East Hanover Township School District Computer Technology Curriculum … · 2013. 10. 25. · Computer Technology Curriculum Grades K-8 Curriculum Contributors: Written by: ... E.

Page 1

East Hanover Township School District Computer Technology Curriculum

Grades K-8

Curriculum Contributors:

Written by: Debra E. Dennis

Board of Education Approval: June 13, 2011

Page 2

Table of Contents

Introduction Page 3

Philosophy Page 4

New Jersey Core Content Curriculum Standard 8.1-Educational Technology rev.2009 Page 5

ISTE-National Educational Technology Standards for Students rev. 2007 Page 6

Technology Performance Indicators Page 7

Kindergarten Backmapping Page 11

First Grade Backmapping Page 17

Second Grade Backmapping Page 23

Third Grade Backmapping Page 29

Fourth Grade Backmapping Page 35

Fifth Grade Backmapping Page 41

Sixth Grade Backmapping Page 47

Seventh Grade Backmapping Page 53

Eighth Grade Backmapping Page 59

Standard 8.1 Cumulative Performance Indicators Page 65

Evaluation/Assessment Page 71

Grade Four Checklist Page 72

Grade Eight Rubric Page 75

Page 3

Introduction

The following benchmarks and skills were generated and adapted through research and collection of technology skills taught throughout the nation.

Information was gathered and collated into a document that is suited to address the needs of the students of East Hanover Schools and meet the goals

of our Five-Year Technology Plan. They are based on, meet and/or exceed the New Jersey Core Curriculum Content Standards and the ISTE

Standards for students.

Skills are introduced in a specific grade level and are continually re-taught at higher levels each year until the expected independence is achieved at

the noted grade level.

Skills are broken down into the following topics:

A. Technology Operations and Concepts

B. Creativity and Innovation

C. Communication and Collaboration

D. Digital Citizenship

E. Research and Information Literacy

F. Critical Thinking, Problem Solving, and Decision-Making

Each topic is divided into goals that are further identified through objectives/skills. The resource section will enable the teacher to collect websites,

software, books, lessons or ideas used to teach the given skills. As technology is a changing field, new resources are available on a daily basis. The

resource section allows teachers the flexibility to add, adapt, or change the method in which the skills are taught.

At each grade level, goals will be Exposure, Begin to introduce, Introduced, and Mastered. (Student is an independent user at the listed grade level.)

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Philosophy Statement

Philosophy Statement

The benchmarks and skills addressed in this curriculum will be introduced and formally taught through Technology classes provided to our students

in a lab by a technology teacher. However, for application of the skills to become meaningful and useful for students, they must be reinforced

through practical application in the classroom. Unlike other disciplines, the skills taught through our technology classes can and must be infused

through every other content area taught by classroom and special area teachers.

This is best achieved through real word, problem-based learning. Technology teachers will support the infusion of these skills by keeping teachers

informed about what is being taught and through suggestions for application to classroom themes and topics.

Additionally, the following curriculum will be provided to each grade-level leader for discussion during grade level/team meetings. It is essential that

technology infusion be included as a part of lesson planning and curriculum maps throughout the district.

As a living document, this curriculum will change constantly over time. We believe that it will best meet the needs of our

21st Century Electronic Learners.

Page 5

New Jersey Core Curriculum Content Standards

The 2009 standards provide the foundation for creating local curricula and authentic performance assessments and emulate the philosophy and goals contained in documents

produced by national technology organizations, including the Partnership for the 21st Century Skills and the New Jersey Educational Technology Plan. The organization of the

strands in standards 8.1 and 8.2, as well as the content and skills within each strand, has been reconceptualized to address emerging technologies and technological applications

that are needed for life and work in the global age.

Standard 8.1, Educational Technology, is aligned to the International Society for Technology in Education (ISTE) standards and the Partnership for the 21st Century Skills

framework.

Standard 8.2, formerly Technology Education, is renamed Technology Education, Engineering, and Design and is aligned with the goals of the International Technology Education

Association (ITEA) and the Partnership for 21st Century Skills framework.

The standards and strands include:

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and

collaboratively and to create and communicate knowledge.

A. Technology Operations and Concepts- The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

B. Creativity and Innovation- The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

C. Communication and Collaboration-Digital tools and environments support the learning process and foster collaboration in solving local or global issues and

problems.

D. Digital Citizenship- Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

E. Research and Information Literacy- Effective use of digital tools assists in gathering and managing information.

F. Critical Thinking, Problem Solving, and Decision-Making- Information accessed through the use of digital tools assists in generating solutions and making

decisions.

8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and

the designed world, as they relate to the individual, global society, and the environment.

A. Nature of Technology: Creativity and Innovation- Technology products and systems impact every aspect of the world in which we live.

B. Design: Critical Thinking, Problem Solving, and Decision-Making - The design process is a systematic approach to solving problems.

C. Technological Citizenship, Ethics, and Society- Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology

systems and products in the global society.

D. Research and Information Fluency- Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology

systems.

E. Communication and Collaboration-Digital tools facilitate local and global communication and collaboration in designing products and systems.

F. Resources for a Technological World- Technological products and systems are created through the application and appropriate use of technological resources.

G. The Designed World- The designed world is the product of a design process that provides the means to convert resources into products and systems.

http://www.nj.gov/education/techno/state_plan.htm

http://www.iste.org/

http://www.21stcenturyskills.org/

http://www.iteaconnect.org/

http://www.iteaconnect.org/

Page 6

ISTE National Educational Technology Standards for Students

http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students.

