DRAFT - Newark Public Schools
NEWARK PUBLIC SCHOOLS
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INSTRUCTIONAL TECHNOLOGY CURRICULUM GUIDE
2005
Department of Teaching and Learning
TABLE OF CONTENTS
Administration 2
District Mission Statement 3
District Goals and Guiding Principles 4
Philosophy 6
Curriculum Integration Overview 7
Curriculum Integration Matrix 8
Scope of NJ CCCS 8.1 9
Scope and Sequence – NJ CCCS 8.1 10
Skills Array 13
Technology Skills Articulation List - Grades K-4 14
Student Achievement Rubric – Grades 5-8 22
Student Achievement Rubric – Grades 9-12 27
Classroom Implementation Rubric 32
Curriculum Units 33
Appendices
✓ A: NJ CCCS
✓ B: Bloom’s Taxonomy/Vocabulary
✓ C: Higher Order of Learning
✓ D: Definitions
✓ E: Technology Integrated Lessons…..
A D M I N I S T R A T I O N
2004 - 2005
District Superintendent Ms. Marion A. Bolden
District Deputy Superintendent Ms. Anzella K. Nelms
Chief of Staff Ms. Bessie H. White
Chief Financial Officer Mr. Ronald Lee
Human Resource Services
Assistant Superintendent Ms. Joanne C. Bergamotto
School Leadership Team I
Assistant Superintendent Dr. J. Russell Garris
School Leadership Team II
Assistant Superintendent Dr. Glenda Johnson-Green
School Leadership Team III
Assistant Superintendent Ms. Lydia Silva
School Leadership Team IV
Assistant Superintendent Dr. Don Marinaro
School Leadership Team V
Assistant Superintendent Dr. Gayle W. Griffin
Department of Teaching and Learning
Associate Superintendent Ms. Alyson Barillari
Department of Special Education
Associate Superintendent Mr. Benjamin O’Neal
Department of Special Projects
Mission Statement
The Newark Public Schools recognize that each child is a unique individual possessing talents, abilities, goals, and dreams. We further recognize that each child can only be successful when we acknowledge all aspects of that child’s life – addressing their needs, enhancing their intellect, developing character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently; and it is therefore critical that as a district, we provide a diversity of programs based on student needs.
As a district, we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational and economic institutions that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our educational program.
To this end, the Newark Public Schools is dedicated to providing a quality education, embodying a philosophy of critical and creative thinking and designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Our educational program is informed by high academic standards, high expectations, and equal access to programs that provide and motivate a variety of interests and abilities for every student based on his or her needs. Accountability at every level is an integral part of our approach. As a result of the conscientious, committed, and coordinated efforts of teachers, administrators, parents, and the community, all children will learn.
Marion A. Bolden, District Superintendent
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GOALS
• Goal 1 IMPROVE STUDENT ACHIEVEMENT
Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking.
• Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY
Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope.
• Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT,
EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION
Allocate and align resources on the basis of student needs with high achievement as the ultimate goal.
--Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals.
--Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents.
• Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS
Engage community and family in meaningful decision-making and planning for Newark children.
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GUIDING PRINCIPLES
• FOCUS ON STUDENTS
Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement.
• HIGH EXPECTATIONS / STANDARDS DRIVEN
All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful.
All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality learning environment to meet high standards and expectations for learning.
• CARING AND SAFE ENVIRONMENT
The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided.
• SHARED DECISION MAKING
The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making.
Philosophy
The Technology Curriculum in the Newark School District is designed to promote knowledge of and involvement in computer, information literacy, and in technology education. Technology is multi-disciplinary by nature. The knowledge and skills acquired in using technology is used across the curriculum. Technology is a tool that adds an active dimension to the educational process, from hands-on tools, various software and media resources, to the ever evolving world wide web.
Globally, technology is the conduit by which humans modify nature to meet their needs and wants. Educational technological literacy promotes the use of specific computer hardware and available educational software, but does not propose to teach discreet technology skills in isolation. Classroom teachers who employ technology as an essential set of tools, can enhance the learning process, enrich academic performance, and equip students with the skills necessary to achieve success in life. Technology provides educators with the means to teach students in new and exciting ways and to have the students become active participants in the learning process. It extends the walls of the classroom by offering links to information and providing tools to explore, research, organize, and synthesize information.
This philosophy is grounded in the belief that our students are immersed in an ever-changing world that requires equally dynamic learning environments to meet and exceed its challenges. The curriculum will provide learning tools to enhance the student’s conceptual understanding, procedural knowledge, and problem solving skills in technological skills and uses, its nature and impact, and its social, ethical, and human aspects.
The strength of technology is that it provides an excellent platform where students can receive and collect information in multiple formats and then organize, link, and discover relationships between facts and events. An array of tools for acquiring information allows students dynamic ways to enter the learning enterprise successfully and to live productive lives in the global, digital, and information-based future they all face.**
Curriculum Integration Overview
(The use of Technology as an Instructional Tool: not used in Isolation)
The State of New Jersey developed the new technology standard to ensure the literacy needed by all students to succeed in a highly technological world. Business and industry has clearly stated the need for technological skills in the workplace in the 21st Century. The Newark Public Schools has chosen to establish this comprehensive curriculum guide to ensure the competency of all of our students in areas of design and technology skills so that they are well prepared to meet the challenges of the future.
According to Education World, integrating technology into the curriculum is a priority in today’s schools. Most educational technologists agree that technology should be integrated as a tool to promote and extend student learning on a daily basis in opposed to becoming a separate subject or provide as a means to once-in-a-while projects. Teachers continuously face the challenge of finding ways to successfully integrate and implement technology in student learning in a way that enhances and enriches the value of our core curriculum subject areas.
Studies from Kulik’s Meta-Analysis, Sivin-Kachala’s Review of the Research, and The Apple Classroom of Tomorrow* have shown that remarkable results in student achievement have come from students immersed in learning environments that are rich in higher order uses of technology. Additional benefits such as academic achievement; improved student attitude; increased student participation; overall positive class enthusiasm; and the conversion of the “sage on the stage” didactic teacher to the coach/collaborative facilitator, who supports the constructivist approach to authentic student learning, have also been found. Technology is not a “cure all”, but it can be a potent tool for enhancing the achievement of all students. It is only effective in the classroom, however, if the teacher has been adequately professionally developed and is continually updated on the latest technological innovations and their potential uses. Lack of personal experience with technology may present a challenge for many teachers.
In order to integrate technology-based lessons and projects into their curriculum, teachers first must find the time to learn to use technology tools and skills necessary for facilitating technology-integrated projects or activities. Technology Coordinators take on their roles as “flash light holders” providing resources, empowering and enabling teachers to become proficient in the use of technology (via staff development and modeling) and collaborative partners, working with teachers to plan and deliver innovative and compelling curriculum driven lessons and projects. In turn, teachers are able to evolve to meet their new roles that involve utilizing technological literacy, communication, research, productivity, and problem-solving tools to further enhance the educational program (via classroom and computer lab facilitation).
The Curriculum Integration Matrix provides an outline of appropriate hardware, software applications and other technology resources one can use in order to effectively utilize technology. Within the matrix are hyperlinks that demonstrate lesson plans and best practices in technology-curricular area integration.
ISTE (International Society for Technology in Education) clearly states that the term “curriculum integration” conveys the importance of integrating the use of technology throughout the curriculum. Its purpose is to focus the technology use on the curriculum-discipline-specific, content-area curriculum, using technology as a tool to foster higher-level outcomes. In turn, students will have a thorough understanding that technology is not used in isolation; they will know that it is an essential tool that can be used to improve efficiency and productivity in the areas of research, publishing, creating, data manipulation and interpretation, problem solving and much more.
