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Content and Achievement Standards, Curriculum Outlines

Grades k–12 Benchmarks, and Learning Outcomes

By Sean T. Moroney M.Ed.

2010 Edition



2

Acknowledgements:

Author and Editor: Sean T. Moroney M.Ed., ICT Coordinator ICT/IT Dept.

Sources of materials, guidelines:

The International Society for Technology Education (ISTE)

The International Baccalaureate Program (World IB)

The Computer Science Teachers Association (CSTA)

The Virginia State Department of Education

The Massachusetts State Department of Education

IT/ICTCOMPUTER STUDIES PROGRAM PHILOSOPHY AND GOALS

Our aim is to support student learning via the use of the tools of technology throughout the educational community.

The primary focus is on developing and equipping students with a foundational computing skill-set, which

empowers their ability to use the tools of technology for success as lifelong learners.

The basic goals of the computer studies program are to:

! Address the needs of students who enter school at varying degrees of proficiency.

! Equip all students with a foundation of core skills necessary for using technology as a tool for life-long

learning and communication.

! Expose students to a wide variety of technology tools to meet these aims.

! Empower students in the continual exploration and use of an array of information technology tools for

research, self-expression, communication and collaboration, creation, and invention,

IT/ICTCOMPUTER STUDIES PROGRAM OVERVIEW

The IT/ICT computer studies program is built in alignment with the International Society of Technology National

Educational Technology Standards. This framework of standards has been adopted or is referenced by a majority of

the American state departments of education, and by a number of schools systems internationally.

Students begin the IT/ICT computer studies program in the lower grades (k-5) by becoming acquainted with the

computer, its related parts, and basic functions of both hard and software. In accordance with developmentally

appropriate standards and the school ESL's they begin to build a core skills foundation; working with the computer

and learning such basics such as lab etiquette, ergonomics, observing safe computing and online practices,

keyboarding/touch typing, and how to work with the desktop, typing, office productivity, and paint programs and

other common software applications.

In the middle grades (6-8), students spend as much time learning how the computer works as they do working with

the computer. The focus of instruction maintains and builds upon the foundation of core skills through more project

based learning activities. Greater emphasis is put on academic aspects of the subject and studies are undertaken of

the history and social impact of information technologies (I.e. computers) on human culture. Introduction of various

tools for research, and communication (school wiki, and personal websites), and self-expression are introduced to

promote greater independence in learning.

In the upper grades (9-12) students whom elect to further study IT/ICT are exposed to a wider array of tools and

applications for use in information technology. They further study the global impact of the “digital revolution or



3

renaissance” and current emerging technology trends in society. There is a concentration on the application of

specific hard and software tools for self-expression and the communication of ideas via the development cycle.

Through this process, students demonstrate their proficiency via the design and completion of numerous projects

e.g., digitally publishable media, web content, programming, and multi-media creation. It is expected that students

who've completed these studies will have mastered the understanding and use of a basic foundation of IT/ICT tools

and possess the ability to not only to apply these skills in the “real world” but can use them to continue to

independently learn and communicate throughout their lives.

MEANS OF ASSESMENT

Depending on the age and range of developmental ability IT/ICT program students will be evaluated using

formative and summative methods. Some examples of this are:

! Consistent, general teacher observation of classroom participation during learning activities

! Ability to successfully learn, identify and operate a computer, its' component parts and applications

connected to its use i.e., school systems, the intra and internet.

! Evaluation of ability to produce outcomes with varied and developmentally appropriate content in lab work,

homework and projects such as weekly logging of classroom experiences.

! Measure of progress though objective testing e.g., typing accuracy and speed (adjusted words per minute),

chapter quizzes, and comprehension tests and exams.

! Evaluation through “authentic” assessment modes such as personal electronic portfolios.

ISTE/NETS STANDARDS FOR EDUCATIONAL TECHNOLOGY FOR ALL STUDENTS (current to 2007)

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

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

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

d. process data and report results.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.



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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 primarily 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

Curriculum Outlines and Learning Outcomes Performance Benchmarks Indicators

What follows is a K-12 presentation of the current IT/ICT computer studies curriculum. It should be

understood that this curriculum is dynamic and destined to change with the needs, demands and flux in the

swiftly changing milieu of information technology and emerging best practices in education. However, in its

present form, each set of grade levels are presented first with a NETS profile of information and



5

communication foundational technology skill exemplars for the grade level. All students are expected to have

mastered theses skills upon completing that grade. Presented immediately after are grade level inventory

tables with annotated aligned standards, outlining the learning outcome performance indicators, methods of

instruction, assessment, and relevant teaching resources used in the IT/ICT computer studies curricula.

Grades PRE K – 2 ISTE NETS instructional profile exemplars

The following experiences with technology and digital resources are examples of learning activities in which

students might engage during PK–Grade 2 (ages 4–8):

1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (NETS#: 1,2)

2. Identify, research, and collect data on an environmental issue using digital resources and propose a

developmentally appropriate solution. (NETS#: 1, 3, 4)

3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.

(NETS#: 2, 6)

4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a

curriculum area. (NETS#: 1, 2, 6)

5. Find and evaluate information related to a current or historical person or event using digital resources. (NETS#:

3)

6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants

and animals. (NETS#: 1, 3, 4)

7. Demonstrate the safe and cooperative use of technology. (NETS#:5)

8. Independently apply digital tools and resources to address a variety of tasks and problems.( NETS#: 4, 6)

9. Communicate about technology using developmentally appropriate and accurate terminology. (NETS#: 6)

10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and

Web sites. (NETS#:6)

Kindergarten Information & Communication Technology Skills Mastery Benchmarks

Kindergarten IT/ICT curriculum objectives and outcomes are based on the International Society for

Technology Education (ISTE) National Educational Technology Standards (NETS) frameworks. They

are devised to introduce kindergartners to computing as a learning tool and to help them develop

healthy computing practices. From an instructional standpoint the primary aims are to teach the

students the main parts of hardware and software and to facilitate them interacting with educational

technology.

Key to acronyms in these tables: NETS# = the number of the actual National Educational Technology Standard IPE# =the

grade level instructional profile exemplar number

Outcomes: IT/ITC Kindergarten

Program performance benchmark

indicators; based on these by the

completion of Kindergarten students

Instructional

methodology

Measure of assessment Resource(s),

tools



6

will:

1) Learn healthy computing habits and

lab behavior etc., keeping oneself and

computing parts safe, handling input

devices gently, no liquids, food or

"outside activities" (running, shouting)

in the lab, maintaining correct chair

placement, posture, and attitude.