These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards

and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

1. Creativity and Innovation-Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

2. Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support

individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and

make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts- Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

© 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in

Education.

http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

Page 7

East Hanover Township School District

Technology Performance Indicators

SKILLS K 1 2 3 4 5 6 7 8

1. Basic Computer Skills

1.1 Logging on/off the network

1.2 Proper use of the mouse and keyboard

1.3 Shutdown/Restart

1.4 Introduction to computer parts and purposes

2. Window Environment

2.1 Maximizing/Minimizing windows

2.2 Opening/closing programs

2.3 Switching between opened windows

3. Network Operations

3.1 File Management (create folders)

3.2 Logging on/off the network

3.3 Explain the uses of and means of the networks

3.4 Importing from external media

3.5 Saving and opening to the user drive (folder)

3.6 Selecting printers

4. Microsoft Office Applications

4.1 Changing fonts (bold, italic, underline, size, type color)

4.2 Insertion of pictures/clipart

4.3 Resizing objects

4.4 Cut/Copy/Paste (shortcut keys and mouse)

4.5 Appropriate page orientation (landscape/portrait)

4.6 Understanding the difference between Save and Save As

4.7 Undo/Redo

4.8 Selecting text (using mouse and “shift”)

4.9 Use of style guide (font, size, color, justifications, line spacing, etc…)

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SKILLS K 1 2 3 4 5 6 7 8

5. Keyboarding

5.1 Proper capitalization

5.2 Proper use of tab key

5.3 Deleting and inserting text

5.4 Using spell checker

5.5 Highlighting text

5.6 Use Enter to end paragraph/skip lines

5.7 Spacing between words/sentences

5.8 Enter text: speed and accuracy

5.9 Home row positions

6. Word Processing

6.1 Import/arrange graphics

6.2 Format paragraph

6.3 Bullets and Numbering

6.4 Borders and Shading

6.5 Justification (left, center, right)

6.6 Spell and grammar check

6.7 Format document (margins, page layout, tables, etc…)

6.8 Header and footers

6.9 Cut/Copy/Paste to another document

6.10 Multi-column document

6.11 Use highlight functions

6.12 Page breaks

6.13 Find/thesaurus/word count

6.14 Merge documents

Exposure

Begin to introduce

Introduced

Mastered

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SKILLS K 1 2 3 4 5 6 7 8

7. Desktop Publishing

7.1 Use age-appropriate software (Publisher)

7.2 Set the page margins/layout guides correctly

7.3 Use appropriate font, style and size

7.4 Apply color and shading when appropriate

7.5 Appropriate uses for brochures, flyers, advertisements, etc.

7.6 Proper use of graphics

8. Graphics

8.1 Create artwork

8.2 Cropping graphics/pictures

8.3 Resizing graphics/pictures

8.4 Screen Captures

8.5 File size/media storage

8.6 Importing graphics/pictures from outside media

8.7 Text Wrapping

8.8 Brightness/contract controls

8.9 Insert graphics/pictures

8.10 Borders

8.11 Image control (gray scale, black and white, color)

9. Spreadsheets

9.1 Read and interpret information in a spreadsheet

9.2 Enter, edit and delete information in a cell

9.3 Format cell attributes

9.4 Use data to create graphs and charts

9.5 Use basic formulas (adding, subtracting, averages, etc…)

9.6 Use fill for multiple entries

9.7 Cut/copy and paste formulas and values

Exposure

Begin to introduce

Introduced

Mastered

Page 10

SKILLS K 1 2 3 4 5 6 7 8

10. Presentation

10.1 Use of appropriate software (power point, internet, etc…)

10.2 Use outlining tools to create simple presentation templates

10.3 Use principle of design (font size, balance, contrast, etc…)

10.4 Use appropriate presentation skills (pace, transitions, etc…)

10.5 Present using projection system (LCD projector, TV monitors, etc…)

10.6 Use of multimedia to slide show (hyperlinks, sound, etc…)

10.7 Use of animation

11. Internet Skills

11.1 Opening the school website (www.easthanoverschools.org)

11.2 Navigating through the school website

11.3 Using grade level or content specific search engines

11.4 Organize information gathered from multiple sources (note taking, copying,

outlining, citing sources)

11.5 Use bookmarks/favorites system for gathering and retrieving web URL’s and for

citing sources

11.6 Use specific search directories (newspapers, government, etc…)

11.7 Evaluate the reliability of web sites

12. Graphic Organizer

12.1 Use of graphic organizer to gather information, develop ideas, make decisions

12.2 Save document in an appropriate format for use in other applications

Exposure

Begin to introduce

Introduced

Mastered

Page 11

Grade: Kindergarten

Standard: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to

solve problems individually and collaboratively and to create and communicate knowledge.

Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of

Kindergarten, students will:

Skills Objective- By the end of Kindergarten,

Students will

NJCCCS


b. select and use applications effectively and

productively.


d. transfer current knowledge to learning of new

technologies.

understand that computers are tools that help people

work and play

understand common features and functions of

software

identify significance of alert messages

8.1.A

Suggested Activities Identify hardware: monitor, keyboard, mouse

Use two hands to type

Understand difference between “shift” and “caps lock”

Type name

Open, Save, Quit, Print, Click/Double-click, Shift

Suggested Benchmarks and Assessments Teacher Observation

Formative Assessment

Project Completion and/or Project Rubrics

Student Self-evaluation

Page 12

Grade: Kindergarten



Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes

using technology.

Knowledge Objective- By the end of

Kindergarten, students will:


students will

NJCCCS

a. apply existing knowledge to generate new ideas,

products, or processes.

b. create original works as a means of personal or

group expression.

c. use models and simulations to explore complex

systems and issues.


a. are introduced to using digital camera

b. are introduced to paint/draw software

8.1.B

Suggested Activities

Insert photo into template/document/from folder

Self portrait with name





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Grade: Kindergarten



Strand C: Communication and Collaboration-Students use digital media and environments to communicate and work collaboratively, including at a

distance, to support individual learning and contribute to the learning of others.


Kindergarten, students will


students will

NJCCCS

a. interact, collaborate, and publish with peers, experts,

or others employing a variety of digital environments

and media.

b. communicate information and ideas effectively to

multiple audiences using a variety of media and

formats.

c. develop cultural understanding and global awareness

by engaging with learners of other cultures.

d. contribute to project teams to produce original works

or solve problems.

