Programs and hardware used in class

Kindergarten through third and sixth through eighth grade will have tech use integrated in their other class work.  Only grades four and five will have lab instruction for technology.  The goals below apply to fourth and fifth grade, and assumes sixth through eighth grade has already attained them.

• Microsoft Word, Excel, Publisher, and PowerPoint
• UltraKey for Keyboard skills
• Inspiration, a graphic organizer
• Scanner, floppy drive, USB drives, CD burner, File server, and Digital camera
• Adobe Photo Elements and Picasa for digital creation
• Internet Explorer

Keyboarding

• Students will develop, improve, and maintain correct keyboarding techniques using UltraKey.

Word Processing

• Students will be able to complete from start to finish a written document using the word processor.
• Students will use many options offered by Microsoft Word, including bold, italics, underlining, changing font size and color, creating columns, numbering and bullets, and page layout options, to name a few.

Database

• Students will review the construction of a database in Word, Excel, and Access, make any changes to the information in any of the databases, as well as find and sort information within their own databases.

Spreadsheet

• Students will be introduced to basic concepts of spreadsheet construction and then use the spreadsheet to create graphs displaying the information contained in the spreadsheet.

Using the Internet

• Students will learn the importance of internet safety, use searches to research information, learn to copy and paste material from the internet, and learn appropriate systems of giving credit to the authors of the material.

Using PowerPoint

• Students will learn the basics of PowerPoint. This will include choosing a template, adding pictures and text boxes, adding new slides, and presenting a slide show.

Using Publisher

• Students will learn to use Publisher to create business cards, letterhead, and brochures.
• Students who join the Yearbook Committee will use Publisher to create the school’s yearbook.

Class work, Homework, and Projects

• Throughout the year, students will work on specific assignments that employ technology.  The majority of work can be completed in class. However, the students may need to spend extra time on certain projects at home.

Grading Factors

• Accurate completion of assignments and projects
• Keyboarding skill

Grading System:

A= 100 - 90%

B=   89 - 80%

C=   79 - 70%

D=   69 - 60%

F= Below  60%

Grade Outcomes: Grades K – 2

Grade Outcomes: Grades 3 – 5

Grade Outcomes: Grades 6 – 8

Grade Outcomes[1]

Grades K–2:

Upon completion of grade 2, students will:

1. Use standard input and output devices to successfully operate computers and related technologies.

2. Use a computer for both directed and independent learning activities.

3. Communicate about technology using developmentally appropriate and accurate terminology.

4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning.

5. Work cooperatively and collaboratively with peers, teachers, and others when using technology.

6. Demonstrate positive social and ethical behaviors when using technology.

7. Practice responsible use of technology systems and software.

8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.

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.

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.

11. Understand how 0s and 1s can be used to represent information, such as digital images and numbers.

12. Understand how to arrange (sort) information into useful order, such as a telephone directory, without using a computer.

Grade Outcomes

Grades 3–5: Upon completion of grade 5, students will:

1. Be comfortable using keyboards and other input and output devices, and reach an appropriate level of proficiency using the keyboard with correct fingering.

2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide.

3. Discuss basic issues related to responsible use of technology and information, and describe personal consequences of inappropriate use.

4. Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.

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 presentations for

audiences inside and outside the classroom.

6. Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.

7. Use 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.

8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities.

9. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias that occur in electronic information sources.

11. Develop a simple understanding of an algorithm, such as text compression, search, or network routing, using computer-free exercises.

Grade Outcomes

Grades 6–8:  Upon completion of grade 8, students will:

1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.

2. Demonstrate knowledge of current changes in information technologies and the effects those changes have on the workplace and society.

3. Exhibit legal and ethical behaviors when using information and technology and discuss consequences of misuse.

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

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.

7. Collaborate with peers, experts, and others using telecommunications tools to investigate educational problems, issues, and information, and to develop solutions for audiences inside and outside the classroom.

8. Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

9. Demonstrate an understanding of concepts underlying hardware, software, algorithms, and their practical applications.

10. Discover and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

11. Understand the graph as a tool for representing problem states and solutions to complex problems (see Appendix for examples).

12. Understand the fundamental ideas of logic and its usefulness for solving real-world problems.

[1] A Model Curriculum for K-12 Computer Science: Final Report of the ACM K-12 Task Force Curriculum Committee. Second Edition. October, 2003. PDF file accessed January 4, 2008.

Performance Indicators: Grades 4 – 5

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)

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

As suggested on Profiles for Technology Literate Students. http://cnets.iste.org/students/s_profiles.html.  Accessed June 21, 2005.

Performance Indicators: Grades 6 - 8

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)

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

7. Basic operations and concepts
8. Social, ethical, and human issues
9. Technology productivity tools
10. Technology communications tools
11. Technology research tools
12. Technology problem-solving and decision-making tools

As suggested on Profiles for Technology Literate Students. http://cnets.iste.org/students/s_profiles.html.  Accessed June 21, 2005.