CURRICULUM INTEGRATION MATRIX*
Representational Appropriate Applications of Technology in Specific Curricular Areas
|Arts (Visual & Performing) |Comprehensive Health & |Mathematical |Language Arts Literacy |
| |Physical Education | | |
|Drawing Tools/Software Programs for creative expression. |Internet database tools for research, health topics|Spreadsheets for collecting and analyzing math related |Novel initiative eBoards |
|Research information tools for art/ music appreciation |and sports history. |problems. |Word processing software. |
|and history. |Telecommunication tools for research, health topics|Database applications for hypothesis testing. |Programmable word processing software |
|Media Resources for music/visual & performing arts. |and sports history. |Software applications that provide probability, geometric,|(Microsoft Word). |
|Telecommunication tools for exchange of creative ideas |Spreadsheets for collecting/analyzing health and |and other mathematical simulations. |Database and telecommunication tools for |
|with experts. |sports related data. |Database/Telecommunication tools for research, |research and communication. |
|Virtual Field Trips/ ITV Resources. |Computer interface for physical wellness data |communications, virtual manipulative, and Distance |Distance Learning. |
|Instructional resources (videos, DVDs, interactive white |collection. |Learning. |ITV Resources. |
|board for instruction, and instructional television). |Instructional resources (videos, DVDs, interactive |Multimedia presentations for anticipatory sets. |Telecommunication tools to improve |
|Programming Software (Java). |white board for instruction, and instructional |Software applications to discover graphing concepts. |etiquette |
|Image enhancement software. |television). |Graphing Calculators. |Software applications for creating, |
|Animation/Graphic Arts software. |Multimedia Presentations for student projects. |GIS (Geographical Information Software)/GPS (Global |editing, and publishing products |
|Music/Video/Photo editing software. | |Positioning Software). |Media resource collection (audio |
|Digital video camcorder and digital cameras for student | |Instructional resources (videos, DVDs, interactive white |books/tapes, DVDs, videos, and |
|projects. | |board for instruction, and instructional television). |instructional television). |
|Software application for music composition. | |Programming Software (Visual Basic, C++, Java, XML). |Internet tools for emergent readers. |
|Instruments that interface w/computers. | |ITV Resources |Timelining software. |
|Software applications that digitize/analyze voices. | |Geometer’s Sketch Pad |Graphic Organizer software applications. |
| | | |Software applications to promote story |
| | | |writing. |
| | | |Multimedia Presentations for student |
| | | |projects. |
| | | |Portable “hardware” (i.e. Alpha Smart |
| | | |Keyboards, PDAs) for story writing. |
| | | |Instructional resources (videos, DVDs, |
| | | |interactive white board for instruction, |
| | | |and instructional television). |
|Science |Social Studies |World Languages | |
|Internet database tools for research. |Internet database for research and cultural |Internet database for research and cultural exchange | |
|Telecommunication tools for research. |exchange, Distance Learning, Virtual Field Trips |(Distance Learning). | |
|Electronic resources (CDs) DVDs, videos. |(museums, historic sites, states), Web Quest, and |Telecommunications for research and cultural exchange | |
|Spreadsheets for collecting and analyzing data. |Virtual Quest |(Distance Learning). | |
|Research Tools via Internet (scientific simulations, |Telecommunications for research and cultural |ITV Resources. | |
|real-time video, virtual dissection, virtual field trips,|exchange, Distance Learning, Virtual Field Trips, |Electronic resources (bilingual dictionary, translation). | |
|ask an expert). |Web Quest, and Virtual Quest. |Software applications (comprehensive bilingual program) | |
|ITV Resources. |Software applications for timelining, cartography, |Language software applications w/bilingual components. | |
|Engineering Design software applications. |community building, and problem solving. |Multimedia Presentations for student projects. | |
|Instructional resources (videos, DVDs, interactive white |Graphic Organizer software applications. |Virtual World Tours. | |
|board for instruction, and instructional television). |Instructional resources (videos, DVDs, interactive |Computer Assisted Instruction (CAI) software. | |
|Multimedia Presentations for student projects. |white board for instruction, and instructional |Digitized voice/speech to enhance world language. | |
|Lab experiment templates available in multiple software |television). |Instructional resources (videos, DVDs, interactive white | |
|applications. |Multimedia Presentations for student projects. |board for instruction, and instructional television). | |
|Lab instruments that interface with computers. |Streaming Video. | | |
|Portable instruments (PDAs/Probes/Optical Technologies) |Electronic Reference software (encyclopedias, | | |
|for collecting, measuring, analyzing and researching data|atlas). | | |
|(i.e. weather & atmospheric). |ITV Resources | | |
|GIS (Geographical Information Software)/GPS (Global |GIS (Geographical Information Software)/GPS (Global| | |
|Positioning Software). |Positioning Software). | | |
SCOPE OF NJ CCCS 8.1
(NJ CCCS 8.1 - Computer and Information Literacy)
Basic Computer Skills and Tools Application of Productivity Tools
SCOPE AND SEQUENCE
|Standard 8.1 (Computer and |BASIC COMPUTER SKILLS AND TOOLS |
|Information Literacy) | |
|Basic Operations and Concepts |Use basic technology vocabulary |Use appropriate technology vocabulary. | |
| | | | |
| | | | |
| | | | |
| | | | |
| |Use basic features of an operating system |Use common features of an operating system (e.g., | |
| |(e.g., accessing programs, identifying and selecting a |creating and organizing files and folders). | |
| |printer, finding help). | | |
| | |Demonstrate effective input of text and data, using | |
| | |touch keyboarding with proper technique. | |
| |Input and access text and data, using appropriate |Input and access data and text efficiently and | |
| |keyboarding techniques or other input devices. |accurately through proficient use of other input | |
| | |devices, such as the mouse. | |
| |Create and maintain files and folders. |Use network resources for storing and retrieving data. | |
| |Use basic computer icons. |Create organize and manipulate shortcuts. | |
|Software Applications | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |Produce a simple finished document using word processing|Create documents with advanced text formatting and |Create a multi-page document with citations using word |
| |software. |graphics using word processing. |processing software in conjunction with other tools that|
| | | |demonstrates the ability to format, edit, and print. |
| |Use a graphic organizer. |Choose appropriate electronic graphic organizers to |Create documents including a resume and a business |
| | |create, construct, or design a document. |letter using professional format. |
| | |Plan and create a simple database, define fields, input |Construct a database (based on a hypothesis), define |
| | |data, and produce a report using sort and query. |fields, input data from multiple records, produce a |
| | | |report using sort and query, and interpret the data. |
| |Produce and interpret a simple graph or chart by |Construct a simple spreadsheet, enter data, and |Construct a spreadsheet, enter data, use mathematical or|
| |entering and editing on a prepared spreadsheet template.|interpret the information. |logical functions to manipulate and process data, |
| | | |generate charts and graphs, and interpret the results. |
| | |Create a file containing customized information by |Merge information from one file to another. |
| | |merging documents. | |
| |Create and present a multimedia presentation using |Design and produce a basic multimedia project. |Produce a multimedia project using text, graphics, |
| |appropriate software. | |moving images, and sound |
| | | |Produce and edit page layouts in different formats using|
| | | |desktop publishing and graphics software. |
| | | |Develop a document or file for inclusion into a website |
| | | |or web page. |
| | | |Discuss and/or demonstrate the capability of emerging |
| | | |technologies and software in the creation of documents |
| | | |or files. |
SCOPE AND SEQUENCE
|Standard 8.1 |APPLICATION AND PRODUCTIVITY TOOLS |
|(Computer and Information Literacy) | |
|Social, Ethical, and Human Issues |Explain the purpose of an Acceptable Use Policy and |Explain the purpose of an Acceptable Use Policy and |Explain the purpose of an Acceptable Use Policy and |
| |the consequences of inappropriate use of technology. |the consequences of inappropriate use of technology. |the consequences of inappropriate use of technology. |
| | | | |
| |Describe and practice safe Internet usage. |Describe and practice safe Internet usage. |Describe and practice safe Internet usage. |
| |Practice appropriate Internet etiquette. |Describe and practice “etiquette” when using the |Use appropriate language when communicating with |
| | |Internet and electronic mail. |diverse audiences using computer and information |
| | | |literacy. |
| |Discuss the common uses of computer applications and |Demonstrates an understanding of how changes in |Describe the potential and implications of |
| |identify their advantages and disadvantages. |technology impact the workplace society. |contemporary and emerging computer applications for |
| | | |personal, social, lifelong learning, and workplace |
| | | |needs. |
| |Recognize and practice responsibilities social and |Exhibit legal and ethical behaviors when using |Exhibit legal and ethical behaviors when using |
