standard 4: The student will demonstrate knowledge of technology communications tools.
PASS 4-1. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital
cameras, scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and outside
the classroom.
PASS 4-2. Use telecommunications efficiently to access remote information, communicate with
others in support of direct and independent learning, and pursue personal interests.
PASS 4-3. Use telecommunications and online resources (e.g., e-mail, online discussions, Web
environments) to participate in collaborative problem-solving activities for the
purpose of developing solutions or products for audiences inside and outside the
classroom.
|
Standard 5: The student will demonstrate knowledge of technology research tools.
PASS 5-1. Use telecommunications and online resources (e.g., e-mail, online discussions, Web
environments) to participate in collaborative problem-solving activities for the
purpose of developing solutions or products for audiences inside and outside the
classroom.
PASS 5-2. Use technology resources (e.g., calculators, data collection probes, videos,
educational software) for problem solving, self-directed learning, and extended
learning activities.
PASS 5-3. Determine which technology is useful and select the appropriate tool(s) and
technology resources to address a variety of tasks and problems.
|
Standard 6: The student will demonstrate knowledge of technology problem-solving and decision-making tools.
PASS 6-1. Use technology resources (e.g., calculators, data collection probes, videos,
educational software) for problem solving, self-directed learning, and extended
learning activities.
PASS 6-2. Determine which technology is useful and select the appropriate tool(s) and
technology resources to address a variety of tasks and problems.
PASS 6-3. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of
electronic information sources.
|
Priority Academic Student Skills Correlations
Return to Links
|
Elementary School
Textbook: Basic Computing Skills, Elementary Level, Grades 3-4-5
|
Introductory Level prior to completion of Grade 5
Standard 1: The student will demonstrate knowledge of basic operations and concepts.
1-1. Use keyboards efficiently and effectively.
Unit Three: Introduction to Keyboarding: Slides 2-21
Learning Keyboarding: Slides 2-118
|
And other common input and output devices
Unit Ten: Input, Slides 2-28, Output, Slides 40-57
|
1-2: Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide.
Unit One, Slides 76-85
|
Standard 2: The student will demonstrate knowledge of social, ethical, and human issues, discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
Unit One, Slides 5, 59-72, 76-85
Unit Twelve: Slides 3-13, 13-19
|
Standard 3: The student will demonstrate knowledge of technology productivity tools.
3-1. Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.
Unit Four: Introduction to Operating Systems, slides 2-83
Unit Five: Introduction to Applications, 2-18
Unit Six: Parts One and Two: Word Processing, Part One, slides 2-50, Part B, slides 2-45
Unit Seven: Databases, slides 2-33
Unit Eight: Multimedia, slides 2-10
Unit Nine: Spreadsheets, slides 2-26
Unit Twenty Six: Integrating Technology into Curriculum, 2-50
|
3-2. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Unit Eight: Multimedia, slides 2-10
Unit Ten: Input, Processing, and Output Devices, slides 12-25
Unit Fifteen: Introduction to Class Projects, slides 6-17
Unit Seventeen: Mega (Class) Projects, slides 3rd Grade, slides 2-34; 4th Grade, slides, 2-31, 5th Grade, slides 2-32
Unit Eighteen: Publishing Your Work, slides 2-18
Unit Twenty: Alternative Data Sources, slides 58-75
Unit Twenty Six: Integrating Technology into Curriculum, slide 55-70, 87-101, 109-141, 142-167, 168-186
|
Standard 4: The student will demonstrate knowledge of technology communications tools.
4-1. 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.
Unit Eight: Multimedia/Presentation Applications, slides 2-10
Unit Ten: Input, Processing, and Output Devices, slides 12-25
Unit Fifteen: Introduction to Class Projects, slides 6-17
Unit Seventeen: Mega (Class) Projects, slides 3rd Grade, slides 2-34 4th Grade, slides, 2-31, 5th Grade, slides 2-32
Unit Twenty: Alternative Data Sources, 58-75
Unit Twenty Six: Integrating Technology into Curriculum, slide 55-70, 87-101, 109-141, 142-167, 168-186
|
4-2. Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
Unit Eleven: Introduction to the World Wide Web; Conducting Online Research, slides 2-65
Unit Nineteen: Email Basics, slides 2-20
Unit Twenty: Alternative Data Sources, slides 21-27
|
4-3. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Unit Eleven: Introduction to the World Wide Web; Conducting Online Research, slides 2-65
Unit Nineteen: Email Basics, slide 2-20
Unit Twenty: Alternative Data Sources, slides 21-27
|
Standard 5
5-1. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Unit Twenty: Alternative Data Sources: Slides 23-29
|
5-2. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.