(NETS # 5,6 -K-2 IPE# 7,8,9)

Teacher presentation and

demonstration, hands-on

activities, some

multimedia resources.

Observation by teacher

of student performance

Lab equipment,

new and old

computer

hardware

whiteboard,

markers

2) Learn the basic parts and names of

the computer. (NETS # 5,6 -K-2 IPE#

7,8,9)


demonstration, software

applications.

observation by teacher

of student performance,

use of time.

Student demonstration

Brief written

assessment

new and old

computer

hardware

whiteboard,

markers

quizzes

3) Learn how to move and manipulate a

mouse and keyboard (NETS # 5,6 -K-

2 IPE# 7)

Interactive lab “hands on

activities”, teacher

presentation and

demonstration.

Written comprehension

test, demonstration of

skills by students,

observation and

evaluation of student

performance by teacher.

Lab computer

hard and

software

teacher created

test.

4) Learn the keys and basic principles

of keyboarding typing", spacing and

formatting keys, and be able to

accurately type their name and type 5

words per minute or more by the end of

Kindergarten. . (NETS # 5,6 -K-2 IPE#

7,8)


demonstration, follow up

direct 1 to 1 student

support during learning

activity

Observation and


performance by teacher

demonstration of skills

by students,

Lab computer

hard and

software.

5) Be able to navigate the desktop and

identify, and open programs using

icons and/or menus. (NETS # 5,6 -K-2

IPE# 2,5, 7,8,9)


demonstration, interactive

lab “hands on activities”.

demonstration of

skills by students,

observation and



Lab computer

hard and

software

teacher created

test. LCD

projector,

screen

6) Identify, and open a word processing

program and be able to open/create a

file and type text using a word

processor (NETS # 5,6 -K-2 IPE#

7,8,9)


demonstration

follow up direct 1 to 1

student support during

learning activity



production of

documents.

Lab software

e.g., M.S. Word

LCD projector,

screen, printer

Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to

working towards reaching grade one IT benchmarks and goals.

IT/ICT Grade 1 Technology & Communication Technology Skills Mastery Benchmarks



7

Grade one IT/ICT curriculum objectives and outcomes are also based on ISTE National Educational

Technology Standard (NETS) frameworks They are devised to support students approaching

computing as a learning tool and to help them continue developing healthy computing practices. From

an instructional standpoint the primary aims are to teach the students the main parts of hardware and

software and to facilitate them interacting with educational technology.

Outcomes: IT/ICT Grade 1


indicators; based on these by the

completion of grade 1 students will:

Instructional

methodology

Measure of assessment Resource(s), tools

1) Know healthy computing habits and

lab behavior. (NETS # 5,6 -K-2 IPE#

7,8,)

Teacher review and

presentation and

demonstration, some


Student Question and

answer session



Lab equipment,

computer hardware

keyboard training

software

2) Understand and begin to use

computers as tools for learning and

creating as opposed to toys for

entertainment. (NETS# 1,2,3,4,5,6,

IPE# 7, 8,)



applications.

Basic student projects;

writing and drawing

observation and


performance by teacher,

use of time.

Lab equipment,

computer hard and,

software

3) Know all basic parts of a computer

and be able to identify them verbally

(NETS # 5,6 IPE# 9)



presentation and

demonstration, ID

exercises, games

observation and



demonstration of

knowledge,

skill, by students

Lab computer

hard and software

brief teacher

created written

assessment (quiz).

4) Learn how to power on and off all

computer components and peripherals

e.g., the monitor. (NETS # 5,6 IPE# 7,

9)

teacher presentation and

demonstration; Interactive

lab “hands on activities”,

observation and



Lab computer

hard and software.

5) Know and apply the basic principles

of keyboarding and entry level

typing the concept of “home row” hand

placement on the keyboard, be able to

accurately type 8 words per minute or

more by the end of grade one. (NETS #

5,6 IPE# 7,8,9,10)



lab hands on application

and activities typing

exercises,

use of multimedia

resources, software

Completion of assigned

activities and

production of

documents etc.,

observation and



Lab computer

hard and software

teacher created

test. LCD

projector, screen



8

6) Identify and know how to navigate

their way around GUI (Graphical User

Interface i.e.,” windows" and "icons")

desktop and standard objects on it e.g.,

program icons, start/shutdown menu.

(NETS # 5,6 IPE# 7,8, 9,10 )




Teacher observation of

student performance,

completion of activities,

demonstration of

knowledge,

skill, by students

Lab computer

hard and software,

keyboard training

sites,

teacher created

tests.

7) Know how to open and work with a

basic draw program e.g., MS Paint or

Kid Pix. ( NETS#: 1,5,6 -K-2 IPE#

2,5,7,8)





activity


activities and

production of

documents etc.,

observation and



Lab software e.g.,

MS Paint or Kid

Pix, LCD

projector, screen

8) Understand, function of, identify,

and open a word processing document

and be able to open/create a file and

type text using a word processor and

then print the document or file (NETS

# 5,6 -K-2 IPE# 2, 5, 7,8,9)




Multimedia resources,

software





activity

completion of assigned

activities and

production of

documents etc.,

observation and



Lab computer

hard and software,

LCD projector,

screen

9) Know what a graph and spreadsheet

is and be able to create one with

teacher assistance

(# 3, 4,5, 6)


instruction of software

techniques, introduction to

software tutors, lab

learning activities


activities and evaluation


by teacher

Lab hard and

software e.g.,

Graphing Club, or

similar

introductory

applications

10) Know how to name and save their

file to a pre-made folder and then

locate and open a previously created

file, and edit and/or append it by

writing new words or modifying

it. (NETS#: 1,6, IPE# 7,9,10)





activity


activities and

production of

documents etc.,

observation and



Lab software e.g.,

Windows OS,

LCD projector,

screen

11) Identify and with assistance, be

able use an Internet browser to work

with specific online applications: e.g.,

educational games, typing sites, search

engines (NETS#: #3,5,6, IPE# 7,9,10)





activity

Observation and



Lab software e.g.

MS Internet

Explorer, Firefox

internet browsers,

www sites, LCD

projector, screen


working towards reaching grade two IT benchmarks and goals.