| |ethical behaviors when using technology, and |information and technology, and discuss consequences |information and technology, and discuss consequences |
| |understand the consequences of inappropriate use |of misuse. |of misuse. |
| |including: | | |
| |Internet access | | |
| |Copyrighted materials | | |
| |On-line library resources | | |
| |Personal security and safety issues | | |
| |Recognize the ethical and legal implications of |Recognize the ethical and legal implications of |Recognize the ethical and legal implications of |
| |plagiarism of copyrighted materials. |plagiarism of copyrighted materials. |plagiarism of copyrighted materials. |
| | | |Make informed choices among technology systems, |
| | | |resources, and services in a variety of contexts. |
|Information Access Research Tools | | | |
| | | | |
| | | | |
| | | | |
| |Recognize the need for accessing and using |Choose appropriate tools and information resources to|Select and use specialized databases for advanced |
| |information. |support research and solve real world problems, |research to solve real world problems. |
| | |including but not limited to: | |
| | |On-line resources and database | |
| | |Search engines and subject directories | |
| |Identify and use web browsers, search engines, and |Evaluate the accuracy, relevance, and appropriateness|Identify new technologies and other organizational |
| |directories to obtain information to solve real |of print and non-print electronic information |tools to use in personal, home, and/or work |
| |problems. |sources. |environments for information retrieval, entry, and |
| | | |presentation. |
| |Locate specific information by searching a database. | |Evaluate information sources for accuracy, relevance,|
| | | |and appropriateness. |
| |Recognize accuracy and/or bias information. | |Compose, send, and organize e-mail messages with and |
| | | |without attachments. |
SCOPE AND SEQUENCE
|Standard 8.1 (Computer and Information|APPLICATION AND PRODUCTIVITY TOOLS |
|Literacy) | |
|Problem Solving and Decision Making |Solve problems individually and/or collaboratively |Use computer applications to modify information |Create and manipulate information, independently |
|Tools |using computer applications. |independently and/or collaboratively to solve |and/or collaboratively to solve problems and design |
| | |problems. |and develop products. |
| | | | |
| |Identify basic hardware problems and solve simple |Identify basic hardware problems and solve common |Identify, diagnose, and suggest solutions for |
| |problems. |problems. |non-functioning technology systems. |
| | |Determine when technology tools are appropriate to |Identify a problem in a content area and formulate a |
| | |solve a problem and make a decision |strategy to solve the problem using brainstorming, |
| | | |flowcharting, and appropriate resources. |
| | | |Integrate new information into an existing knowledge |
| | | |base and communicate the results in a project or |
| | | |presentation. |
SKILLS ARRAY
NJ CCCS 8.1 - Computer and Information Literacy
| |
|[pic] - concept / skill is introduced and practiced in integration with the core curriculum subjects (i.e. Mathematics, |
|Language Arts, Science, Social Studies, Health/Physical Education, Visual/Performing Arts, and World Language) |
|Basic Computer Skills and Tools |Application of Productivity Tools |
| G R A D E |Technology vocabulary |Understanding and using features of an |Grade appropriate effective input |Use files, folders, or network |
| | |operating system |of text and data. |resources to store or retrieve data. |
|Benchmark |Skills |Example Software/ Resources |
|Basic Operations and Concepts | | |
|Technology Vocabulary |Demonstrate correct use of common technology terms |Windows Operating System |
|Features of an Operating System |(e.g. hardware, software, CD, hard drive, stand |Macintosh Operating System |
|Text and Data Input |alone, network, file server, LAN, network | |
|Data Storage and Retrieval |resources) | |
|Use of Shortcuts |Identify the function of common peripheral devices | |
| |(e.g., input-keyboard, scanner; output-headphones, | |
| |speakers; processing-printer). | |
| |Demonstrate appropriate login and shutdown of | |
| |computer. | |
| |Demonstrate correct finger placement on home row | |
| |keys. | |
| |Locate and use letters, numbers and special keys | |
| |(e.g. arrow keys, space bar, insert, enter/return, | |
| |backspace, and delete) on the keyboard. | |
| |Open, scroll and close application windows. | |
| |Know how to open and save files in a program. | |
| |Locate and retrieve prior work, accesses files from| |
| |external resource or network server. | |
| |Demonstrates ability to create shortcuts to files | |
| |and applications on desktop. | |
| |Identify and articulate the benefits of networked | |
| |and non-networked computers. | |
| |Recognize and demonstrate the features/functions of| |
| |computing devices (e.g. creating, retrieving, | |
| |saving, printing data) | |
| |Select appropriate technology tools (e.g. | |
| |probeware, digital cameras, handhelds) to collect, | |
| |analyze and display data. | |
| |Select and use appropriate features and functions | |
| |of hardware for class assignments. | |
Technology Skills Articulation List*
Grades K- 4
|Benchmark |Skills |Example Software/ Resources |
|Software Applications | | |
|Word Processing |Use and demonstrate basic word processing |Word |
| |terms/concepts (e.g. desktop, menu/toolbar, |Microsoft Works |
| |text, document, print preview, WYSIWIG, page |Kid Works Deluxe |
| |set-up, thesaurus, spell check). |Alpha Smart |
| |Use word processing as a tool to enter words, |Storybook Weaver |
| |numbers, and phrases. |Kidspiration |
| |Identify and use basic word processing terms |Inspiration |
| |(e.g. file, open, close, menu bar, save, print).|KidPix |
| |Recognize and use word-processing as a tool to |Grade Appropriate Content Software |
| |enter/edit, print, and save assignments. | |
| |Use word processing as a tool for writing, | |
| |editing, and publishing sentences, paragraphs, | |
| |stories and assignments. | |
| |Identify and use menu/toolbar features/functions| |
| |(e.g. print preview, spell check, thesaurus) to | |
| |edit and make corrections to word processing | |
| |documents. | |
| |Identify and use formatting terms and concepts | |
| |(e.g. font size/style, line spacing, margins, | |
| |italics) to format and change the appearance of | |
| |word processing documents. | |
| |Use published documents (e.g. letter, memo, | |
| |newspaper) to identify and discuss document | |
| |design and layout as a class. | |
| | | |
| | | |
Technology Skills Articulation List *
Grades K- 4
|Benchmark |Skills |Example Software/ Resources |
|Software Applications (ctd.) | | |
|Graphic Organizer |Identify and record information (pictorial or |Kidspiration |
| |written) on given conceptual map or web to |Inspiration |
| |demonstrate knowledge of topic (e.g. sorting, |TimeLiner |
| |classifying, comparing/contrasting, sequencing).|Grade Appropriate Content Software |
| |Complete a partially filled graphic organizer | |
| |completed by the teacher. | |
| |Categorize information visually using graphic | |
| |organizer templates. | |
| |Explore new ideas with thought webs and visual | |
| |mapping. | |
| |Select and apply from a group of graphic | |
| |organizers (e.g. Venn diagrams, concept maps, | |
| |timelines) the appropriate one to complete a | |
| |given task. | |
| |Use appropriate conceptual mapping tools to | |
| |shape ideas prior to producing a published | |
| |document (e.g. brainstorming, KWL, web, outline,| |
| |Venn diagrams) | |
| |Use a graphic organizer to gather information, | |
| |develop ideas, make decisions or organize | |
| |thinking. | |
| |Save the graphic organizer in an appropriate | |
| |format (e.g. .gif, .html, or .rtf) to be used in| |
| |other applications. | |
| | | |
| | | |
| | | |
| | | |
| | | |
Technology Skills Articulation List *
Grades K- 4
|Benchmark |Skills |Example Software/ Resources |
|Software Applications (ctd.) | | |
|Spreadsheet |Use spreadsheet data and graphs to make |Graph Club |
| |predictions, solve problems and make decisions |Microsoft Works |
| |in content areas. |Excel |
| |Observe and use software to enter, calculate |Grade Appropriate Content Software |
| |display data and interpret results as a | |
| |class/group. | |
| |Identify and demonstrate spreadsheet | |
| |terms/concepts (e.g. sort, classify, line | |
| |graphs, cell, column, row, values, labels, | |
| |chart, graph, formula) | |
| |Use manipulatives and graphing software to | |
| |display and organize data in a graph. | |
| |Recognize, demonstrate and use graphs to display| |
| |and interpret data in prepared spreadsheets; | |
| |identify and cite sources. | |
| |Utilize spreadsheets as a tool to organize, | |
| |calculate and graph data to make predictions. | |
| |Enter/edit data in a prepared spreadsheet and | |
| |observe changes that occur to make predictions. | |
| |Enter/edit data in prepared spreadsheets to | |
| |perform calculations using simple formulas (+, | |
| |-, *, /) and observe the changes that occur. | |
| |Use spreadsheets and graphs to organize, | |
| |calculate and display data in content areas. | |
| |Identify and demonstrate how spreadsheets are | |
| |used to calculate and graph data in various | |
| |settings (schools, government, business, | |
| |industry). | |
| |Use spreadsheet software in content areas to | |
| |enter, display and identify sources of data. | |
Technology Skills Articulation List *
Grades K- 4
|Benchmark |Skills |Example Software/ Resources |
|Software Applications (ctd.) | | |
|Multimedia Presentation |Use multimedia software to identify and practice|Kid Pix Deluxe |
| |numbers, letters, shapes and colors. |Hyperstudio |
| |Use multimedia software to illustrate words, |PowerPoint |