This entire CD (which is educational software and, in part, self-directed learning), covers topics listed above including problem solving, self-directed learning, and extended learning activities.
Problem Solving Specifics:
Unit Six, Part Two, slides 6-30
Unit Seven, slides 2-34
Unit Eight, slides 10-11
Unit Nine, slides 18-19
Unit 26
|
5-3. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Unit Six: Word Processing, Part One, slides 2-50, and Part Two, slides 2-31
Unit Seven: Databases, slides 2-33
Unit Eight: Multimedia, slides 2-10
Unit Nine: Spreadsheets, slides 2-26
Unit Ten: Input, Processing, and Output Devices, slides 2-59
|
Standard 6: The student will demonstrate knowledge of technology problem-solving and decision-making tools.
6-1. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.
Narrated Applications and Operating Systems Lessons: Entire section is designed for self-directed learning
Hands-on Tutorials: Database, Multimedia, Spreadsheets, Word Processing, Windows
Unit Eleven: Introduction to the World Wide Web; Conducting Online Research, slides 2-65
26
|
6-2. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50, and Part Two, slides 2-31
Unit Seven: Databases, slides 2-33
Unit Eight: Multimedia, slide 2-10
Unit Nine: Spreadsheets, slides 2-26
|
6-3. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.
Unit Two: Timelines and Rubrics, slide 34-39
Unit Twenty One: Resolving Information Conflicts, slides 2-15 |
| Instructional Technology PASS Descriptions |
Middle School Intermediate Level prior to completion of Grade 8
Return to Links
|
Standard 1: The student will demonstrate knowledge of basic operations and concepts.
PASS 1-1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
PASS 1-2. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
|
Standard 2: The student will demonstrate knowledge of social, ethical, and human issues.
PASS 1-1. Demonstrate knowledge of current changes in information technologies and the effect
those changes have on the workplace and society.
PASS 1-2. Exhibit legal and ethical behaviors when using information and technology, and
discuss consequences of misuse.
PASS 1-3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness,
and bias of electronic information sources concerning real-world problems.
|
Standard 3: The student will demonstrate knowledge of technology productivity tools.
PASS 3-1. Use content-specific tools, software, and simulations (e.g., environmental probes,
graphing calculators, exploratory environments, Web tools) to support learning and
research.
PASS 3-2. Apply productivity/multimedia tools and peripherals to support personal productivity,
group collaboration, and learning throughout the curriculum.
|
Standard 4: The student will demonstrate knowledge of technology communication tools.
PASS 4-1. Design, develop, publish, and present products (e.g., Web pages, videotapes) using
technology resources that demonstrate and communicate curriculum concepts to
audiences inside and outside the classroom.
PASS 4-2. Collaborate with peers, experts, and others using telecommunications and
collaborative tools to investigate curriculum-related problems, issues, and
information, and to develop solutions or products for audiences inside and outside the classroom.
|
Standard 5: The student will demonstrate knowledge of technology research tools.
PASS 5-1. Use content-specific tools, software, and simulations (e.g., environmental probes,
graphing calculators, exploratory environments, Web tools) to support learning and
research.
PASS 5-2. Design, develop, publish, and present products (e.g., Web pages, videotapes) using
technology resources that demonstrate and communicate curriculum concepts to
audiences inside and outside the classroom.
PASS 5-3. Collaborate with peers, experts, and others using telecommunications and
collaborative tools to investigate curriculum-related problems, issues, and
information, and to develop solutions or products for audiences inside and outside the
classroom.
PASS 5-4. Select and use appropriate tools and technology resources to accomplish a variety of
tasks and solve problems.
PASS 5-5. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness,
and bias of electronic information sources concerning real-world problems.
|
Standard 6: The student will demonstrate knowledge of technology problem-solving and decision-making tools.