9

Grade 2 Information & Communication Technology Skills Mastery Benchmarks

Grade two IT/ICT curriculum objectives and outcomes are again based on ISTE National Educational

Technology Standard (NETS) frameworks. They are aimed at further fostering students' ability to

develop and apply healthy computing practices and etiquette. The chief instructional goals are to

continue instructing students in knowing better how to operate, computing technologies while

supporting their ability to self- instruct and learn independently as they gradually acquire higher order

thinking skills..

Outcomes: IT/ICT Grade 2

program performance benchmark

indicators; based on these by the end

of year two students will:

Instructional

methodology

Measure of assessment

Resource(s),

tools

1) Know and practice healthy

computing habits and etiquette

(NETS#: 5,6 , IPE# 7,8,9 )

Teacher review and

presentation and

demonstration, some


Direct observation by

teacher of student

performance

Lab equipment,

computer

hardware

keyboard

training

software

2) Understand and apply computers as

tools for learning and creating

(NETS#: 1,2,3, 4,5,6, , IPE# 7,8,9)



applications.

Student use of technology

for school assignments;

writing, creating.


teacher of student

performance, use of

time.

Lab computer

hard and,

software

3) Know all basic parts of a computer

and be able to correctly plug in and

connect them together. (NETS # 5, 6 ,

IPE# 7,9,10)



presentation and

demonstration.



skills by students,

observation and



Lab computer

hard and

software

teacher created

test.

4) Learn how to power on and off all

computer components and peripherals

e.g., the monitor. (NETS # 5,6, IPE#

7,9,10)



presentation and

demonstration

observation and



Lab computer

hard and

software.

5) Identify and understand the GUI

(Graphical User Interface i.e.,”

windows" and "icons") desktop and

standard objects on it e.g., program

icons, start/shutdown menu and be able

to independent open and use a variety

of applications (#5,6 , IPE# 7,9,10)






completion of activities

and production of

documents etc.

Lab computer

hard and

software

teacher created

test. LCD

projector,

screen

6) Understand functions of and be able

to use basic input and output devices:

keyboard and mouse i.e., keys and





activities and

production of

Lab computer

hard and

software,



1

buttons. (NETS # 5,6)


software

documents etc.,

observation and



keyboard

training sites,

teacher created

tests.

7) Know and apply the basic principles

of keyboarding and entry level

typing the concept of “home row” hand

placement on the keyboard, goal of

"touch typing", spacing and formatting

keys, and be able to accurately type 10


grade two. (NETS # 5,6, IPE# 7,8)





software


activities and

production of

documents etc.,

observation and



Lab computer

hard and

software, LCD

projector,

screen

8) Understand, the function of, identify,

and open a word processing document

and be able to open/create a file and

type text using a word processor, name,

save and then print the document or

file ( NETS # 5,6 IPE# 8,9,10)





activity


activities and

production of

documents etc.,

observation and



Lab software

e.g., M.S. Word

LCD projector,

screen

9) Understand spreadsheets their

relation to graphing and be able to

develop one using teacher provided

data. (# 3, 4,5, 6)





learning activities




by teacher

Lab hard and

software e.g.,

Graphing Club,

MS excel,

Google Docs.,

spreadsheets.

10) Identify and with assistance, be

able access, compose and receive web-

based (school) email with peers (NETS

# 5,6

IPE# 3,7)





activity

Observation and



Lab hardware,

internet

connection,

browser, LCD

projector,

screen


working towards reaching grade 3 IT benchmarks and goals.

Grades 3 – 5 ISTE/NETS instructional profile exemplars


students might engage during Grades 3–5 (ages 8–11):

1. Produce a media-rich digital story about a significant local event based on first-person interviews. (NETS#: 1, 2,

3, 4)

2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (NETS#: 1, 2,

6)

3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher.

(NETS#: 3, 4)



11

4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses.

(NETS#: 3, 4, 6)

5. Identify and investigate a global issue and generate possible solutions using digital tools and resources.

(NETS#: 3, 4)

6. Conduct science experiments using digital instruments and measurement devices. (NETS#: 4, 6)

7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher

support. (NETS#: 4, 6)

8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (NETS#: 5)

9. Debate the effect of existing and emerging technologies on individuals, society, and the global community.

(NETS#: 5, 6)

10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and

software problems. (NETS#: 4, 6)

Grades 3 Information & Communication Technology Skills Mastery Benchmarks

Grade three curriculum objectives are once more, based on the ISTE -IT/ICT National Educational

Technology Standard frameworks. They are aimed at further fostering students' ability to develop and apply

healthy computing practices and etiquette. The chief instructional goals are to continue instructing students

in knowing better how to operate, computing technologies while supporting their ability to independently

self- instruct and learn as they acquire higher order thinking skills..

IT/C Grade 3 Program performance

benchmark indicators

Instructional methodology

Measure of assessment

Resource(s), tools

1) Practice and maintain healthy

computing habits and etiquette. (NETS#:

5,6 , IPE# 8 )

Teacher review and

reinforcement demonstration,

some multimedia resources

Direct observation and

evaluation by teacher of

student practices

brief written

comprehension test,

Lab equipment,

computer hardware

LAB rules

abridged AUP copies,

LCD projector screen

2) Be able to independently identify

machine parts and perform basic essential

tasks such as powering them on and off.

(NETS# 1,5,6 IPE#10)



direct 1 to 1 student support

during learning activity



use of time

Lab computer hard

and, software, LCD

projector screen

3) Be able to successfully log-on to the

school network (NETS# 1,5,6 IPE#10)


demonstration. Lab and

home assignments


activities”



skills by students,

observation and



Lab computer

hard and software

online activities and

web quests and

teacher created tests.

4) Be able to create directories and

folders and save then retrieve, and edit or

modify files to and from them.




observation and



Lab computer

hard and software,

e.g., Windows OS..



1

(NETS#1,3,4,5,6 IPE#,4,7) during learning activity

5) Know and apply the basic principles of

keyboarding using “home row” hand

placement on the keyboard and related

techniques working towards "touch

typing", and be able to accurately type 12


grade 3. (NETS# 1,5,6 IPE#4,7))


instruction of techniques,

introduction of instructional

software, lab practice sessions

Testing and tracking of

progress with

keyboarding/typing

software


teacher of student

performance,


and production of

documents etc.

Lab computer

hard and software

keyboard/typing

software, e.g.,

learn2type.com,

Mavis Beacon.