| |phrases and concepts. |mPower |
| |Identify and use multimedia terms/concepts (e.g.| |
| |storyboard, linear/sequential, audio/video | |
| |clips, images, navigation buttons, transitions, | |
| |links/hyperlinks, animation) | |
| |Identify, demonstrate and use multimedia tools | |
| |(e.g. capture, create, edit, publish). | |
| |Identify, demonstrate and use multimedia tools | |
| |to present ideas, concepts, and information in a| |
| |variety of ways. | |
| |Identify and demonstrate the use of multimedia | |
| |tools to report content area information. | |
| |Recognize and demonstrate guideline for media | |
| |(e.g. personal information, images, content, and| |
| |languages) to consider and develop multimedia | |
| |projects. | |
| |Modify multimedia projects and storyboard with | |
| |menus, branching, and/or multiple outcomes for | |
| |content areas; citing sources. | |
| |Recognize, demonstrate and use rubrics to | |
| |evaluate elements (e.g. content, organization, | |
| |appropriateness of materials, citation) of | |
| |multimedia projects/products. | |
| |Identify and use multimedia tools to combine | |
| |text and graphics as a collaborative or | |
| |individual assignment. | |
| |Identify, demonstrate and cite resources for a | |
| |collaborative/individual multimedia project. | |
| |Modify/edit an existing linear/sequential | |
| |multimedia story to include student narration as| |
| |a collaborative or individual project. | |
| | | |
| | | |
| | | |
| | | |
Technology Skills Articulation List *
Grades K- 4
|Benchmark |Skills |Example Software/ Resources |
|Social, Ethical, and | | |
|Human Issues | | |
|Acceptable Use Policy |Recognize and model responsible and safe |AUP/AUA |
|Internet and Email Etiquette |behavior using online resources. |Email User Policy |
|Current and Future Impact of Technology |Identify and display responsible and safe online|Web-Based Email Client |
|Legal/Ethical Use of Information and Technology |behavior and articulate its importance. |Internet |
|Informed Choices of Technology Resources |Work cooperatively and collaboratively with | |
| |peers and others when using technology. | |
| |Practice responsible use of technology systems | |
| |and software. | |
| |Understand common uses of technology in daily | |
| |life and the advantages/disadvantages their use | |
| |provide. | |
| |Utilize personal technology responsibly and | |
| |understand the consequences of inappropriate | |
| |use. | |
| |Demonstrate knowledge of current changes in | |
| |information technology and the effect those | |
| |changes have on the workplace and society. | |
| |Use teacher-selected internet resource/ | |
| |information to explore, identify and discuss | |
| |responsible use. | |
| |Use teacher selected internet resources/ | |
| |information to identify, discuss and chart | |
| |elements that make an online resource useful, | |
| |appropriate and safe. | |
| |Investigate teacher-selected internet resources | |
| |for specific assignments; discuss and compare | |
| |findings for usefulness as a class. | |
| |Explore internet resources and information using| |
| |teacher-created bookmarks/favorites and discuss | |
| |the variety and types of information found. | |
| |Recognize and demonstrate responsible ethical | |
| |and safe behaviors when using technology | |
| |resources (AUP/AUA). | |
| |Recognize that copyright laws protect creative | |
| |work of individuals, groups and companies by | |
| |citing sources. | |
| |Recognize, demonstrate and use copyright and | |
| |fair use guidelines in multimedia projects, | |
| |documents and other relevant products by | |
| |explaining selection and use of resources. | |
Technology Skills Articulation List *
Grades K- 4
|Benchmark |Skills |Example Software/ Resources |
|Information Access Research Tools | | |
|Appropriate Technology/Electronic Information |Identify terms/concepts (e.g. online, browser, |CD ROMS/ Digital Media |
|Resource Selection to Support Research and Real |resources, navigation, web address, web page, |Internet |
|Problem Solutions |web links, URL, keyword, web browser, search |Electronic Reference Software |
|Email Messages |engine) |Grade Specific Content Software |
|Accurate and Relevant Database Search |Use teacher-selected internet resources to | |
| |locate, discuss and compare information about | |
| |the local community as a class/ group. | |
| |Identify and utilize telecommunications/ | |
| |internet as a tool of communication and | |
| |collaboration as a class. | |
| |Identify and discuss collaborative tools (e.g. | |
| |email, messaging, videoconferencing) | |
| |Plan, discuss and use search strategies with two| |
| |or more criteria to find information on line | |
| |about a given research topic. | |
| |Identify, discuss and use online collaborative | |
| |tools (e.g. email, surveys, video conference) to| |
| |collect data for content area | |
| |assignments/projects. | |
| |Select and use technology tools (e.g. probeware,| |
| |digital cameras, scanners) to collect, analyze | |
| |and display information for content assignments.| |
| |Select from a given set of search results for | |
| |URL appropriate for the task. | |
| |Choose between search results to address an area| |
| |of inquiry. | |
| |Use a rubric as a guide to select, evaluate | |
| |digital resources and information for content | |
| |and usefulness in content area assignments. | |
| |Research and evaluate the accuracy, relevance, | |
| |appropriateness, comprehensiveness and bias of | |
| |electronic information resources concerning real| |
| |world problems. | |
Technology Skills Articulation List *
Grades K- 4
|Benchmark |Skills |Example Software/ Resources |
|Problem Solving and Decision Making Tools | | |
|Computer Application Manipulation for Problem |Preplans for a report/presentation using graphic|Troubleshooting Guide |
|Solving |organizers and timeliners |Inspiration |
|Troubleshooting and Strategies for Problem |Select appropriate troubleshooting method to |Kidspiration |
|Solving |solve a simple computer problem (e.g. freezing, |Grade Specific Content Software |
|Hardware Problem Solutions |lost in an application, etc.) | |
|Integration of Information into a Knowledge Base|Solve problems using required skills or | |
| |knowledge through the use of rich media projects| |
| |Select appropriate formatting for project and | |
| |audience | |
| |Select appropriate software tool for the task. | |
STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8
NJ CCCS 8.1 Computer and Information Literacy
|Basic | |Emergent |Developing |Proficient |Advanced Proficient |
|Operati| |Concept/skill is started and used |Concept/skill is continued and |Concept/skill has been mastered and |Students excel working independently,|
|ons and| |with teacher guidance |practiced with or without teacher |is used within the class without |incorporating style and creativity to|
|Concept| | |guidance |teacher assistance |create original work. Content is |
|s | | | | |more important than skills. |
| |Features of an operating system |Students use input (e.g. keyboard, |Students independently use input |Students use input (e.g. keyboard, |Students use appropriate input (e.g. |
| | |mouse) and output devices (e.g. |(e.g. keyboard, mouse) and output |mouse) and output devices (e.g. |keyboard, mouse) and output devices |
| | |monitor). |devices (e.g. monitor). |monitor), access limited network |(e.g. monitor), access network |
| | | | |resources, and use peripherals (e.g. |resources, and use common peripherals|
| | | | |scanners, digital cameras) via |(e.g. scanners, digital cameras). |
| | | | |guidance. | |
| |Data storage and retrieval (file |Students use limited procedures for |Students use basic procedures for |Students demonstrate procedures for |Students demonstrate strategies and |
| |management/ maintainance) |storing computer files on a hard |storing computer files on a hard |management and maintenance of |procedures for effective management |
| | |drive and floppy disk. |drive and floppy disk. |computer files on a hard drive and |and maintenance of computer files in |
| | | | |floppy disk. |a variety of media and formats (e.g. |
| | | | | |floppy disc, CD) on a hard drive and |
| | | | | |network. |
|Softwar| |Emergent |Developing |Proficient |Advanced Proficient |
|e | |Concept/skill is started and used |Concept/skill is continued and |Concept/skill has been mastered and |Students excel working independently,|
|Applica| |with teacher guidance |practiced with or without teacher |is used within the class without |incorporating style and creativity to|
|tions | | |guidance |teacher assistance |create original work. Content is |
| | | | | |more important than skills. |
| |Graphic organizers |Given a teacher prepared template, |Students record information that |Students identify and record |Students identify, record and |
| |Inspiration |students record information that |addresses appropriate topics in the |information that addresses |organize information that addresses |
| |Timeliner |addresses topics in the curriculum by|curriculum by using technology |appropriate topics in the curriculum |assigned topics in the curriculum by |
| | |using technology resources (i.e. |resources (i.e. conceptual mapping |by using technology resources (i.e. |using appropriate technology |
| | |conceptual mapping software) |software) |conceptual mapping software) |resources (i.e. conceptual mapping |
| | | | | |software, timeline software) |
| |DATABASE |Students enter data in a given |Students enter data and perform basic|Students enter data, perform basic |Students demonstrate method for |
| |Access |database. |queries to process data. |queries to process data and report |entering data, performing basic |
| |Tabletop | | |results that address given topics in |queries to process data and method |
| |Works | | |the curriculum |for reporting results that address |