Introduced to presentation software (i.e. PowerPoint/KidPix)

as a way to present information to a group

8.1.C


Create one slide including background, text and graphic





Page 14

Grade: Kindergarten



Strand D: Digital Citizenship-Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.


Kindergarten, students will be


students will

NJCCCS

a. advocate and practice safe, legal, and responsible use

of information and technology.

b. exhibit a positive attitude toward using technology

that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong

learning.


Students recognize the importance of internet safety and adult

supervision

8.1.D


Students will view internet safety video (i.e. BrainPOPJr,

IKeepSafe.org)





Page 15

Grade: Kindergarten



Strand E: Research and Information Fluency-Students apply digital tools to gather, evaluate, and use information


Kindergarten, students will


students

NJCCCS


b. locate, organize, analyze, evaluate, synthesize, and

ethically use information from a variety of sources and

media.

c. evaluate and select information sources and digital

tools based on the appropriateness to specific tasks.


introduced to online search strategies

8.1.E

Suggested Activities Students open browser, use “Back” button, page tabs





Page 16

Grade: Kindergarten



Strand F: Critical Thinking, Problem Solving, and Decision-Making- Students use critical thinking skills to plan and conduct research, manage

projects, solve problems, and make informed decisions using appropriate digital tools and resources


Kindergarten , students will:


students will

NJCCCS

a. identify and define authentic problems and

significant questions for investigation.

b. plan and manage activities to develop a solution or

complete a project.

c. collect and analyze data to identify solutions and/or

make informed decisions.

d. use multiple processes and diverse perspectives to

explore alternative solutions

N/A at this grade level

8.1.F






Page 17

Grade: First



Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of First Grade,

students will:

Skills Objective- By the end of First Grade,

students will be

NJCCCS



productively.



technologies.

Locate and open applications

Practice appropriate keyboarding skills

Recognize alert windows

8.1.A

Suggested Activities Use icons to access applications or documents

Identify Home Row

Use Shift Return

Enter Space Bar

Delete/Backspace





Page 18

Grade: First




using technology.

Knowledge Objective- By the end of First Grade,

students will:


students will

NJCCCS




group expression.


systems and issues.


Access and manipulate graphics

Access and manipulate text boxes

Create document using text and graphics using

appropriate software

Be introduced to simulation software or online

resources to reinforce various curriculum

8.1.B

Suggested Activities Create a poster or card using text and graphics

Acrostic poem (i.e. Microsoft Word/KidPix)





Page 19

Grade: First






students will


students will be

NJCCCS



and media.



formats.




or solve problems.

Use presentation software

8.1.C

Suggested Activities PowerPoint, KidPix





Page 20

Grade: First





students will be


students will

NJCCCS






learning.


Practice internet safety rules

Understand basic copyright laws Demonstrate respect for others while using technology

8.1.D

Suggested Activities Teacher-led discussion, NETSmartzKids, BrainPOP Jr. or

comparable web- based program

Demonstrate appropriate behavior in learning environment





Page 21

Grade: First





students will


students will

NJCCCS




media.




Use internet browser and search strategies

Reinforce “Back Button”

Students enter collected data

8.1.E

Suggested Activities Students understand the difference between a browser and a

search engine, ( i.e., Explorer, Safari, Firefox vs. Google,

Yahoo, Bing)

Create graph using template





Page 22

Grade: First






students will:


students will

NJCCCS




complete a project.





N/A

8.1.F






Page 23

Grade: Second



Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of Second

Grade, students will:

Skills Objective- By the end of Second Grade,

students will

NJCCCS



productively.



technologies.



When there is a problem with a computer inform a teacher

8.1.A

Suggested Activities Reinforce use of icons to access applications or documents Identify: Home Row, Reinforce, Shift, Return , Enter, Space

Bar, Delete, Backspace

Introduce keys that require a reach

Demonstrate correct posture Reinforce notify teacher





Page 24

Grade: Second




using technology.

Knowledge Objective- By the end of Second



students will

NJCCCS




group expression.


systems and issues.


Use writing or drawing tools for communicating

and illustrating

Use Presentation Software

Use simulation software or online resources to

reinforce various curriculum

Enter data in pre-made worksheet (i.e. Excel)

8.1.B

Suggested Activities Create a poster or card.

Access and manipulate graphics and text boxes

“All About Me” Presentation (i.e. PowerPoint or Voice Threads

- two-slide minimum) BrainPOP, BrainPOP Jr., BrainPOP Spanish Discovery

(Streaming Video) Graphing Activity





Page 25

Grade: Second






Grade, students will


students will

NJCCCS



and media.



formats.




or solve problems.

Gather information and communicate with others using

telecommunications, with support from teachers, family

members

Reinforce creation of two slide (minimum) presentation using

digital software

Research specific topic to present to audiences inside and

outside the classroom.

8.1.C

Suggested Activities Search using simple topic, and enter information on teacher

provided worksheet Skype or similar technology





Page 26

Grade: Second





Grade, students will be


students will

NJCCCS






learning.


Reinforce netiquette Demonstrate respect for others while using technology

8.1.D

Suggested Activities NETSmartzKids, BrainPOP Jr, or similar applications

Reinforce appropriate behavior in learning environment





Page 27

Grade: Second







students will

NJCCCS




media.




Use E-Board as a starting point of online research

Recognize differences in sources and quality of websites

Research and report

8.1.E

Suggested Activities Introduce concept of home page

Explain hyperlink

PowerPoint (two slide minimum), Excel, Word, etc.





Page 28

Grade: Second








students will

NJCCCS




complete a project.





N/A at Grade Level

8.1.F






Page 29

Grade: Third



Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of Third


Skills Objective- By the end of Third Grade,

students will

NJCCCS



productively.



technologies.



Recognize a problem and

Request assistance when needed

8.1.A

Suggested Activities Utilize icons to access applications or documents

Use: Home Row, Shift, Enter, Space Bar, Delete, Backspace

Practice using keys that require a reach

Demonstrate correct posture.