LCD projector, screen

6) Identify, understand, the function of,

and independently access a word

processing program to open/create a file

and type text and then name, save, and

print the document (NETS # 1, 2,5,6

IPE#2,4,7)



introduction of instructional

software, lab practice sessions

Teacher evaluation of

student performance


activities and production

of documents etc.,

observation and

Lab computer

hard and software,

e.g., MS Word. LCD

projector, screen

7) Understand what spreadsheet and

graphs are is be able to create them

these using data from diverse sources .

(# 3, 4,5, 6)





learning activities

Completion of

assigned activities and


performance by

teacher

Lab hard and

software e.g.,

Graphing Club, MS

excel, Google Docs.,

spreadsheets.

8 )Understand the connection between

digital cameras, scanners and computers

and be able to begin working with them in

tandem. (NETS#1,3,6 IPE#2,4,7)


demonstration, direct support

of students during learning

activity.




by teacher

Lab hard and software

e.g.,

digital camera

9) Be able to understand related risks of

working on the WWW and successfully

pass the "Internet safety knowledge" test.

(NETS #3,5,6 IPE#2,4,7)



of students during learning

activity.



of documents etc.,

observation and



Lab software e.g.,

Firefox MS IE,

internet browser, www

site LCD projector,

screen

10) Be able to independently use an

Internet browser to go specific

intranet/WWW locations e.g., age level

educational sites and search engines.

(NETS#3,5,6,)





Observation and



Lab software e.g.,

Firefox MS IE,

internet browser, www

site LCD projector,

screen

11) Be able to understand with assistance,

managing and using an email account

application e.g., successfully, log-on,

navigate, address, send and receive email.

(NETS# 5,6)



of students during earning

activity.


activities, observation

and evaluation of student


Lab hard and software

e.g., school web mail,



working towards reaching grade 4 IT/ICT benchmarks and goals.

Grades 4 Information & Communication Technology Skills Mastery Inventory

Grade four IT/ICT curriculum objectives are also based on the ISTE National Educational Technology

Standard frameworks. In grade four there is greater focus on learning how the tools of technology are used

for learning, self expression, and critical inquiry across the curriculum. The main instructional goals are



1

having students augment and build upon existing skill sets which support and broaden their independent

learning ability, inquiry and higher order thinking skills.

Outcomes: IT/ICT Grades 4


indicators based on these students

will:

Instructional

methodology


1) Be able to practice "appropriate

use" of IT/ICT technologies (i.e.,

computers) is in the lab school and

elsewhere. (# 5,6)


demonstration, reading

and review of school

acceptable use policy.


test, observation and

evaluation of by teacher

of student practices

Copies of AUP,

Lab equipment,

computer

hardware

AUP copies,

LCD projector

screen

2) Know and be able to put perform

basic troubleshooting of hardware

and software application problems

e.g. knowing about equipment

connections and saving and escaping

from frozen applications. (# 1, 2,5,6)



home assignments


activities”



skills by students,

observation and



Lab computer

hard and,

software, LCD

projector screen

teacher prepared

tests

3) Be able to navigate to, log-on,

access, save and retrieve, or send

and receive files to and from

directories using a personal account

-through school and in related

technological contexts e.g., a school

Information system or portal, a user

account on a home computer. (# 1, 2,

3,5,6)





activity



skills by students,

observation and



Lab computer

hard and software

online activities

and web quests

and teacher

created tests.

4) Understand, identify, and use the

correct program/application for

creating or editing a graphic. (# 3, 4,

5,6)



direct support of students

during learning activity.




and production of

graphics etc.

Lab computer

hard and software,

e.g., paint,

graphics

programs.

5) Be able to integrate researched

and collected data, as well created

and edited information into a

multimedia presentation. (# 3, 4,

5,6)



introduction of

instructional software, lab

practice sessions




and production of

PowerPoint presentation

or related application.

Lab computer

hard and software

keyboard/typing

software, e.g.,

PowerPoint

LCD projector,

screen

6) be able to accurately type 15

adjusted words per minute (AWPM)

by the end of grade 5 (# 5,6)

Review of keyboarding

and typing techniques, lab

practice sessions


progress with

keyboarding/typing

software, student kept

logs, observation by

teacher of student

performance,


and production of

Lab computer

hard and software

keyboard/typing

software, e.g.,

learn2type.com,

and similar Mavis

Beacon.

LCD projector,

screen



1

documents etc.

7) Know and be able to apply

intermediate document processing

techniques by creating weekly class

logs and using key commands and

shortcuts, margin settings,

integration of graphics, and tables in

processing and then learn how to

how to save in different formats e.g.,

plain text files. (# 3, 4,5, 6)



techniques, lab learning

activities



of documents etc.,

observation and



Lab computer

hard and software,

e.g., MS Word ,

notepad, LCD

projector, screen

8) Understand what a spreadsheet

and graph is and how be able to


data.

(# 3, 4,5, 6)





learning activities




by teacher

Lab hard and

software e.g., MS

excel,

spreadsheets.

9) Be able to collaborate with peers,

teachers and others on technology

related projects. (# 2, 3,5,6,)


instruction.




by teacher

Lab hard and

software e.g.,

school web mail,

LCD projector,

screen

10) Understand what the internet /

www is and how to use it safely and

ethically, by demonstrating basic

proficiency in the location and use

of search engines, graphical archives

and subject or content specific sites

(#3, 4,5 6,)


demonstration, direct

support of students during

learning activity.



of documents etc.,

observation and



Lab software e.g.,

Firefox MS IE,

internet browser,

various www

sites, search

engines, LCD

projector, screen

11) Know how to use the

internet/www web for

communication and collaboration

using e-mail, messaging, wikis,

websites and related technologies

i.e., virtual environments, school

information systems or portals,

blogs or forums, via a user account

on a home computer (VLE's.) (#1, 3,

4,5 6,)




learning activity.


group or partner

activities, successful


performance sending an

and receipt of mail by

teacher

Lab software e.g.,

Firefox MS IE,

internet browser,

school web mail,

www sites, LCD

projector, screen



Grade five IT/ICT curriculum objectives are also based on the ISTE NETS National Educational Technology

Standard frameworks. Emphasis is given in grade five to how the tools of technology work, and are used for

learning, self expression, and critical inquiry across the curriculum. The main goals of instruction are having

students exercise and expand their foundational skills through exploration, creation, collaboration and

invention. The shift towards independent learning is cultivated with the goal of growing critical inquiry

abilities.