| |Clarisworks | | | |assigned topics in the curriculum |
| |SPREADSHEET |Students apply basic software |Students apply basic software |Students apply software features of a|Students identify and apply unique |
| |Excel |features of a spreadsheet to create |features of a spreadsheet (e.g. |spreadsheet (e.g. table, graph/ chart|software features and components of a|
| |Works |tables that address given learning |table, graph creation) to create |creation) to create products that |spreadsheet (e.g. table, graph/ chart|
| | |objectives. |products that address appropriate |address appropriate learning |creation, formulas) to plan, create |
| | | |learning objectives. |objectives. |and edit products that address |
| | | | | |appropriate learning objectives. |
| |Merging data from multiple media |Students, through guided instruction,|Students, through guided instruction,|Students apply software features such|Students understand and apply |
| |Word |apply software features such as |apply software features such as |as merging data from spreadsheet and |software features such as merging |
| |Excel |merging data from spreadsheet |merging data from spreadsheet and |database resources to improve the |data from spreadsheet and database |
| |Access |resources to improve the efficacy of |database resources to improve the |efficacy of documents |resources to improve the efficacy of |
| | |documents |efficacy of documents | |documents. |
| |multimedia presentation/ project |Students utilize limited procedures |Students utilize basic procedures to |Students identify and utilize basic |Students classify and employ unique |
| |PowerPoint |to create simple multimedia |create simple multimedia |procedures for importing and |software features (e.g. animation, |
| |mPower |presentations. |presentations. |manipulating objects (e.g. pictures, |sound, video); identify and utilize |
| | | | |images and charts) to plan, create |procedures for importing and |
| | | | |and edit multimedia presentations. |manipulating objects (e.g. pictures, |
| | | | | |images and charts) to plan, create |
| | | | | |and edit multimedia presentations. |
| |desktop publishing and graphics |With guided instruction, students use|Students use limited media to create |Students use limited media and |Students recognize a variety of media|
| |software |limited media to create basic |basic products (e.g. pamphlets) that |formats to create and edit products |and formats to create and edit |
| |Publisher |products (e.g. pamphlets) that |communicate information and ideas |(e.g. newsletters, pamphlets) that |products (e.g. newsletters, |
| |Photoshop Elements |communicate information and ideas |from the curriculum. |communicate information and ideas |pamphlets) that communicate |
| | |from the curriculum. | |from the curriculum. |information and ideas from the |
| | | | | |curriculum. |
| |WEBSITE/webpage inclusion |Students utilize limited formats to |Students utilize basic formats to |Students utilize basic formats to |Students identify a variety of media |
| |FrontPage |create products (e.g. webpage |create products (e.g. webpage |create products (e.g. webpage |and formats to create and edit |
| |Publisher |development) that demonstrate simple |development) that demonstrate simple |development) that communicate |products (e.g. webpage development) |
| | |ideas from the curriculum. |ideas from the curriculum. |information and ideas from the |that communicate information and |
| | | | |curriculum. |ideas from the curriculum. |
STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8
NJ CCCS 8.1 Computer and Information Literacy
STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8
NJ CCCS 8.1 Computer and Information Literacy
|Social,| |Emergent |Developing |Proficient |Advanced Proficient |
|Ethical| |Concept/skill is started and used |Concept/skill is continued and |Concept/skill has been mastered and |Students excel working independently,|
|and | |with teacher guidance |practiced with or without teacher |is used within the class without |incorporating style and creativity to|
|Human | | |guidance |teacher assistance |create original work. Content is |
|Issues | | | | |more important than skills. |
| |INTERNET and email etiquette |Students practice limited computer |Students practice basic computer |Students practice appropriate |Students practice acceptable computer|
| | |etiquette and work cooperatively |etiquette and work cooperatively with|computer etiquette and work |etiquette and work cooperatively with|
| | |with others when using technology. |others when using technology. |cooperatively with others when using |others when using technology. |
| | | | |technology. | |
| |CURRENT and future technology impact |Students demonstrate limited uses |Students demonstrate basic uses for |Students demonstrate some uses for |Students demonstrate broad uses for |
| |on society. |for information/ communication |information/ communication technology|information/ communication technology|information/ communication technology|
| | |technology in everyday life. |in everyday life. |in everyday life and understand |in everyday life and understand |
| | | | |current ethical and unethical use of |current ethical and unethical use of |
| | | | |technology in society |technology in society and its |
| | | | | |possible long-range impact. |
| |SOCIAL, legal and ethical behaviors |Students communicate a narrow range |Students communicate a narrow range |Students communicate issues related |Students communicate issues related |
| |when using information and technology|of issues related to acceptable and |of issues related to acceptable and |to acceptable and responsible use of |to acceptable and responsible use of |
| | |responsible use of information/ |responsible use of information/ |information/ communication technology|information/ communication technology|
| | |communication technology. |communication technology (e.g. |(e.g. copyright, plagiarism, |(e.g. copyright, plagiarism, |
| | | |plagiarism) and understand some |spamming) and understand the |spamming) and analyze the |
| | | |consequences of unethical use of |consequences of unethical use of |consequences/costs of unethical use |
| | | |technology. |technology. |of technology. |
| |INFORMED choices among technology |Students select information/ |Students select information/ |Students know how to select |Students know how to select and use |
| |resources. |communication technology and |communication technology and |information/ communication technology|appropriate information/ |
| | |resources, with guidance to collect |resources, with limited guidance to |and resources to collect information |communication technology and |
| | |information. |collect information. |and report results. |resources to collect and analyze |
| | | | | |information and report results. |
STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8
NJ CCCS 8.1 Computer and Information Literacy
|Informa| |Emergent |Developing |Proficient |Advanced Proficient |
|tion | |Concept/skill is started and used |Concept/skill is continued and |Concept/skill has been mastered and is|Students excel working |
|Access | |with teacher guidance |practiced with or without teacher |used within the class without teacher |independently, incorporating style |
|Researc| | |guidance |assistance |and creativity to create original |
|h Tools| | | | |work. Content is more important |
| | | | | |than skills. |
| |EMAIL message organization |Students use limited assigned |Students use basic assigned |Students employ assigned |Students employ various |
| | |telecommunication tools (e.g. online |telecommunication tools (e.g. email, |telecommunication tools (e.g. email, |telecommunication tools (e.g. |
| | |collaborative projects) to exchange |online collaborative projects) to |chat rooms, forums, online |email, chat rooms, forums, online |
| | |data collected by communicating with |exchange data collected and learn |collaborative projects) to exchange |collaborative projects) to exchange|
| | |peers, educators, and experts. |curricular concepts by communicating |data collected and learn curricular |data collected and learn curricular|
| | | |with peers, educators, and experts. |concepts by communicating with peers, |concepts by communicating with |
| | | | |educators, and experts. |peers, educators, and experts. |
| |Accurate and relevant database search|Students identify and use limited |Students identify and use basic |Students identify and use various |Students identify and use various |
| | |search techniques via databases (e.g.|search techniques via databases (e.g.|search techniques via databases (e.g. |search techniques via databases |
| | |internet). |internet) and are able to evaluate |internet) and are able to evaluate the|(e.g. internet) and are able to |
| | | |the data for relevance. |data for relevance, bias and |evaluate the data for accuracy, |
| | | | |appropriateness. |relevance, comprehensiveness, bias |
| | | | | |and appropriateness. |
STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8
NJ CCCS 8.1 Computer and Information Literacy
|Problem| |Emergent |Developing |Proficient |Advanced Proficient |
|Solving| |Concept/skill is started and used |Concept/skill is continued and |Concept/skill has been mastered and is|Students excel working |
|and | |with teacher guidance |practiced with or without teacher |used within the class without teacher |independently, incorporating style |
|Decisio| | |guidance |assistance |and creativity to create original |
|n | | | | |work. Content is more important |
|Making | | | | |than skills. |
|Tools | | | | | |
| |HARDWARE problems AND SOLUTIONS |Students solve limited basic common |Students solve limited basic common |Students demonstrate how to solve |Students demonstrate, analyze and |
| | |hardware problems that occur during |hardware and software problems that |common hardware, software, and network|describe how to solve common |