PASS 6-1. Apply productivity/multimedia tools and peripherals to support personal productivity,
group collaboration, and learning throughout the curriculum.
PASS 6-2. Design, develop, publish, and present products (e.g., Web pages, videotapes) using
technology resources that demonstrate and communicate curriculum concepts to
audiences inside and outside the classroom.
PASS 6-3. Select and use appropriate tools and technology resources to accomplish a variety of
tasks and solve problems.
PASS 6-4. Demonstrate an understanding of concepts underlying hardware, software, and
connectivity, and of practical applications to learning and problem solving.
PASS 6-5. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness,
and bias of electronic information sources concerning real-world problems.
|
| Instructional Technology PASS Correlations |
Return to Links
Intermediate Level prior to completion of Grade 8
|
Textbook: Basic Computing Skills PLUS Computer Literacy, Middle School, Grades 6-7-8 ISBN #s: 972642897
|
Standard 1: The student will demonstrate knowledge of basic operations and concepts.
1-1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
Tune, Train, and Troubleshoot- Accessed from CD Index
Unit Nineteen: Memory and Storage, Slides 12-13, 30-92
|
1-2. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
Unit Ten: Selecting the Right Application, Slides 2-5
Unit Twenty Five: Compatibility, Slides 2-35
Unit Nineteen: Memory and Storage, Slides 12-13, 30-92
|
Standard 2: The student will demonstrate knowledge of social, ethical, and human issues.
2-1. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
Unit One: Computers in Society, slides 81-90
|
2-2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-30
|
2-3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
Throughout the course students are instructed to create an electronic tool to be used to assess acquired data.
Unit Two, Creating an Evaluation Tool, slides 41-51
Unit Twenty Three: Resolving Information Conflicts, slides 5-28
|
3-1. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-17
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty, Simulations, slides 2-6
Section Four: Technology and Curriculum, slides 102-105
|
3-2. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Unit Eight: Multimedia, slides 2-12
Unit Eleven: Input, Processing, and Output Devices, slides 11-40
Unit Twenty Two: Alternative Data Sources, slides 25-38
Section Four: Technology and Curriculum, slides 2-186
|
Standard 4: The student will demonstrate knowledge of technology communication tools.
4-1. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Unit Eight: Multimedia, slides 2-12
Unit Twenty: Using Simulations, slides 2-6
Section Four: Technology and Curriculum, slides 2-186
|
4-2. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-17
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty: Using Simulations, slides 2-6
Unit Twenty Two: Alternative Data Sources, slides 24-38
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
|
Standard 5: The student will demonstrate knowledge of technology research tools.
5-1. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-17
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty: Using Simulations, slides 2-6
Unit Twenty Two: Alternative Data Sources, slides 24-38
Section Four: Technology and Curriculum, slides 2-186
|
5-2. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Unit Eight: Multimedia, slides 2-12
Section Four: Technology and Curriculum, slides 2-186
|
5-3. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-17
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty: Using Simulations, slides 2-6
Unit Twenty Two: Alternative Data Sources, slides 24-38
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
|
5-4. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50 and Part Two slides 2-56
Unit Seven: Databases, slides 2-40
Unit Eight: Multimedia, slides 2-12
Unit Nine: Spreadsheets, slides 2-16
Unit Ten: Selecting the Right Application, slides 2-5
Unit Eleven: Input, Processing, and Output Devices, slides 11-46
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
|
5-5. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
|
Standard 6: The student will demonstrate knowledge of technology problem-solving and decision-making tools.