IT/ICT Grades 5 Program

performance benchmark

Instructional

methodology




1


will:

1) Be able to explain and practice

"appropriate use" of IT/ICT

technologies (i.e., computers) is in

the lab school and elsewhere. (# 5,6)


demonstration, reading

and review of school

acceptable use policy.





Copies of AUP,

Lab equipment,

computer

hardware

AUP copies,

LCD projector

screen

2) Know and be able to put perform

basic troubleshooting of hardware

and software application problems

e.g. knowing about equipment

connections and saving and escaping

from frozen applications. (# 1, 2,5,6)



home assignments


activities”



skills by students,

observation and



Lab computer

hard and,

software, LCD

projector screen

teacher prepared

tests

3) Be able to navigate to, log-on,

access, save and retrieve, or send

and receive files to and from

directories using a personal account

-through school and in related

technological contexts e.g., a LAN

share-drive, email, school

information system or portal, blog or

forum, via a user account on a home

computer. (# 1, 2, 3,5,6)





activity



skills by students,

observation and



Lab computer

hard and software

online activities

and web quests

and teacher

created tests.

4) Understand, identify, and use the

correct program/application for

creating or editing a graphic. (# 3, 4,

5,6)



direct support of students





and production of

graphics etc.

Lab computer

hard and software,

e.g., paint,

graphics

programs.

5) Be able to integrate researched

and collected data, as well created

and edited information into a

multimedia presentation. (# 3, 4,

5,6)



introduction of

instructional software, lab

practice sessions




and production of

PowerPoint presentation

or related application.

Lab computer

hard and software

keyboard/typing

software, e.g.,

PowerPoint

LCD projector,

screen

6) be able to accurately type 18

adjusted words per minute (AWPM)

by the end of grade 5 (# 5,6)

Review of keyboarding

and typing techniques, lab

practice sessions


progress with

keyboarding/typing



teacher of student

performance,


and production of

documents etc.

Lab computer

hard and software

keyboard/typing

software, e.g.,

learn2type.com,

and related.

LCD projector,

screen

7) Know and be able to apply

intermediate document processing

techniques by creating weekly class



techniques, lab learning



of documents etc.,

Lab computer

hard and software,

e.g., MS Word ,



1

logs and using key commands and

shortcuts, margin settings,

integration of graphics, and tables in

processing and then learn how to

how to save in different formats e.g.,

plain text files. (# 3, 4,5, 6)

activities observation and



notepad, LCD

projector, screen

8) Create spreadsheets and graphs

using a variety of data sources to

present and explain information in

various contexts (Science, social

Studies)

(# 3, 4,5, 6)





learning activities




by teacher

Lab hard and

software e.g., MS

excel

spreadsheets.

9) Be able to collaborate with peers,

teachers and others on technology

related projects. (# 2, 3,5,6,)


instruction.




by teacher

Lab hard and

software e.g.,

school web mail,

LCD projector,

screen

10) Understand what the internet /

www is and how to use it safely and

ethically, by demonstrating basic

proficiency in the location and use

of search engines, graphical archives

and subject or content specific sites

(#3, 4,5 6,)




learning activity.



of documents etc.,

observation and



Lab software e.g.,

Firefox MS IE,

internet browser,

various www

sites, search

engines, LCD

projector, screen

11) Use the internet/www regularly

for communication and

collaboration through such

applications as e-mail, messaging,

wikis, blogs, or forums websites and

related technologies i.e., virtual

environments, school information

systems or portals, via a user

account on a home computer

(VLE's.) (#1, 3, 4,5 6,)




learning activity.


group or partner

activities, successful


performance sending an

and receipt of mail by

teacher

Lab software e.g.,

Firefox MS IE,

internet browser,

school web mail,

www sites, LCD

projector, screen

12) Use internet/www based

application (wikis, blogs, websites,

related 2.0 apps) for the creation of

content, self –expression and the

communication of ideas (#1, 2, 3,

4,5 6,)


demonstration,

exploration and design,

and experimentation by

students with facilitation

and support of teacher.


activities and projects

successful evaluation of

student performance by

teacher and peers.

Lab software e.g.,

internet browsers,

www sites, and

online, 2.0 tools,

LCD projector,

screen


working towards reaching middle school (grades 6-8) IT/ICT benchmarks and goals.

Grades 6-8 Information & Communication Technology Skills Mastery Benchmarks

Grades six through eight curriculum objectives are based on the International Society for Technology

Education NETS IT/ICT educational standard frameworks. They are aimed at maintaining and building

upon the foundation of core skills established in the lower grades and the development of a more holistic



1

understanding of the use of technology as a tool for independent lifelong learning, communication and self-

expression.

ISTE NETS Grades 6- 8 instructional profile exemplars:

The following experiences with technology and digital resources are examples of learning

activities in which students might engage during Grades 6–8 (ages 11–14):

1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping

software. (NETS#:1, 2)

2. Create original animations or videos documenting school, community, or local events. (NETS#:1, 2, 6)

3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.

(NETS#:1, 4)

4. Participate in a cooperative learning project in an online learning community. (NETS#:2)

5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy

of the content. (NETS#: 3)

6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather,

view, analyze, and report results for content-related problems. (NETS#: 3, 4, 6)

7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

(NETS#:3, 4, 6)

8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural

perspectives with other learners. (NETS#: 2, 3, 4, 5)

9. Integrate a variety of file types to create and illustrate a document or presentation. (NETS#:1, 6)

10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.

(NETS#: 4, 6)



1

Outcomes: IT/ICT grade 6

program performance benchmark


will:

Instructional methodology Measurement of

assessment

Resource(s)

/tools

1) Be able to articulate and abide by

the tenets of an institutional

technology Acceptable Use Policy

(AUP). (# 4, 5, 6,)


demonstration, reading and

review of school acceptable

use policy.



evaluation of by teacher of

student practices

Copies of AUP,

Lab equipment,

computer

hardware

AUP copies,

LCD projector

screen

2) Be able to accurately type 20

adjusted words per minute by the

end of grade 6, 30 AWPM by grade

7, and 35 by grade 8. (# 5, 6,)

Review of keyboarding and

typing techniques,

introduction to software

tutors, lab practice sessions


progress with

keyboarding/typing

software, student kept logs,

observation by teacher of


completion of activities and

production of documents

etc.

Lab computer

hard and

software

keyboard/typing

software, e.g.,

learn2type.com,

alfatyping.com,

Mavis Beacon.