| | |everyday use. |occur during everyday use. |problems that occur during everyday |hardware, software, and network |
| | | | |use. |problems that occur during everyday|
| | | | | |use. |
| |Knowledge base integration and |Students use limited media and |Students use basic media and formats |Students use some media and formats to|Students demonstrate how to use a |
| |results communication |formats to publish and present simple|to publish and present simple |design, develop, publish and present |variety of media and formats to |
| | |products (e.g. presentations) from |products (e.g. presentations) from |products (e.g. presentations, |design, develop, publish and |
| | |the curriculum. |the curriculum. |websites, newsletters) and incorporate|present products (e.g. |
| | | | |information from the curriculum and |presentations, websites, |
| | | | |articulate ideas to limited audiences.|newsletters) and incorporate |
| | | | | |information from the curriculum and|
| | | | | |articulate original ideas to |
| | | | | |multiple audiences. |
STUDENT ACHIEVEMENT RUBRIC*- Grades 9-12
NJ CCCS 8.1 Computer and Information Literacy
|Basic | |Emergent |Developing |Proficient |Advanced Proficient |
|Operati| |Concept/skill is started and used |Concept/skill is continued and |Concept/skill has been mastered and |Students excel working independently,|
|ons and| |with teacher guidance |practiced with or without teacher |is used within the class without |incorporating style and creativity to|
|Concept| | |guidance |teacher assistance |create original work. Content is |
|s | | | | |more important than skills. |
| |Features of an operating system |Students use input (e.g. keyboard, |Students use input (e.g. keyboard, |Students use appropriate input (e.g. |Students independently use |
| | |mouse) and output devices (e.g. |mouse) and output devices (e.g. |keyboard, mouse) and output devices |appropriate input/output device, |
| | |monitor). |monitor), access limited network |(e.g. monitor), access network |access network resources and |
| | | |resources, and use peripherals (e.g. |resources, and use common peripherals|incorporate peripherals to enhance |
| | | |scanners, digital cameras) via |(e.g. scanners, digital cameras). |his/her final product. |
| | | |guidance. | | |
| |Data storage and retrieval (file |Students use basic procedures for |Students demonstrate procedures for |Students demonstrate strategies and |Students integrate strategies and |
| |management/ maintainance) |storing computer files on a hard |management and maintenance of |procedures for effective management |procedures for effective management |
| | |drive and floppy disk. |computer files on a hard drive and |and maintenance of computer files in |and maintenance of computer files in |
| | | |floppy disk. |a variety of media and formats (e.g. |a variety of media and formats on a |
| | | | |floppy disc, CD) on a hard drive and |hard drive and network. |
| | | | |network. | |
|Softwar| |Emergent |Developing |Proficient |Advanced Proficient |
|e | |Concept/skill is started and used |Concept/skill is continued and |Concept/skill has been mastered and |Students excel working independently,|
|Applica| |with teacher guidance |practiced with or without teacher |is used within the class without |incorporating style and creativity to|
|tions | | |guidance |teacher assistance |create original work. Content is |
| | | | | |more important than skills. |
| |Graphic organizers |Students record information that |Students identify and record |Students identify, record and |Students appropriate technology |
| |Inspiration |addresses appropriate topics in the |information that addresses |organize information that addresses |resources (i.e. conceptual mapping, |
| |TimeLiner |curriculum by using technology |appropriate topics in the curriculum |assigned topics in the curriculum by |timeline software) to addresses |
| | |resources (i.e. conceptual mapping |by using technology resources (i.e. |using appropriate technology |assigned topics in the curriculum. |
| | |software) |conceptual mapping software) |resources (i.e. conceptual mapping | |
| | | | |software, timeline software) | |
| |DATABASE |Students enter data and perform basic|Students enter data, perform basic |Students demonstrate method for |Students independently enter and |
| |Access |queries to process data. |queries to process data and report |entering data, performing basic |manipulate data, formulating basic |
| |Works | |results that address given topics in |queries to process data and method |queries for processing data and |
| |ClarisWorks | |the curriculum |for reporting results that address |methods for reporting results that |
| | | | |assigned topics in the curriculum |address assigned curriculum topics. |
| |SPREADSHEET |Students apply basic software |Students apply software features of a|Students identify and apply unique |Students autonomously produce |
| |Excel |features of a spreadsheet (e.g. |spreadsheet (e.g. table, graph/ chart|software features and components of a|products that reflect given learning |
| |Works |table, graph creation) to create |creation) to create products that |spreadsheet (e.g. table, graph/ chart|objectives by using advanced software|
| | |products that address appropriate |address appropriate learning |creation, formulas) to plan, create |features and components of a |
| | |learning objectives. |objectives. |and edit products that address |spreadsheet. |
| | | | |appropriate learning objectives. | |
| |Merging data from multiple media |Students, through guided instruction,|Students apply software features such|Students understand and apply |Students implement features such as |
| |Word |apply software features such as |as merging data from spreadsheet |software features such as merging |merging data from spreadsheets and |
| |Excel |merging data from spreadsheet |resources to improve the efficacy of |data from spreadsheet and database |database resources to create |
| |Access |resources to improve the efficacy of |documents |resources to improve the efficacy of |efficient independently produced |
| |Works |documents | |documents. |products. |
| |multimedia presentation/ project |Students utilize basic procedures to |Students identify and utilize basic |Students classify and employ unique |Students compose compelling |
| |PowerPoint |create simple multimedia |procedures for importing and |software features (e.g. animation, |multimedia presentations that reflect|
| |mPower |presentations. |manipulating objects (e.g. pictures, |sound, video); identify and utilize |curricular focus and integrate |
| | | |images and charts) to plan, create |procedures for importing and |advanced software features. |
| | | |and edit multimedia presentations. |manipulating objects (e.g. pictures, | |
| | | | |images and charts) to plan, create | |
| | | | |and edit multimedia presentations. | |
| |desktop publishing and graphics |Students use limited media to create |Students use limited media and |Students recognize a variety of media|Students evaluate a plethora of media|
| |software |basic products (e.g. pamphlets) that |formats to create and edit products |and formats to create and edit |and formats to design desktop |
| |Publisher |communicate information and ideas |(e.g. newsletters, pamphlets) that |products (e.g. newsletters, |publishing products that communicate |
| |Photoshop Elements |from the curriculum. |communicate information and ideas |pamphlets) that communicate |original information and authentic |
| | | |from the curriculum. |information and ideas from the |ideas |
| | | | |curriculum. | |
| |WEBSITE/webpage inclusion |Students utilize limited formats to |Students utilize limited formats to |Students identify a variety of media |Students evaluate a plethora of media|
| |FrontPage |create products (e.g. webpage |create products (e.g. webpage |and formats to create and edit |and formats to design web-based |
| |Publisher |development) that demonstrate simple |development) that communicate |products (e.g. webpage development) |products that support original |
| |Dreamweaver |ideas from the curriculum. |information and ideas from the |that communicate information and |information and authentic ideas |
| | | |curriculum. |ideas from the curriculum. | |
STUDENT ACHIEVEMENT RUBRIC*- Grades 9-12
NJ CCCS 8.1 Computer and Information Literacy
|Social,| |Emergent |Developing |Proficient |Advanced Proficient |
|Ethical| |Concept/skill is started and used with |Concept/skill is continued and practiced|Concept/skill has been mastered and is |Students excel working independently, |
|and | |teacher guidance |with or without teacher guidance |used within the class without teacher |incorporating style and creativity to |
|Human | | | |assistance |create original work. Content is more |
|Issues | | | | |important than skills. |
| |INTERNET and email etiquette |Students practice limited computer |Students practice appropriate computer |Students practice acceptable computer |Students exemplify best practices in |
| | |etiquette and work cooperatively with |etiquette and work cooperatively with |etiquette and work cooperatively with |acceptable computer etiquette and |
| | |others when using technology. |others when using technology. |others when using technology. |collaborate with peers and experts when |
| | | | | |using technology. |
| |CURRENT and future technology impact on |Students demonstrate limited uses for |Students demonstrate some uses for |Students demonstrate broad uses for |Students select best uses for |
| |society. |information/communication technology in |information/communication technology in |information/communication technology in |information/communication technology in |
| | |everyday life. |everyday life and understand current |everyday life and understand current |daily life and apply current ethical |