Target goal of 5-8 wpm with 85% accuracy





Page 30

Grade: Third




using technology.

Knowledge Objective- By the end of Third



students will

NJCCCS




group expression.


systems and issues.


Use prescribed technology writing or drawing tools for

communicating and illustrating Presentation software Use simulation software or online resources to reinforce

various curriculum Enter data in template

(i.e. Excel)

8.1.B

Suggested Activities Posters, banners, or greeting cards Biographies (three slide minimum) PowerPoint or Voice

Threads

Variety of web Sites Graphing activity





Page 31

Grade: Third







Skills Objective- By the end of Third Grade, students

will

NJCCCS



and media.



formats.




or solve problems.



members or student partners

8.1.C

Suggested Activities Research topic, and enter information on teacher provided

worksheet.

Present information in appropriate application, (i.e., poster,

PowerPoint, Voice Thread) Create three slide (minimum) presentation using digital software





Page 32

Grade: Third







students will

NJCCCS






learning.


Reinforce netiquette

Introduce copyright, ethics, and licensing

Demonstrate respect for others while using technology

8.1.D

Suggested Activities NETSmartzKids, BrainPOP or similar applications

Exhibit respectful and responsible behavior when using

computer systems.





Page 33

Grade: Third







students will

NJCCCS




media.





Use technology for data collection and analysis

Explore prescribed technology for publishing and

presenting information

Reinforce copyright and ethical use of materials

recognize differences and choose appropriate sources

and websites

8.1.E

Suggested Activities PowerPoint project tied with core subject





Page 34

Grade: Third








students will

NJCCCS




complete a project.





choose topic, formulate questions and research

use results of research to interpret data

8.1.F

Suggested Activities Current event report





Page 35

Grade: Fourth



Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of Fourth


Skills Objective- By the end of Fourth Grade,

students will

NJCCCS



productively.



technologies.



Recognize a problem and request assistance when needed

8.1.A

Suggested Activities Use Home Row Reinforce Shift, Return/Enter, Space Bar, Delete/Backspace

Reinforce keys that require a reach.

Demonstrate correct posture






Page 36

Grade: Fourth




using technology.

Knowledge Objective- By the end of Fourth



students will

NJCCCS




group expression.


systems and issues.


Use technology writing or drawing tools, multimedia

software for communicating ideas and concepts use simulation software or online resources to reinforce

various curriculum Enter data in spreadsheet application

8.1.B

Suggested Activities Continue to use presentation software to present concepts

Use animation to enhance software presentation

Graphing activity





Page 37

Grade: Fourth








students will

NJCCCS



and media.



formats.




or solve problems.



members Create presentation using digital software

Introduce blogs and wikis

8.1.C

Suggested Activities Research topic, and take notes using word processor. Present

information in appropriate application, (i.e., poster, PowerPoint) Participate in teacher created blog or wiki





Page 38

Grade: Fourth







students will

NJCCCS






learning.


Reinforce netiquette


8.1.D

Suggested Activities NETSmartzKids, BrainPOP, or similar applications

Understand copyright, ethics and software licensing Exhibit respectful and responsible behavior when using

computer systems





Page 39

Grade: Fourth







students will

NJCCCS




media.





Use technology for data collection and analysis

Use technology for publishing and presenting information

Respect copyright and ethical use of materials

Recognize and choose appropriate sources and websites

Research content specific core area topic and report

8.1.E

Suggested Activities Appropriate use of internet resources and applications Use internet browser to access website using either search or

specific address

Understand and apply copyright and ethics practices





Page 40

Grade: Fourth








students will

NJCCCS




complete a project.





choose topic, research and formulate questions

interpret research data and present

8.1.F

Suggested Activities Current events





Page 41

Grade: Fifth



Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of Fifth Grade

students will:

Skills Objective- By the end of Fifth Grade,

students will

NJCCCS



productively.



technologies.



Recognize a problem and request assistance when needed Communicate with others using telecommunications, with

support from teachers, family members, or student partners

8.1.A

Suggested Activities Use Start button/Applications folder/Icons to access

applications Use home row, Shift, Return/Enter, Space Bar,

Delete/Backspace, Reinforce keys that require a reach

Demonstrate correct posture.






Page 42

Grade: Fifth




using technology.

Knowledge Objective- By the end of Fifth



students will

NJCCCS




group expression.


systems and issues.


Use technology writing or drawing tools, multimedia

software for communicating ideas and concepts

use simulation software or online resources to reinforce

various curriculum

Enter data spreadsheet application (i.e. .Excel)

8.1.B

Suggested Activities Use software to present concepts

Introduce animation to enhance software presentation Create curriculum based projects BrainPOP, Discovery (Discovery Education /Google Earth, etc.) Graphing activity





Page 43

Grade: Fifth







Skills Objective- By the end of Fifth Grade, students

will

NJCCCS



and media.



formats.




or solve problems.



members and other students

Create multimedia presentation using digital software

Continue use of blogs and wikis

8.1.C

Suggested Activities Research topic, take notes using word processor. Present

information in appropriate application-PowerPoint, Movie

Maker, etc





Page 44

Grade: Fifth







students will

NJCCCS






learning.


Practice netiquette


Exhibit respectful and responsible behavior when using

computer systems

8.1.D

Suggested Activities NETSmartzKids, BrainPOP, or similar applications Understand copyright, ethics, and software licensing





Page 45

Grade: Fifth







students will

NJCCCS




media.




Use school and/or teacher web page as a starting point

for online research

Use internet browser to access website using either search

engine sites

Recognize and choose appropriate sources

8.1.E

Suggested Activities Appropriate use of internet resources and applications

Understand and apply copyright ethical practice

Use information collected in curriculum based project





Page 46

Grade: Fifth








students will

NJCCCS




complete a project.