LCD projector,

screen

3) Know the parts of and be able to

independently perform routine

troubleshooting of hardware and

software applications. (/#4, 5 6,)


demonstration, student

research assignments in lab

and at outside class, direct


learning activities.


tests, demonstration of

skills by students,

observation and evaluation

of student performance by

teacher

Lab computer

hard and

software online

activities and

websites e/g.,

www.howstuffw

orks, and

intel.com and

teacher created

tests.

4) Be able to independently log-on,

navigate to, access, create, save and

retrieve, or send and receive files to

and from directories using a

personal school network account, -

through school and in related

technological contexts e.g., Virtual

Learning Environments (#5,6)


demonstration, written

instructions, follow up



Observation by teacher of



production of graphics etc.

Lab computer

hard and

software, online

IT/ICT resources

e.g.,

wiki, school

web mail

5) Be able to independently create

and present integrated researched

and collected (cross curricular) data,

as well created and edited

information into a multimedia

presentation (e.g., MS Power Point.

or similar) (#3, 4,5, 6,)




and outside class, direct

follow-up support of

students during learning

activities.




production of MS

PowerPoint, Online

presentation tool or related

application.

Lab computer

hard and

software e.g.,

presentation

LCD projector,

screen



1

6) Be able to work collaboratively

with others to plan, design and

create technology related projects,

in person and remotely e.g., email,

(#3, 4,5, 6,)



direct follow-up support of

students during lab practice

sessions.


activities and evaluation of


teacher

Various tools:

depending on the

project; programs

websites, blogs,

etc., LCD

projector screen,


formatted text documents for

assignments such as reports

applying intermediate to advanced

document processing techniques.

(#3, 4,5, 6,)





sessions.





etc.

Lab computer

hard and

software e.g.,

MS Word, LCD

projector, screen

8) Understand how a spreadsheet

and graph application work (e.g.,

MS Excel or similar) and use basic

to intermediate techniques to


or researched data. (#2, 4,5, 6,)



techniques, direct follow-up




activities and production of

documents etc.,



teacher

Lab computer

hard and

software, e.g.,

MS Excel, LCD

projector, screen

9) Understand how to use the

internet www safely and ethically,

by demonstrating basic proficiency

in the location and use of search

engines, graphical archives and

subject or content specific sites.

(#3, 4,5, 6,)

Teacher presentation,

written instructions, follow

up direct 1 to 1 student


activity




teacher

Lab shard and

software e.g.,

Firefox MS IE,

internet browser,

various www

sites, search

engines, LCD

projector,


internet/www web for research,

communication, collaboration, and

expression using e-mail, messaging,

wiki's, websites, and related

technologies such as integrated

virtual learning sites. (#2, 3, 4,5, 6,)



research and study of

resources, on and offline,

during labs and outside

class, interactive learning

activities



documents etc.,

written assignments, and

tests, observation and



Lab software

e.g., Firefox MS

IE, internet

browser, various

www sites,

search engines,

LCD projector,

screen

11) Understand and abide by

regulations and laws for

electronic media and

resources relating to

intellectual copyright law,

proper use, and citation of

information sources. (#5, 6,)







activities


individual, partner and

group activities, successful


performance

Text handouts,

Lab software

e.g., Firefox MS

IE, internet

browser, www

sites, LCD

projector, screen



2

12) Know the basic theory

behind digital technologies

and be familiar with the basic

concepts and vocabulary used

to describe these. (#3, 5, 6,)




learning activity.

Assessment through

written assignments,

chapter and comprehension

tests, lab sessions, and self

evaluation modes e.g.,

e-portfolios

Lab software

e.g., Firefox MS

IE, internet

browser, school

web mail,

GoogleDocs,

www sites, LCD

projector, screen

13) understand the historical

development of information

technologies and their impact

on present day society (#3, 5,

6,)



research via interactive

websites, texts, and

handouts

Assessment through





e-portfolios

Lab software

e.g., Firefox MS

IE, internet

browser, school

web mail, www

site e.g.,

intel.com LCD

projector, screen

14) Understand and use a variety of

internet/www based applications:

(wikis, blogs, websites, related 2.0

apps) for the creation of content,

and communication, presentation of

ideas (#1, 2, 3, 4,5 6,)


demonstration, exploration

and design, and

experimentation by students

with facilitation and support

of teacher.





teacher and peers.

Lab software

e.g., internet

browsers, www

sites, and online,

2.0 tools, LCD

projector, screen

15) Document and share one’s

leaning experiences and skills

via an electronic / online

portfolio (#2, 3, 5, 6,)


demonstration; direct


learning activity.

Observation and evaluation

of student portfolio and


Various tools;

Log’s: websites,.,

LCD projector

screen,





2


program performance

benchmark indicators based on

these students will:


assessment

Resource(s)

/tools




(AUP). (# 4, 5, 6,)




use policy.




student practices

Copies of AUP,

Lab equipment,

computer

hardware

AUP copies,

LCD projector

screen



end of grade 6, 30 AWPM by grade

7, and 35 by grade 8. (# 5, 6,)


typing techniques,




progress with

keyboarding/typing

software, student kept logs,

observation by teacher of




etc.

Lab computer

hard and

software

keyboard/typing

software, e.g.,

learn2type.com,

alfatyping.com,

Mavis Beacon.

LCD projector,

screen













skills by students,



teacher

Lab computer

hard and

software online

activities and

websites e/g.,

www.howstuffw

orks, and

intel.com and

teacher created

tests.







technological contexts e.g., school

portal or information system and

Virtual Learning Environments

(#5,6)









production of graphics etc.

Lab computer

hard and

software, online

IT/ICT

resources:

. wiki, school

web mail



and collected (cross curricular)

data, as well created and edited


presentation (e.g., MS Power Point,

GooglePresent. or similar) (#3, 4,5,







activities.




production of MS

PowerPoint, GoogleDocs

presentation or related

application.

Lab computer

hard and

software e.g.,

presentation

LCD projector,

screen



2

6,)




in person and remotely e.g., email,

online tools, e.g., GoogleDocs.

(#3, 4,5, 6,)





sessions.




teacher

Various tools:

depending on the

project; programs

websites, blogs,

etc., LCD

projector screen,






(#3, 4,5, 6,)





sessions.





etc.