| | | |ethical and unethical use of technology |ethical and unethical use of technology |uses of technology in society to ensure |
| | | |in society |in society and its possible long-range |a positive long range impact. |
| | | | |impact. | |
| |SOCIAL, legal and ethical behaviors when|Students communicate a narrow range of |Students communicate issues related to |Students communicate issues related to |Students clearly articulate specific |
| |using information and technology |issues related to acceptable and |acceptable and responsible use of |acceptable and responsible use of |current and future issues related to |
| | |responsible use of |information/ communication technology |information/ communication technology |acceptable and responsible use of |
| | |information/communication technology |(e.g. copyright, plagiarism, spamming) |(e.g. copyright, plagiarism, spamming) |information/communication technology |
| | |(e.g. plagiarism) and understand some |and understand the consequences of |and analyze the consequences/costs of |(e.g. copyright, plagiarism, spamming) |
| | |consequences of unethical use of |unethical use of technology. |unethical use of technology. |and analyze the current and long range |
| | |technology. | | |costs of unethical uses of technology. |
| |INFORMED choices among technology |Students select information/ |Students know how to select information/|Students know how to select and use |Students critically select relevant and |
| |resources. |communication technology and |communication technology and resources |appropriate information/ communication |appropriate information/ communication |
| | |resources, with guidance to collect |to collect information and report |technology and resources to collect and |technology and resources to collect and |
| | |information. |results. |analyze information and report results. |analyze information to synthesize |
| | | | | |original reports. |
STUDENT ACHIEVEMENT RUBRIC*- Grades 9-12
NJ CCCS 8.1 Computer and Information Literacy
|Informa| |Emergent |Developing |Proficient |Advanced Proficient |
|tion | |Concept/skill is started and used with |Concept/skill is continued and practiced |Concept/skill has been mastered and is |Students excel working independently, |
|Access | |teacher guidance |with or without teacher guidance |used within the class without teacher |incorporating style and creativity to |
|Researc| | | |assistance |create original work. Content is more |
|h Tools| | | | |important than skills. |
| |EMAIL message organization |Students use basic assigned |Students employ assigned |Students employ various telecommunication|Students implement various |
| | |telecommunication tools (e.g. email, |telecommunication tools (e.g. email, chat|tools (e.g. email, chat rooms, forums, |telecommunication tools (e.g. email, chat|
| | |online collaborative projects) to |rooms, forums, online collaborative |online collaborative projects) to |rooms, forums, online collaborative |
| | |exchange data collected and learn |projects) to exchange data collected and |exchange data collected and learn |projects) to exchange collected data and |
| | |curricular concepts by communicating with|learn curricular concepts by |curricular concepts by communicating with|contribute to curricular concepts by |
| | |peers, educators, and experts. |communicating with peers, educators, and |peers, educators, and experts. |communicating with peers, educators, and |
| | | |experts. | |experts. |
| |Accurate and relevant database search |Students identify and use limited search |Students identify and use various search |Students identify and use various search |Students evaluate and integrate various |
| | |techniques via databases (e.g. internet) |techniques via databases (e.g. internet) |techniques via databases (e.g. internet) |advanced search techniques via databases |
| | |and are able to evaluate the data for |and are able to evaluate the data for |and are able to evaluate the data for |(e.g. internet), disseminating data for |
| | |relevance. |relevance, bias and appropriateness. |accuracy, relevance, comprehensiveness, |relevance, comprehensiveness bias and |
| | | | |bias and appropriateness. |appropriateness. |
STUDENT ACHIEVEMENT RUBRIC*- Grades 9-12
NJ CCCS 8.1 Computer and Information Literacy
|Problem| |Emergent |Developing |Proficient |Advanced Proficient |
|Solving| |Concept/skill is started and used with |Concept/skill is continued and practiced |Concept/skill has been mastered and is |Students excel working independently, |
|and | |teacher guidance |with or without teacher guidance |used within the class without teacher |incorporating style and creativity to |
|Decisio| | | |assistance |create original work. Content is more |
|n | | | | |important than skills. |
|Making | | | | | |
|Tools | | | | | |
| |HARDWARE problems AND SOLUTIONS |Students solve limited basic common |Students demonstrate how to solve common |Students demonstrate, analyze and describe|Students put best practices into place |
| | |hardware and software problems that occur |hardware, software, and network problems |how to solve common hardware, software, |while troubleshooting and solving common |
| | |during everyday use. |that occur during everyday use. |and network problems that occur during |and complex hardware, software and network|
| | | | |everyday use. |problems that frequently occur. |
| |Knowledge base integration and results |Students use limited media and formats to |Students use some media and formats to |Students demonstrate how to use a variety |Students incorporate a variety of media |
| |communication |publish and present simple products (e.g. |design, develop, publish and present |of media and formats to design, develop, |and formats to design, develop, publish |
| | |presentations) from the curriculum. |products (e.g. presentations, websites, |publish and present products (e.g. |and present products (e.g. presentations, |
| | | |newsletters) and incorporate information |presentations, websites, newsletters) and |websites, newsletters) and incorporate |
| | | |from the curriculum and articulate ideas |incorporate information from the |information from the curriculum and |
| | | |to limited audiences. |curriculum and articulate original ideas |articulate original compelling ideas to |
| | | | |to multiple audiences. |multiple audiences. |
CLASSROOM IMPLEMENTATION RUBRIC
| |Developmental (1) |Emergent (2) |Mastery (3) |Exemplary (4) |
|Teacher Behavior |Teacher is isolated. |Teacher participates in grade level |Teacher shares information with peers |Teacher works as a part of a collaborative |
| | |meetings, but works independently |on occasion. |teaching and learning team. |
|Teacher Actions |Teacher lectures (solely) - focusing on the |Teacher is primary information giver |Teacher encourages students to be |Teacher engages students in reflective |
| |technical aspects of teaching and learning |in class. Allows students to |independent learners, frequently |discussions of shared experiences from multiple|
| |(little consideration for content). |occasionally work independently (only |assigning group projects. Lectures |perspectives; guiding student interaction and |
| | |in highly structured environments). |minimally. |learning. Focus is goal driven. |
|Curricular |No evidence that CCCS indicators are being |Teacher occasionally refers to CCCS |Teacher has a broad view of the |Students complete interdisciplinary projects |
| |addressed. The focus is on the narrow |indicators, generally using the |subject, integrating one of the two |that include real world analysis and |
| |definition of the subject. |teacher’s guide to guide the lesson. |CCCS indicators into the lesson. |application, and that effectively address at |
| | | | |least five CCCS indicators. |
|Student Technology Access |Students are given unrelated tasks, such as |Students use technology to automate |Students use content appropriate |Student use of the technology specifically |
| |drill and practice worksheets. |ordinary tasks, such as drill and |software programs supplement |reflects thoughtful consideration of the |
| | |practice software programs., and |instruction . No creative use of the |learning task, and creatively integrates it |
| | |copying written draft onto the |technology is evident. |into the teaching/learning process. |
| | |computer. | | |
|Student Learning Activities |Students work independently to complete |Students occasionally speak to each |Students share information at formal |Students work cooperatively in active learning |
| |assignments. |other regarding assignments. |sharing sessions. |centers. |
|Student Information Gathering |Students copy out of encyclopedias. |Student writing requires only |Students use the internet and at least|Students use multiple resources, including the |
| | |reiteration or description. No |one other resource, publishing in |Internet and other electronic media to gather |
| | |analysis of the topic is employed. |traditional, non-media mediums. |information, and incorporate the information |
| | | | |into their lessons. They publish their work |
| | | | |using electronic formats. |
|Student Assessment |Students’ papers are graded traditionally, by |Students’ work is assessed based on a |Students’ work is assessed based on |Students prepare portfolios of their work for |
| |the teacher using a colored pencil. |teacher developed contract. |group projects and on their individual|authentic assessment. |
| | | |assignments, using predefined | |
| | | |criteria. | |
APPENDIX A
New Jersey Core Curriculum Content Standards
At the threshold of the twenty-first century, New Jersey found itself struggling along with the rest of the nation to educate citizens who will be competitive in the international marketplace of the future. New Jersey also faced a particular constitutional challenge of implementing a state system of “Thorough and Efficient” public schools.