Choose topic, research, and formulate research question

Work collaboratively to combine information

Interpret results and communicate data

8.1.F

Suggested Activities Current event topic

Create online collaborative document

Create a brochure





Page 47

Grade: Six



Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of Sixth


Skills Objective- By the end of Sixth Grade,

students will

NJCCCS



productively.



technologies.


Practice appropriate keyboarding skills to improve accuracy

and speed



Recognize and use multi-tasking concepts (ie toggling

between windows and programs and copying and pasting

data

Apply strategies for identifying and solving routine

hardware and software problems that occur during

everyday use

8.1.A

Suggested Activities Understand and use proper vocabulary and concepts as

they apply to hardware, software, and peripheries

Demonstrate appropriate techniques at all times when using

the computer





Peer Evaluation

Page 48

Grade: Six




using technology.

Knowledge Objective- By the end of Sixth



students will

NJCCCS




group expression.


systems and issues.


Create and present curriculum-based projects using word

processing, database, and presentation tools to demonstrate

learning

Use Internet-based Web 2.0 tools such as blogs and wikis

to share information with others

Discuss current trends in information technology

8.1.B


Use software to present concepts

Introduce animation to enhance software presentation

Create curriculum based projects

United Streaming, Discovery (Discovery Education /Google

Earth, etc.)

Graphing activity using Excel

Graphic Organizer using Inspiration





Page 49

Grade: Sixth







Skills Objective- By the end of Sixth Grade, students

will

NJCCCS



and media.



formats.




or solve problems.






8.1.C

Suggested Activities Participate in online curriculum projects with other schools

Create in-house wikis and blogs





Page 50

Grade: Six







students will

NJCCCS






learning.


Recognize consequences of misusing technology

Cite sources correctly

Interpret and follow copyright laws and procedures

8.1.D

Suggested Activities Create “Works Cited Pages” when appropriate

Use Easybib.com to help create proper citation format





Page 51

Grade: Six







students will

NJCCCS




media.




Select appropriate tools and technology resources to

accomplish tasks and solve problems

Evaluate the accuracy, relevance, appropriateness, and

bias of online

8.1.E

Suggested Activities Introduce Big 6 research model

Use web site evaluation tool

Correctly cite sources





Page 52

Grade: Six








students will

NJCCCS




complete a project.





Plan and create a simple database, define fields, input

data, and produce a report using sort and query

Construct a simple spread sheet, enter data, and

interpret the information

8.1.F


With assistance, plan and create a simple curriculum-based

database, define fields, input data, and produce a report using

sort and query

With assistance, create a simple spreadsheet, enter data and

interpret the results





Page 53

Grade: Seven



Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of Seventh


Skills Objective- By the end of Seventh Grade,

students will

NJCCCS



productively.



technologies.



and speed



Recognize and use multi-tasking concepts (i.e. toggling


data



everyday use

8.1.A




the computer





Peer Evaluation

Page 54

Grade: Seven




using technology.

Knowledge Objective- By the end of Seventh



students will

NJCCCS

a. apply existing knowledge to generate new

ideas, products, or processes.

b. create original works as a means of personal

or group expression.

c. use models and simulations to explore

complex systems and issues.




learning




8.1.B

Suggested Activities Use multimedia in projects where appropriate

Use digital images, audio and video files to enhance projects

Participate in class blogs and wikis

Complete curriculum-based multimedia projects





Page 55

Grade: Seven








students will

NJCCCS



and media.



formats.




or solve problems.






8.1.C


Participate in online curriculum projects with other schools






Page 56

Grade: Seven







students will

NJCCCS






learning.





8.1.D







Page 57

Grade: Seven







students will

NJCCCS




media.







bias of online

Use Boolean Search parameters to narrow results

8.1.E

Suggested Activities Introduce Big 6 research model







Page 58

Grade: Seven








students will

NJCCCS




complete a project.





Plan and create a simple database, define fields, input

data, and produce a report using sort and query

Construct a simple spread sheet, enter data, and

interpret the information

8.1.F

Suggested Activities With assistance, plan and create a simple curriculum-based

database, define fields, input data, and produce a report using

sort and query

With assistance, create a simple spreadsheet, enter data and

interpret the results





Page 59

Grade: Eight



Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Knowledge Objective- By the end of Eighth


Skills Objective- By the end of Eighth Grade,

students will

NJCCCS



productively.



technologies.



and speed



Recognize and use multi-tasking concepts (ie toggling


data



everyday use

8.1.A




the computer





Peer Evaluation

Page 60

Grade: Eight




using technology.

Knowledge Objective- By the end of Eighth



students will

NJCCCS




group expression.


systems and issues.




learning




8.1.B

Suggested Activities Use multimedia in projects where appropriate

Use digital images, audio and video files to enhance projects

Participate in class blogs and wikis

Complete curriculum-based multimedia projects





Page 61

Grade: Eight








students will

NJCCCS



and media.



formats.




or solve problems.






8.1.C

Suggested Activities Participate in online curriculum projects with other schools






Page 62

Grade: Eight







students will

NJCCCS






learning.





8.1.D







Page 63

Grade: Eight







students will

NJCCCS




media.







bias of online

Use Boolean Search parameters to narrow results

8.1.E


Use Big 6 research model







Page 64

Grade: Eight








students will

NJCCCS




complete a project.





Plan and create a simple database, define fields, input data, and

produce a report using sort and query

Construct a simple spread sheet, enter data, and interpret

the information

8.1.F

Suggested Activities Create and produce a report by sorting and querying a

database file-curriculum based topic

Independently construct a spreadsheet by entering data and

interpreting information





Page 65

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaboratively and to create and communicate knowledge.

Strand A. Technology Operations and Concepts

By the

end of

grade

Content Statement CPI # Cumulative Progress Indicator (CPI)

P

The use of technology and digital tools

requires knowledge and appropriate use

of operations and related applications.

8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture).

8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and

letters/words.

8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard.

8.1.P.A.4 Recognize that the number keys are in a row on the top of the keyboard.