6-1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50 and Two slides 2-56
Unit Seven: Databases, slides 2-40
Unit Eight: Multimedia, slides 2-12
Unit Nine: Spreadsheets, slides 2-16
Unit Ten: Selecting the Right Application, slides 2-5
Unit Eleven: Input, Processing, and Output Devices, slides 11-46
Unit Twenty Two: Alternative Data Sources, slides 25-38
|
6-2. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Unit Four: Introduction to Operating Systems: PC and Mac
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50 and Part Two, slides 2-56
Unit Seven: Databases, slides 2-40
Unit Eight: Multimedia, slides 2-12
Unit Nine: Spreadsheets, slides 2-16
Unit Ten: Selecting the Right Application, slides 2-5
Unit Eleven: Input, Processing, and Output Devices, slides 11-46
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-17
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty One: Publishing Your Work, slides 4-20
Section Four: Technology and Curriculum, slides 2-186
|
6-3. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Unit Four: Introduction to Operating Systems: PC and Mac
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50 and Two slides 2-56
Unit Seven: Databases, slides 2-40
Unit Eight: Multimedia, slides 2-12
Unit Nine: Spreadsheets, slides 2-16
Unit Ten: Selecting the Right Application, slides 2-5
Unit Eleven: Input, Processing, and Output Devices, slides 11-46
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-17
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty One: Publishing Your Work, slides 4-20
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
|
6-4. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
Unit Twenty Five: Compatibility, slides 2-35
Unit Twenty Six: Digital File Formats, slides 2-80
|
6-5. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-17
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty Three: Resolving Information Conflicts, slides 5-28
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
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ISTE Technology Foundation Standards for Students
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| 1. Basic operations and concepts |
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Students demonstrate a sound understanding of the nature and operation of technology systems. |
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Students are proficient in the use of technology. |
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| 2. Social, ethical, and human issues |
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Students understand the ethical, cultural, and societal issues related to technology. |
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Students practice responsible use of technology systems, information, and software. |
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Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. |
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| 3. Technology productivity tools |
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Students use technology tools to enhance learning, increase productivity, and promote creativity. |
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. |
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| 4. Technology communications tools |
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Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. |
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Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. |
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| 5. Technology research tools |
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Students use technology to locate, evaluate, and collect information from a variety of sources. |
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Students use technology tools to process data and report results. |
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. |
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| 6. Technology problem-solving and decision-making tools |
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Students use technology resources for solving problems and making informed decisions. |
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Students employ technology in the development of strategies for solving problems in the real world. |
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GRADES PRE K - 2
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Performance Indicators:
All students should have opportunities to demonstrate the following performances.
Prior to completion of Grade 2 students will:
1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)
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, elementary multimedia encyclopedias) to support learning. (1)
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)
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)
10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4) |
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GRADES 3 - 5
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Performance Indicators:
All students should have opportunities to demonstrate the following performances.
Prior to completion of Grade 5 students will:
1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)
3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)
4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)
7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)
8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)
9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)
10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6) |
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GRADES 6 - 8
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Performance Indicators:
All students should have opportunities to demonstrate the following performances.
Prior to completion of Grade 8 students will:
1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)
2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)
3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)
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)
5. Apply productivity/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, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)
10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6) |
ISTE Correlations: Instructional Technology
Elementary School
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Textbook: Basic Computing Skills, Elementary Level, Grades 3-4-5
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Introductory Level prior to completion of Grade 5
Standard 1: The student will demonstrate knowledge of basic operations and concepts.
ISTE 1-1. Use keyboards efficiently and effectively.
Unit Three: Introduction to Keyboarding: Slides 2-21
Learning Keyboarding: Slides 2-118
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And other common input and output devices
Unit Ten: Input, Slides 2-28, Output, Slides 40-57
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ISTE 1-2: Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide.
Unit One, Slides 76-85
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ISTE Standard 2: The student will demonstrate knowledge of social, ethical, and human issues, discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
Unit One, Slides 5, 59-72, 76-85
Unit Twelve: Slides 3-13, 13-19
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Standard 3: The student will demonstrate knowledge of technology productivity tools.
ISTE 3-1. Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.
Unit Four: Introduction to Operating Systems, slides 2-83
Unit Five: Introduction to Applications, 2-18
Unit Six: Parts One and Two: Word Processing, Part One, slides 2-50, Part B, slides 2-45
Unit Seven: Databases, slides 2-33
Unit Eight: Multimedia, slides 2-10
Unit Nine: Spreadsheets, slides 2-26
Unit Twenty Six: Integrating Technology into Curriculum, 2-50
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ISTE 3-2. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Unit Eight: Multimedia, slides 2-10
Unit Ten: Input, Processing, and Output Devices, slides 12-25
Unit Fifteen: Introduction to Class Projects, slides 6-17
Unit Seventeen: Mega (Class) Projects, slides 3rd Grade, slides 2-34; 4th Grade, slides, 2-31, 5th Grade, slides 2-32
Unit Eighteen: Publishing Your Work, slides 2-18
Unit Twenty: Alternative Data Sources, slides 58-75
Unit Twenty Six: Integrating Technology into Curriculum, slide 55-70, 87-101, 109-141, 142-167, 168-186
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Standard 4: The student will demonstrate knowledge of technology communications tools.