Lab computer

hard and

software e.g.,

MS Word, LCD

projector, screen

8) Understand how a spreadsheet



to intermediate techniques to


or researched data. (#2, 4,5, 6,)








documents etc.,



teacher

Lab computer

hard and

software, e.g.,

MS Excel, LCD

projector, screen







(#3, 4,5, 6,)





activity




teacher

Lab shard and

software e.g.,

Firefox MS IE,

internet browser,

various www

sites, search

engines, LCD

projector,




self expression using e-mail,

messaging, wiki's, websites, and

related technologies such as

integrated virtual learning

environments. (#2, 3, 4,5, 6,)







activities



documents etc.,





Lab software

e.g., Firefox MS

IE, internet

browser, various

www sites,

search engines,

LCD projector,

screen







information sources. (#5, 6,)







activities



group activities, successful


performance

Text handouts,

Lab software

e.g., Firefox MS

IE, internet

browser, www

sites, LCD

projector, screen



2









learning activity.

Assessment through





e-portfolios

Lab software

e.g., Firefox MS

IE, internet

browser, school

web mail, www

sites, LCD

projector, screen





6,)





handouts

Assessment through





e-portfolios

Lab software

e.g., Firefox MS

IE, internet

browser, school

web mail, www

site e.g.,

intel.com LCD

projector, screen

14) Regularly use a number of


(RSS feeds, wikis, blogs, websites,

related 2.0 apps) for the creation

communication and exchange of

content and ideas (#1, 2, 3, 4,5 6,)



and design, and


with the overview of a

teacher





teacher and peers.

Lab software

e.g., internet

browsers, www

sites, and online,

2.0 tools, LCD

projector, screen



via an electronic portfolio (#2,

3, 5, 6,)




learning activity.


of student portfolio and


Various tools;


LCD projector

screen,





2


program performance

benchmark indicators; based on

these students will:


assessment

Resource(s) /tools




(AUP). (# 4, 5, 6,)




use policy.





Copies of AUP,

Lab equipment,

computer hardware

AUP copies,

LCD projector

screen



end of grade 6, 30 AWPM by

grade 7, and 35 by grade 8. (# 5,

6,)


typing techniques,




progress with

keyboarding/typing



teacher of student

performance,


and production of

documents etc.

Lab computer

hard and software

keyboard/typing

software, e.g.,

learn2type.com,

alfatyping.com,

Mavis Beacon.

LCD projector,

screen













skills by students,

observation and



Lab computer

hard and software

online activities

and websites e/g.,

www.howstuffwor

ks, and intel.com

and teacher created

tests.







technological contexts e.g., School

webmail, information portal, blogs,

forums, and Virtual Learning

Environments (#5,6)









and production of

graphics etc.

Lab computer

hard and software,

online IT/ICT

resources:

wiki, school web

mail, GoogleDocs



and collected (cross curricular)

data, as well created and edited


presentation (e.g., MS Power Point,

GooglePresent. or similar) (#3, 4,5,

6,)







activities.




and production of MS

PowerPoint, GoogleDocs

presentation or related

application.

Lab computer

hard and software

e.g., presentation

LCD projector,

screen



2




in person and remotely e.g., via

email, and related online resources,

i.e., GoogleDocs.

(#3, 4,5, 6,)





sessions.




by teacher

Various tools:

depending on the

project; programs

websites, blogs,

etc., LCD projector

screen,






(#3, 4,5, 6,)





sessions.




and production of

documents etc.

Lab computer

hard and software

e.g., MS Word,

LCD projector,

screen

8) Be able to create spreadsheets



to intermediate techniques e, g,

formulas to develop these using

provided and independently

researched data. (#2, 4,5, 6,)








of documents etc.,

observation and



Lab computer

hard and software,

e.g., MS Excel,

Google

Spreadsheet, LCD

projector, screen







(#3, 4,5, 6,)





activity




by teacher

Lab shard and

software e.g.,

Firefox MS IE,

internet browser,

various www sites,

search engines,

LCD projector,




self expression using e-mail,

messaging, wiki's, websites, and

related technologies such as

integrated virtual learning

environments. (#2, 3, 4,5, 6,)







activities



of documents etc.,





Lab software e.g.,

Firefox MS IE,

internet browser,

various www sites,

search engines,

LCD projector,

screen







information sources. (#2,3, 5,

6,)







activities



group activities,


student performance

Text handouts, Lab

software e.g.,

Firefox MS IE,

internet browser,

www sites, LCD

projector, screen



2









learning activity.

Assessment through


chapter and

comprehension tests, lab

sessions, and self


e-portfolios

Lab software e.g.,

Firefox MS IE,

internet browser,

school web mail,

related online

resources e.g.,

GoogleDocs, LCD

projector, screen





6,)





handouts

Assessment through


chapter and

comprehension tests, lab

sessions, and self


e-portfolios

Lab software e.g.,

Firefox MS IE,

internet browser,

school web mail,

related online

resources

GoogleDocs, www

site e.g., intel.com

LCD projector,

screen

14) Be conversant in and

consistently use a number of


(RSS feeds, wikis, (micro)blogs,

IRC, social networks, websites,

related 2.0 apps) for the creation

communication and exchange of

content and ideas (#1, 2, 3, 4,5 6,)



and design, and


with the overview of a

teacher and review by peers





teacher and peers.

Lab software e.g.,

internet browsers,

www sites, and

online, 2.0 tools,

LCD projector,

screen



via a self-created electronic

portfolio (#2, 3, 5, 6,)




learning activity.

Observation and


portfolio and performance

by teacher.

Various tools;


LCD projector

screen,


working towards reaching upper or high school (grade 9-12) IT/ICT benchmarks and goals.

Grades 9-12 Information & Communication Technology Skills Mastery Benchmarks

The upper school IT offering at are elective. Thus, classes are mixed throughout the grades. Like all other

levels, the grades nine through 12 curriculum objectives are based on the ISTE Education NETS IT/ICT

educational standard frameworks. The curricular goals at this level are to support student understanding,

use and mastery of an array of IT/ICTtools and applications for use in various spheres of life, academic,

vocational, social, and personal. The ultimate aim is equip students with the ability to not only to apply these

skills in the “real world” but use them to continue to lifelong learning.

ISTE NETS Grades 9-12 instructional profile exemplars:


students might engage during Grades 6–8 (ages 11–14):



2

1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping

software. (NETS#:1, 2)

2. Create original animations or videos documenting school, community, or local events. (NETS#:1, 2, 6)

3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.