8.1.P.A.5 Use basic technology terms in conversations (e.g., digital camera, battery, screen, computer,

Internet, mouse, keyboards, and printer).

8.1.P.A.6 Turn smart toys on and off.

2




8.1.2.A.1 Identify the basic features of a computer and explain how to use them effectively.

8.1.2.A.2 Use technology terms in daily practice.

8.1.2.A.3 Discuss the common uses of computer applications and hardware and identify their

advantages and disadvantages.

8.1.2.A.4 Create a document with text using a word processing program.

8.1.2.A.5 Demonstrate the ability to navigate in virtual environments that are developmentally

appropriate.

4




8.1.4.A.1 Demonstrate effective input of text and data using an input device.

8.1.4.A.2 Create a document with text formatting and graphics using a word processing program.

8.1.4.A.3 Create and present a multimedia presentation that includes graphics.

8.1.4.A.4 Create a simple spreadsheet, enter data, and interpret the information.

8.1.4.A.5 Determine the benefits of a wide range of digital tools by using them to solve problems.

8




8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or

flyer) using advanced features of a word processing program.

8.1.8.A.2 Plan and create a simple database, define fields, input data, and produce a report using sort

and query.

8.1.8.A.3 Create a multimedia presentation including sound and images.

8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.

8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to

solve problems.

Page 66

Content Area Technology



Strand B. Creativity and Innovation

By the

end of

grade


P

The use of digital tools and

media-rich resources enhances

creativity and the construction of

knowledge.

8.1.P.B.1 Use a digital camera to take a picture.

2




knowledge.

8.1.2.B.1 Illustrate and communicate original ideas and stories using digital tools and

media-rich resources.

4




knowledge.

8.1.4.B.1 Produce a media-rich digital story about a significant local event or issue

based on first-person interviews.

8




knowledge.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a

collaborative, web-based service (also known as a shared hosted service).

Page 67



Strand C. Communication and Collaboration

By the

end of

grade


P

Digital tools and environments

support the learning process and

foster collaboration in solving

local or global issues and

problems.

8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either

screen or toy-based formats.

8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape,

CD-Rom, DVD, or other storage device and press “play” and “stop.”

2





problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with

students in other classes, schools, or countries using electronic tools.

4





problems.

8.1.4.C.1 Engage in online discussions with learners in the United States or from other

countries to understand their perspectives on a global problem or issue.

8





problems.

8.1.8.C.1 Participate in an online learning community with learners from other

countries to understand their perspectives on a global problem or issue, and

propose possible solutions.

Page 68



Strand D. Digital Citizenship

By the

end of

grade


2

Technological advancements

create societal concerns

regarding the practice of safe,

legal, and ethical behaviors.

8.1.2.D.1 Model legal and ethical behaviors when using both print and non-print

information by citing resources.

4





8.1.4.D.1 Explain the need for each individual, as a member of the global community,

to practice cyber safety, cyber security, and cyber ethics when using existing

and emerging technologies.

8.1.4.D.2 Analyze the need for and use of copyrights.

8.1.4.D.3 Explain the purpose of an acceptable use policy and the consequences of

inappropriate use of technology.

8





8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying,

cyber security, and cyber ethics.

8.1.8.D.2 Summarize the application of fair use and Creative Commons guidelines.

8.1.8.D.3 Demonstrate how information on a controversial issue may be biased.

Page 69



Strand E. Research and Information Literacy

By the

end of

grade


P

Effective use of digital tools

assists in gathering and

managing information.

8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support.

2




8.1.2.E.1 Use digital tools and online resources to explore a problem or issue affecting

children, and discuss possible solutions.

4




8.1.4.E.1 Investigate a problem or issue found in the United States and/or another

country from multiple perspectives, evaluate findings, and present possible

solutions, using digital tools and online resources for all steps.

8.1.4.E.2 Evaluate the accuracy of, relevance to, and appropriateness of using print and

non-print electronic information sources to complete a variety of tasks.

8




8.1.8.E.1 Gather and analyze findings using data collection technology to produce a

possible solution for a content-related or real-world problem.

Page 70



Strand F. Critical Thinking, Problem Solving, and Decision-Making

By the

end of

grade


P

Information accessed through

the use of digital tools assists in

generating solutions and making

decisions.

8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close

windows and use the “back” key.

2




decisions.

8.1.2.F.1 Use mapping tools to plan and choose alternate routes to and from various

locations.

4




decisions.

8.1.4.F.1 Select and apply digital tools to collect, organize, and analyze data that

support a scientific finding.

8




decisions.

8.1.8.F.1 Use an electronic authoring tool in collaboration with learners from other

countries to evaluate and summarize the perspectives of other cultures about a

current event or contemporary figure.

Page 71

Evaluation and Assessment

Evaluation and Assessment can take a variety of forms and will be based on numerous factors including:

Teacher observation

Classroom Participation

Rubrics

Written Assessment – ACE-style Questions

Practical Assessments (typing)

Quizzes and tests

Individual Projects

Collaborative Projects

In addition, every 4th

and 8th

grader will be evaluated using the NJTAP-IN checklist and rubric. (See following examples.)

Page 72

Fourth Grade Checklist - 8.1 COMPUTER AND INFORMATION LITERACY STANDARD STUDENT ID ___________________ STUDENT NAME _________________________________________________________

DISTRICT ________________________________ SCHOOL NAME ________________________________________________

Standard 8.1.4. Strand. CPI Indicator Item Indicate the date, class (if

demonstrated), & teacher

signature in the appropriate row

A.1 Use basic technology vocabulary

A.9 Use basic computer icons.

Properly names parts of the computer such as memory or storage, output

devices such as printer, input devices such as monitor, mouse, keyboard

and central processing unit or microprocessor.

Uses proper vocabulary for on-screen items such as icons, applications,

shortcuts, scroll bar, task bar

Uses proper vocabulary for software being used in the school

Uses current terms related to Internet use and applications

A.2 Use basic features of an

operating system (e.g., accessing

programs, identifying and selecting a

printer, finding help).