ISTE 4-1. 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
Unit Eight: Multimedia/Presentation Applications, slides 2-10
Unit Ten: Input, Processing, and Output Devices, slides 12-25
Unit Fifteen: Introduction to Class Projects, slides 6-17
Unit Seventeen: Mega (Class) Projects, slides 3rd Grade, slides 2-34 4th Grade, slides, 2-31, 5th Grade, slides 2-32
Unit Twenty: Alternative Data Sources, 58-75
Unit Twenty Six: Integrating Technology into Curriculum, slide 55-70, 87-101, 109-141, 142-167, 168-186
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ISTE 4-2. Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
Unit Eleven: Introduction to the World Wide Web; Conducting Online Research, slides 2-65
Unit Nineteen: Email Basics, slides 2-20
Unit Twenty: Alternative Data Sources, slides 21-27
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ISTE 4-3. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Unit Eleven: Introduction to the World Wide Web; Conducting Online Research, slides 2-65
Unit Nineteen: Email Basics, slide 2-20
Unit Twenty: Alternative Data Sources, slides 21-27
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Standard 5
ISTE 5-1. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Unit Twenty: Alternative Data Sources: Slides 23-29
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ISTE 5-2. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.
This entire CD (which is educational software and, in part, self-directed learning), covers topics listed above including problem solving, self-directed learning, and extended learning activities.
Problem Solving Specifics:
Unit Six, Part Two, slides 6-30
Unit Seven, slides 2-34
Unit Eight, slides 10-11
Unit Nine, slides 18-19
Unit 26
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ISTE 5-3. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Unit Six: Word Processing, Part One, slides 2-50, and Part Two, slides 2-31
Unit Seven: Databases, slides 2-33
Unit Eight: Multimedia, slides 2-10
Unit Nine: Spreadsheets, slides 2-26
Unit Ten: Input, Processing, and Output Devices, slides 2-59
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Standard 6: The student will demonstrate knowledge of technology problem-solving and decision-making tools.
ISTE 6-1. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.
Narrated Applications and Operating Systems Lessons: Entire section is designed for self-directed learning
Hands-on Tutorials: Database, Multimedia, Spreadsheets, Word Processing, Windows
Unit Eleven: Introduction to the World Wide Web; Conducting Online Research, slides 2-65
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ISTE 6-2. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50, and Part Two, slides 2-31
Unit Seven: Databases, slides 2-33
Unit Eight: Multimedia, slide 2-10
Unit Nine: Spreadsheets, slides 2-26
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ISTE 6-3. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.
Unit Two: Timelines and Rubrics, slide 34-39
Unit Twenty One: Resolving Information Conflicts, slides 2-15
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Intermediate Level prior to completion of Grade 8
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Textbook: Basic Computing Skills PLUS Computer Literacy, Middle School, Grades 6-7-8 ISBN #: 972642897
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Standard 1: The student will demonstrate knowledge of basic operations and concepts.
ISTE 1-1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
Tune, Train, and Troubleshoot- Accessed from CD Index
Unit Nineteen: Memory and Storage, Slides 12-13, 30-92
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ISTE 1-2. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
Unit Ten: Selecting the Right Application, Slides 2-5
Unit Twenty Five: Compatibility, Slides 2-35
Unit Nineteen: Memory and Storage, Slides 12-13, 30-92
Unit Twenty Nine: Desktop Publishing
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Standard 2: The student will demonstrate knowledge of social, ethical, and human issues.
ISTE 2-1. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
Unit One: Computers in Society, slides 81-90
Unit Thirty: Technology and Society
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ISTE 2-2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-30
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ISTE 2-3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
Throughout the course students are instructed to create an electronic tool to be used to assess acquired data.
