Our goal is to give all students and faculty access to technology to achieve competence. As the families of our students are an integral part of their education, we also have the goal of making technology accessible to parents and guardians.
Students
Fourth Grade Writing-Research and Technology
1.9. demonstrate basic keyboarding skills and familiarity with the vocabulary of technology (e.g., cursor, software, memory, disk drive, hard drive)
Fifth Grade Writing-Research and Technology
1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).
Fifth Grade Art- Creating, Performing, and Participating in the Visual Arts
2.3 Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital photography, or videography).
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| Factors to Consider
Each Teacher Must: |
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Demonstrates knowledge of current basic computer hardware and software terminology. G1
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Communicates about
technology using accurate terminology Uses a variety of appropriate input devices Uses accurate vocabulary to set procedures and to describe problems to others
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Product demonstrating basic hardware and software to use
Product demonstrating use of a variety of peripherals to complete a task, e.g. CD ROM, storage media, scanners, digital camera, etc.
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| Demonstrates competency in the operation and care of computer related hardware G2 | Communicates about technology using accurate terminology
Uses a variety of appropriate input devices Uses accurate vocabulary to set procedures and to describe problems to others |
Cleans input devices, avoids proximity to magnets, proper startup
and shut down sequences, scans for viruses, and formats storage media
Maintains desktop and file management. |
| Implements basic troubleshooting techniques for computer systems G3 | Applies strategies for identifying and solving routine hardware and
software problems during everyday use
Judges appropriate level of support required to solve problem and then activates them accordingly Attempts to identify which component or software issue is causing the problem and articulates this information to support personnel |
Demonstrates problem solving by: checking the power connections,
isolating the problem components, distinguishing among software and hardware
problems and related peripheral devices before accessing the appropriate
level of tech support.
Description of basic troubleshooting process. |
| Chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning. S6 | Considers the content to be taught and the value of the activity
for student learning and retention
Examines software products for effective pedagogy, appropriate reinforcement of concepts and problem-solving strategies before implementing use |
Evidence of lesson activities that integrate currently available
resources
Description of rationale used for the selection of software and technology resources specially matched to students needs and content standards. |
| Demonstrates competence in the use of electronic research tools S7 | Identifies and selects electronic research tools for appropriate
match to student activity
Identifies and selects between Internet search tools |
Evidence of appropriate selection of electronic resources appropriate
to task (i.e. periodical indexes, electronic encyclopedias, and internet
resources)
Provides rationale for the selection and use of search tools appropriate to task. Provides evidence of appropriate search delimiters and Boolean logic to retrieve information |
| Identifies student learning styles and determines appropriate technological resources to improve learning. S9 | Matches appropriate technology infused tasks to student learning
style
Develops a plan for utilizing available resources to meet the needs of students and curricular content Seeks out and identifies additional technology learning tools to support the specific learning needs of students |
Sample lessons that make purposeful use of technologies to meet the
needs of all students
Sample lessons that demonstrate inclusion of assistive technologies for use with special students Evidence of arranging equitable access to appropriate technology that enables students to engage successfully in learning activities across subject/content levels |
| Considers the content to be taught and selects the best technological resources to support and manage learning. S10 | Uses technology tools and information resources to increase productivity,
promote creativity and facilitate academic learning
Seeks lessons which allow students to explore higher order thinking and problem solving |
Evidence of match between technology used and student learning of
content material
Sample lessons which require students to collect data, synthesize ideas and draw conclusions using technology |
| Demonstrates an ability to create and maintain effective learning environments using computer-based technology. S117 | Orchestrates activities to maximize student learning by matching
the most appropriate technology setting to instructional and learner needs
Collects and analyzes data to ensure purposeful student engagement in learning for project management Identifies, manages and organizes resources based on the appropriateness to specific tasks and student needs |
Evidence of lessons that connect appropriate resources, curriculum
content and assessments for specific student populations.
Sample technology-based lessons in a variety of settings. (i.e. whole class, small group, individual, computer lab) |
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