Starts programs from Start Menu or from desktop icon

Prints from an application such as word processing

Identifies printers available on computer

Demonstrates ability to save and retrieve work

Closes down programs and shuts down computer

Demonstrates appropriate use and care of computer hardware and

peripheral devices including data storage devices

Uses pull down menus and scroll bars

A.3 Input and access text and data,

using appropriate keyboarding

techniques or other input devices.

Inputs at least five numbers into a spreadsheet

Identifies keys to be used with the right and left hands

Uses capital and lower case letters properly by English language

standards

Uses correct posture

Uses thumb on the space bar

Keys simple sentences with hands on home row

Uses function keys such as enter, escape, spacebar, shift, arrow keys,

tab key, and backspace key

Page 73




A.4 Produce a simple finished

document using word processing

software.

Uses bold, italics, underline and other simple formatting

Aligns text to center and along left and right margins

Uses SAVE and SAVE AS when naming files

Uses print preview, print document and select printer depending on need

Edits text for font style, color, size, spell check, and electronic thesaurus

Uses cut, paste, copy, delete as appropriate to the editing process

A.5 Produce and interpret a simple

graph or chart by entering and editing

data on a prepared spreadsheet

template.

Reads a simple bar graph for minimum and maximum values

Creates chart(s) using data entered from a set of numbers

Enters and edits data into spreadsheet accurately

Prints entered information

A.6 Create and present a multimedia

presentation using appropriate

software.

Creates a simple presentation with at least three slides

Adds titles, text and graphics to a multimedia presentation using font,

size, color and spell check

Create and edit slides/screens/cards

Customize the background, add transitions, choose a slide layout and

arrange in a logical and appropriate order

Insert moving graphics, clip art, and/or digital images

A.7 Create and maintain files and

folders.

Creates, deletes and moves folders

Renames, deletes and moves documents

A.8 Use a graphic organizer. Creates a concept map with at least three components

Uses a graphic organizer to categorize objects

B.1 Discuss the common uses of

computer applications and identify

their advantages and disadvantages.

Describes everyday uses for word-processing, spreadsheet and

presentation software

When given a specific task, chooses the correct tool to use

Identifies uses of technology in home and school

B.2 Recognize and practice

responsible social and ethical

behaviors when using technology, and

understand the consequences of

inappropriate use including: *Internet access

*Copyrighted materials

*On-line library resources

*Personal security and safety issues

Demonstrates understanding of the Acceptable Use Policy

Demonstrates understanding of copyright materials on Internet

Identifies author and copyright information on a given web page

Understands guidelines regarding disclosure of personal information on

the web

Page 74




B.3 Practice appropriate Internet

etiquette

Uses electronic mail in the appropriate manner for audience

B.4 Recognize the ethical and legal

implications of plagiarism of

copyrighted materials.

Follows the district technology Acceptable Use Policy

Provides attribution when using copyrighted materials/Identifies

resources

B.5 Recognize the need for accessing

and using information.

Follows intellectual freedom and intellectual property rights

Explains the advantages and disadvantages of Internet resources versus

print materials.

B.6 Identify and use web browsers,

search engines, and directories to

obtain information to solve real world

problems.

Selects appropriate Internet resources for specific information needs

such as resources, web browsers, search engines, directories and online

databases.

Recognizes accuracy among fact, point of view and opinion

Uses child-safe search engines to research new topics

B.7 Locate specific information by

searching a database.

Demonstrates understanding of risks when using general search engines

in terms of inaccuracy and age-inappropriate information

Searches a child-safe web database to find relevant information

B.8 Recognize accuracy and/or bias of

information.

Can identify author of a webpage and discuss possible issues on bias

and accuracy

B.9 Solve problems individually

and/or collaboratively using computer

applications.

Identifies, discusses, and visually presents ways technology has changed

the lives of people in NJ

B.10 Identify basic hardware problems

and solve simple problems.

Works in a group setting on collaborative projects such as a presentation

or Internet research

Uses software programs to integrate learning across curricular areas in

projects and presentations

Reboots computer to handle minor problems

Handles software and webpage errors correctly

Page 75

8.1 COMPUTER AND INFORMATION LITERACY – NJTAP-IN GENERAL RUBRIC

STUDENT ID _________________________________ STUDENT NAME _______________________________________________ GRADE

________

DISTRICT ________________________________________ SCHOOL NAME ________________________________________________

STRAND A: BASIC COMPUTER SKILLS AND TOOLS

Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient Novice

SCORE 3 2 1 0

NOTE: 8.1.8.A.1: Use appropriate technology vocabulary

Vocabulary will be assessed as part of each of the various skills noted below A.2 – A.12

8.1.8.A.2: Use common features of an operating system (e.g., creating and

organizing files and folders)

Create/ customize

common features of an

operating system (e.g.,

shortcuts, files, and

folders)

Independently use

common features of an

operating system (e.g.,

creating and organizing

files and folders and

creating, organizing and

manipulating shortcuts)

With assistance, use

common features of

an operating system

(e.g., creating and

organizing files and

folders and creating,

organizing and

manipulating

shortcuts)

Unable to

perform task

with assistance

(Evidence must

be available

upon request) 8.1.8.A.12: Create, organize and manipulate shortcuts

8.1.8.A.3: Effective, accurate and uses proper techniques when inputting text

and data, using touch keyboarding

Able to model to others

the proper techniques to

effectively and

accurately input text and

data using touch

keyboarding while

completing a specific

task in a specific core

curriculum content area

Use proper techniques

to effectively and

accurately input text

and data using touch

keyboarding.