Unit Two, Creating an Evaluation Tool, slides 41-51
Unit Twenty Three: Resolving Information Conflicts, slides 5-28
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ISTE 3-1. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty: Simulations, slides 2-6
Section Four: Technology and Curriculum, slides 102-105
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ISTE 3-2. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Unit Eight: Multimedia, slides 2-12
Unit Eleven: Input, Processing, and Output Devices, slides 11-40
Unit Twenty Two: Alternative Data Sources, slides 25-38
Unit Twenty Eight: Mastering Graphics
Section Four: Technology and Curriculum, slides 2-186
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Standard 4: The student will demonstrate knowledge of technology communication tools.
ISTE 4-1. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Unit Eight: Multimedia, slides 2-12
Unit Twenty: Using Simulations, slides 2-6
Unit Twenty Eight: Mastering Graphics
Unit Twenty Nine: Desktop Publishing
Section Four: Technology and Curriculum, slides 2-186
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ISTE 4-2. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty: Using Simulations, slides 2-6
Unit Twenty Two: Alternative Data Sources, slides 24-38
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
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Standard 5: The student will demonstrate knowledge of technology research tools.
ISTE 5-1. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty: Using Simulations, slides 2-6
Unit Twenty Two: Alternative Data Sources, slides 24-38
Section Four: Technology and Curriculum, slides 2-186
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ISTE 5-2. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Unit Eight: Multimedia, slides 2-12
Unit Twenty Eight: Mastering Graphics
Unit Twenty Nine: Desktop Publishing
Section Four: Technology and Curriculum, slides 2-186
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ISTE 5-3. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty Two: Alternative Data Sources, slides 24-38
Unit Twenty Eight: Mastering Graphics
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
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ISTE 5-4. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50 and Part Two slides 2-56
Unit Seven: Databases, slides 2-40
Unit Eight: Multimedia, slides 2-12
Unit Nine: Spreadsheets, slides 2-16
Unit Ten: Selecting the Right Application, slides 2-5
Unit Eleven: Input, Processing, and Output Devices, slides 11-46
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
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ISTE 5-5. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
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Standard 6: The student will demonstrate knowledge of technology problem-solving and decision-making tools.
ISTE 6-1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50 and Two slides 2-56
Unit Seven: Databases, slides 2-40
Unit Eight: Multimedia, slides 2-12
Unit Nine: Spreadsheets, slides 2-16
Unit Ten: Selecting the Right Application, slides 2-5
Unit Eleven: Input, Processing, and Output Devices, slides 11-46
Unit Twenty Two: Alternative Data Sources, slides 25-38
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ISTE 6-2. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50 and Part Two, slides 2-56
Unit Seven: Databases, slides 2-40
Unit Eight: Multimedia, slides 2-12
Unit Nine: Spreadsheets, slides 2-16
Unit Ten: Selecting the Right Application, slides 2-5
Unit Eleven: Input, Processing, and Output Devices, slides 11-46
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty One: Publishing Your Work, slides 4-20
Section Four: Technology and Curriculum, slides 2-186
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ISTE 6-3. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Unit Four: Introduction to Operating Systems: PC and Mac
Unit Five: Introduction to Applications, slides 2-18
Unit Six: Word Processing, Part One, slides 2-50 and Two slides 2-56
Unit Seven: Databases, slides 2-40
Unit Eight: Multimedia, slides 2-12
Unit Nine: Spreadsheets, slides 2-16
Unit Ten: Selecting the Right Application, slides 2-5
Unit Eleven: Input, Processing, and Output Devices, slides 11-46
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Fifteen: Rules, Laws, and Etiquette, slides 6-17
Unit Sixteen: Online Safety, slides 2-13
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty One: Publishing Your Work, slides 4-20
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
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ISTE 6-4. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
Unit Twenty Five: Compatibility, slides 2-35
Unit Twenty Six: Digital File Formats, slides 2-80
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ISTE 6-5. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
Unit Twelve: Introduction to the World Wide Web, slides 2-5
Unit Thirteen: LANS and WANS, slides 2-41
Unit Fourteen: Telecommunication Tools, slides 6-57
Unit Seventeen: Accessing Data, slides 6-60
Unit Eighteen: Acquiring Data, slides 5-20
Unit Twenty Three: Resolving Information Conflicts, slides 5-28
Section Four: Technology and Curriculum, slides 10-12, 20-23, 30-32, 41-44, 50-51, 64-78, 140-163, 165-181
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