(NETS#:1, 4)

4. Participate in a cooperative learning project in an online learning community. (NETS#: 2)

5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and

accuracy of the content. (NETS#: 3)

6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to

gather, view, analyze, and report results for content-related problems. (NETS#:3, 4, 6)

7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

(NETS#: 3, 4, 6)

8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural

perspectives with other learners. (NETS#:2, 3, 4, 5)

9. Integrate a variety of file types to create and illustrate a document or presentation. (NETS#:1, 6)

10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.

(NETS#: 4, 6)

Outcomes: IT/ICT Grades

9-12 Program Performance

Indicator based on these

students will:

Instructional

methodology

Measurement of

assessment

Resource(s) /tools

1) Model the acceptable of

technology as outlined in the

Acceptable Use Policy

(AUP). (#3, 5 6,)

Reading and review of

school acceptable policy.




student practices

Copies of AUP, Lab

equipment, computer

hardware AUP copies,

LCD projector screen



2

2) Be able to accurately type

at least 40 adjusted words

per minute prior to the

completion of grade 10 and

45 words per minute by the

end of grade 12 (#5 6,)

Lab time for practice,

embedded practice in

assignments, sharing of

software resources

Student B/Logs, objective

measures from typing

software.

Lab computer hard

and software, Typing

tutor software,

websites,

GoogleDocs.

3) Possess an understanding

and historical overview of IT

development, and be

conversant about currently

emerging IT trends, e.g., web

2.0, 3.0, open source, social

networking, rich media, and

their impact on our society.

(#3, 5, 6,)


demonstration,

independent student

research and study,


test, evidence of

understanding in student

documentation interactive

projects

assessment of design

projects, electronic

portfolios,

Lab computer hard

and software,

websites, textbook,

handouts, and related

teacher created

resources.

4) Be familiar with technical

terms necessary to work with

IT to create and develop

content e.g. html code, OS,

scripting, protocols, TCP-IP,

DNS, Open Source (#3, 5, 6,)


demonstration,

independent student

research and study,

demonstration of skills by

students, observation and


performance by teacher,

written comprehension test,



portfolios,

Lab computer hard

and software,

websites, textbook,

handouts, and related

teacher created

resources.

5) Develop spreadsheets

and related graphs using

appropriate applications

(e.g., MS Excel or similar)

using intermediate to

advanced techniques e.g.,

formulas, linked datasets, to

analyze and present

researched data. (#2, 4,5, 6,)

Teacher facilitation and

when necessary,


techniques, direct follow-

up support of students

during learning activities.

Student’s independent


projects, and production of

worksheets, documents

etc., observation and


performance by teacher and

peers

Lab computer

hard and software,

e.g., MS Excel, or

related spreadsheet

program, LCD

projector, screen

6) Understand how to use

software tools to design and

create a digital, graphic, i.e.,

logo or symbol for an

organization or related entity,

and to process and edit

digital photos, images

(#1,2,4, 5, 6,)





learning activity



completion of exercise

production or project



portfolios,

Lab computer hard

and software, e.g.,

Adobe Photoshop,

and/or Gimp, Paint.net


7) Understand how to use

software tools to design and

create a digital, desktop

publishing projects

producing a informational or

commercial publication

(#1,2,4, 5, 6,)





learning activity


test, demonstration of skills

by students, observation





portfolios,

Lab computers,

software; MS

publisher, Scribus, or

related tool, student

supplied graphics,

LCD projector screen,



2

8) Design and build a multi-

page website featuring

graphics, multi-media,

working links, and tracking

statistics, and then maintain

it using an FTP client.

(#1,2,4, 5, 6,)





learning activity


test, demonstration of skills

by students, observation



Lab computers,

software:, NVU,

Dreamweaver, online

access, student

supplied graphics,


9) Plan, film and edit a short

digital video using

appropriate hard and

software tools, OR design

and build or code a working

applet, program or related

application (#1,2,4, 5, 6,)





activity



skills by students,



teacher

Lab computers,

storyboard and script

materials, software:

video Camera, digital

cameras e.g., MS

Moviemaker, and /or

Flash, Java or related

applications, LCD

projector screen,

10) Be able to research,

search and select the

necessary resources to self-

teach oneself a technology

application, program or skill

set. (# 3, 4, 6,)


demonstration



teacher; demonstration of

skills by students,

Lab software help

menus and tutorials,

online support sites;

atomic learning.com,

Lynda.com,

youtube.com, Cnet.

etc.


11) Be able to work

collaboratively with others to

plan, design and create

technology related projects,

in person and remotely e.g.,

related online resources

email, GoogleDocs. (#1,2,

3,4, 5, 6,)


demonstration


of student projects and


Various tools:

depending on the

project; email, related

online resources

GoogleDocs,

websites, blogs, etc.,


12) Be able to explain and

/or instruct others, in the use

of an application, or IT

process. (#1, 2,3, 4,5, 6,)


demonstration. Direct

supervision of student.


of student pro and


Various tools:

depending on the

project; programs



13) Be fluent through the

consistent use of several

internet/www based

applications (RSS feeds,

wikis, (micro)blogs, IRC,

social networks, websites,

related 2.0 apps) for the

creation communication and

exchange of content and

ideas: (#1, 2, 3, 4,5 6,)

Teacher and Peer

presentation,

exploration, design, and

experimentation by

students with the review

and of peers and teacher

Posting and / or publishing

of projects successful



peers.

Lab software e.g.,

internet browsers,

www sites, and online,

2.0 tools, LCD

projector, screen



3

14) Create and make public

on the www a site, blog,

RSS/Stream, or related

application or tool, using

information technologies that

is specifically focused on

generating awareness of or

promoting action to address a

social or environmental

concern.

(#1,2,3,4, 5, 6,)

Student proposal,

research, design, and

development process;

development with

mentoring of instructor

and review by peers and

teacher

Posting and / or publishing

of projects successful

evaluation of project by

peers, public and teacher.

Any necessary

development tools,

either client based or

in the cloud. software

e.g., code, Adobe

Flash, Sun Java, NVU,

DW projector, screen

15) Document and share

one’s leaning experiences

and skill set via a self

created electronic portfolio,

resume, blog, website or

variations of all of these.

(#1,2,3,4, 5, 6,)


demonstration. Direct

support of students



of student projects and


when relevant, peers

Various

developmental tools:



Mastery of these skills and achievement of these outcomes herein will demonstrate graduating students'

IT/ICT proficiency in accordance with current (2007) established ISTE-NETS standards benchmarks and

goals.

Date post:	05-Dec-2014
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