With assistance input

text and data, using

touch keyboarding

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

Page 76

8.1.8.A.5: Create documents with advanced text formatting and graphics using

word processing

Able to create a multi-

page document with

citations, advanced text

formatting and graphics

using word processing

software in conjunction

with other tools that

demonstrates the ability

to format, edit and print

in a specific core


Create word processing

documents

independently that

include advanced text-

formatting and graphics

With assistance,

create documents

with advanced text

formatting and

graphics using word

processing

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.A.6: Create a file containing customized information by merging

documents

Independently create

two or more documents

to create a merged

document in a specific

core curriculum content

area

Independently use two

or more existing

documents to create a

merged document

With assistance,

create a file

containing

customized

information by

merging documents

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.A.7: Construct a simple spreadsheet, enter data, and interpret the

information

Able to create a

spreadsheet, enter data,

use mathematical or

logical functions to

manipulate and process

data, generate charts and

graphs, and interpret the

results in a specific core


Independently construct

a spreadsheet by

entering data and

interpreting information

With assistance,

construct a simple

spreadsheet, enter

data, and interpret the

information

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.A.8: Design and produce a basic multimedia project Independently create and

produce an original

multimedia project using

and importing text,

graphics, moving images

and sound in a specific


area

Independently design

and produce a basic

multimedia project

using text, graphics,

moving images and

sound.

With assistance,

design and produce a

basic multimedia

project using text.

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.A.9: Plan and create a simple database, define fields, input data, and

produce a report using sort and query

Create a database, define

fields, input data from

multiple records,

produce a report using

sort and query, and

interpret the data in an

original task-specific


area

Independently create

and produce a report by

sorting and querying a

database file

With assistance, plan

and create a simple

database, define

fields, input data, and

produce a report

using sort and query

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

Page 77

8.1.8.A.10: Use network resources for storing and retrieving data Able to model and assist

others with managing

and organizing network

resources for storing and

retrieving data

Independently use

network resources to

store and retrieve data


network resources for

storing and retrieving

data

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.A.11: Choose appropriate electronic graphic organizers to create,

construct, or design a document

Use the appropriate

electronic graphic

organizer in an

independent and original



Choose the appropriate

electronic graphic

organizer to create,

construct or design a

document


an electronic graphic

organizer to create,

construct, or design a

document

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

STRAND B: APPLICATION OF PRODUCTIVITY

TOOLS

Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient Novice

SCORE 3 2 1 0

8.1.8.B.2: Exhibit legal and ethical behaviors when using information

and technology, and discuss consequences of misuse

Exhibit legal and ethical

behavior when using

information and

technology in an

independent and original



Exhibit legal and

ethical behavior when

using information and

technology as

evidenced by using

copyright fair-use laws

as part of an assignment

in a specific core


Verbalize an

understanding

between appropriate

and inappropriate

behavior related to

legal and ethical

issues as defined in

the copyright fair-

use laws

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.B.3: Explain the purpose of an Acceptable Use Policy and the

consequences of the inappropriate use of technology

Distinguish safe and

appropriate use and

misuse of technology

according to the AUP

when making choices

while working

independently

Exhibit an

understanding of the

district’s AUP through

the safe and appropriate

use of technology in all


areas

Verbalizes an

understanding of safe

and appropriate use

and misuse of

technology according

to the approved

district Acceptable

Use Policy (AUP)

and knows the

consequences of

misuse but needs

assistance to follow

procedures for citing

sources

Unable to

perform task

with assistance

(Evidence must

be available

upon request) 8.1.8.B.4: Describe and practice safe Internet usage

8.1.8.B.5: Describe and practice “etiquette” when using the Internet and

electronic mail

Page 78

8.1.8.B.6: Choose appropriate tools and information resources to support

research and solve real world problems, including but not limited to:

• On-line resources and databases

• Search engines and subject directories

Able to effectively and

efficiently use Boolean

logic for research, and

use filtering strategies

Independently choose

appropriate tools and

information resources

(online resources and

databases, search

engines and subject

directories)

With assistance,

choose appropriate

tools and information

resources to support

research and solve

real world problems,

including but not

limited to:

• On-line resources

and databases

• Search engines and

subject directories

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.B.7: Evaluate the accuracy, relevance, and appropriateness of

print and non-print electronic information sources

Able to cite and support

information sources

using credible (accurate,

relevant and appropriate)

print and non-print

electronic information

sources

Independently evaluate

information sources for

credibility of print and

non-print electronic

information sources

based on a

predetermined criteria

list

With assistance,

evaluate the

accuracy, relevance,

and appropriateness

of print and non-print

electronic

information sources

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.B.8: Use computer applications to modify information independently

and/or collaboratively to solve problems

Consistently demonstrates

the ability to create and

manipulate information

independently and/or

collaboratively to solve

problems and to design and

develop products in a

specific core curriculum

content area

Independently and

collaboratively use

computer applications

to modify information

to solve problems

With direct

instruction use

computer

applications to

modify, gather and

sort information

independently and/or

collaboratively to

solve problems

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.B.9: Identify basic hardware problems and demonstrate the ability to solve

common problems

Identify, diagnose and

suggest solutions for

non-functioning

technology systems

Identify basic hardware

problems and

demonstrate the ability

to solve common

problems without

assistance

Given basic hardware

problems,

demonstrate the

ability to solve

common problems

with assistance

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

8.1.8.B.10: Determine when technology tools are appropriate to solve a problem

and make a decision

Identify a problem in a

content area and

formulate a strategy to

solve the problem using

the appropriate

technology tool(s), if

applicable

Determine when

technology tools are

appropriate to solve a

problem and make a

decision

Given a problem,

select the appropriate

technology tool, if

applicable, to solve

the problem from a

given set of solutions

Unable to

perform task

with assistance

(Evidence must

be available

upon request)

LEGEND:-- Greater than 31 = Student Proficient

Page 79

References

“Computer Skills.” Blaine County School District No. 61. N.p., 7 Mar. 2006. Web. 15 May 2011. <http://www.blaineschools.org/////

_Computer_Skills.pdf>.

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East Hanover Township School District Computer Technology Curriculum … · 2013. 10. 25. · Computer Technology Curriculum Grades K-8 Curriculum Contributors: Written by: ... E.

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