One of the goals of public education is to prepare students for the world of work. Mathematics skills are tools for problem solving in science and can be reinforced in vocational-technical areas. Technology education teachers can show the application of problem-solving techniques, which bring physics principles to life. The visual and performing arts provide an avenue for the understanding of science, social studies, language arts, world language, and design technology.
In one sense, the core curriculum standards mark with precision the results expected of all students. In another sense, they serve as a banner behind which all segments of the education community and the state at large can mobilize and reshape our approach to education. Collectively, they embody a vision of the skills and understandings of all New Jersey’s children need to step forward into the twenty-first century and to be successful in their careers and daily lives.
To compete in a global, information-based economy, the students we prepare must be able to solve real problems, reason effectively, and make logical connections. The world of work they enter will feature products and factories that are designed by mathematical models and computer simulations, computers that control production processes and plants, and robots. Our state and country need people with the skills to develop and manage these new technologies.
All students should be challenged to reach their maximum potential. For many students, the achievement of these standards will indeed be challenging. However, if we do not provide such a challenge, a blueprint for excellence, we will do our students a great disservice by leaving them unprepared for the future.
|New Jersey Core Curriculum Content Standards |
|for |
|Technological Literacy |
|INTRODUCTION |
|The Vision |
|Technology, any modification of the natural world designed by human beings to solve human problems, enhance human life, or extend human capability, was identified by the United States Department of Labor as an |
|essential workplace competency in a 1992 report called the Secretary’s Commission on Achieving Necessary Skills (SCANS). SCANS stated that students should be able to select equipment and tools, apply technology |
|to specific tasks, and maintain and troubleshoot equipment. The Department of Education recognized its importance by including technology in the original cross-content workplace readiness standards. In keeping |
|with today’s technological society, technological literacy has been further emphasized by its inclusion as a separate standards area which focuses on both computer and information literacy and technology |
|education. |
|Technology is evolving at an amazing rate, with both frequent advancements of existing technology and the creation of new technologies. All students must understand and be comfortable with the concepts and |
|application of technology, not only in order to function in today’s complex society, but also to become informed and productive adults of tomorrow. |
|Computer and Information Literacy |
|Computer and information literacy, which supports skills in information-gathering, information-organizing, and problem solving, has become critical for every student whether college- or workplace-bound. Colleges |
|and employers are now demanding that students and employees possess a broad range of computer and information literacy proficiencies. More and more retail purchasing is being done on-line every year, and all but |
|the most menial of positions now require a significant understanding of computer and information literacy. To ensure that students are computer literate, a separate standard that defines rigorous, in-depth |
|learning has been included. The computer and information literacy standard is designed to be integrated and applied in all of the content areas of the Core Curriculum Content Standards. |
|Technology Education |
|The technology education standard was developed to ensure the literacy needed by all students to succeed in a highly technological world. Business and industry has clearly stated the need for technological skills|
|in the workplace of the 21st Century. |
|This standard is based on the Standards for Technological Literacy (STL): Content for the Study of Technology (ITEA, 2000), developed as part of the National Science Foundation (NSF)/National Aeronautics and |
|Space Administration (NASA) funded by the Technology for All Americans (TfAA) project. |
|A study by DeKlerk has found that students form negative attitudes about the technological world if there are no formal technological experiences during the early school years. This finding is a great concern to |
|New Jersey business and industry. Other cognitive research suggests that "design-based learning" is important. Early studies with design and technology curriculum indicate that students who learn important |
|technological concepts develop positive attitudes about technology, math, science and learning in general. For these reasons, an introduction to technology education, including engineering and technological |
|design, is an essential component of a thorough and efficient K-12 education. |
| |
| |
|Standards and Strands |
|There are two technological literacy standards, each of which has a number of lettered strands. The standards and strands include: |
|8.1 Computer and Information Literacy |
|A. Basic Computer Tools and Skills |
|Keyboarding |
|Word processing |
|Internet usage |
|Spreadsheets |
|Database concepts and usage |
|Publications and presentations |
|B. Application of Productivity Tools |
|Social Aspects |
|Information Access and Research |
|Problem Solving |
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|References |
|American Library Association and Association for Educational Communications and Technology. (1998), Information literacy standards for student learning. Online: |
| |
|ContentManagement/ContentDisplay.cfm&ContentID=19937. |
|Arizona Department of Education. (2000). Technology education standards. Online: |
|. |
|International Society for Technology in Education. (1998). National educational technology standards for students. Eugene, OR: Author. |
|International Society for Technology in Education. (2000). Standards for technological literacy (STL): Content for the Study of Technology. Online: . |
|National Business Education Association. (2001). National standards for business education. Online: . |
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|STANDARD 8.1 (COMPUTER AND INFORMATION LITERACY ) ALL STUDENTS WILL USE COMPUTER APPLICATIONS TO GATHER AND ORGANIZE INFORMATION AND TO SOLVE PROBLEMS. |
| |
|Descriptive Statement: Using computer applications and technology tools students will conduct research, solve problems, improve learning, achieve goals, and produce products and presentations in conjunction with |
|standards in all content areas, including career education and consumer family, and life skills. They will also develop, locate, summarize, organize, synthesize, and evaluate information for lifelong learning. |
|Strands and Cumulative Progress Indicators |
| |
|By the end of Grade 4, students will: |
|A. Basic Computer Skills and Tools |
|1. Use basic technology vocabulary. |
|2. Use basic features of an operating system (e.g., accessing programs, identifying and selecting a printer, finding help). |
|3. Input and access text and data, using appropriate keyboarding techniques or other input devices. |
|4. Produce a simple finished document using word processing software. |
|5. Produce and interpret a simple graph or chart by entering and editing data on a prepared spreadsheet template. |
|6. Create and present a multimedia presentation using appropriate software. |
|7. Create and maintain files and folders. |
|8. Use a graphic organizer. |
|9. Use basic computer icons. |
|B. Application of Productivity Tools |
|Social Aspects |
|1. Discuss the common uses of computer applications and identify their advantages and disadvantages. |
|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 |
|3. Practice appropriate Internet etiquette. |
| |
|4. Recognize the ethical and legal implications of plagiarism of copyrighted materials. |
| |
|Information Access and Research |
|5. Recognize the need for accessing and using information. |
|6. Identify and use web browsers, search engines, and directories to obtain information to solve real world problems. |
|7. Locate specific information by searching a database. |
|8. Recognize accuracy and/or bias of information. |
|Problem Solving and Decision Making |
|9. Solve problems individually and/or collaboratively using computer applications. |
|10. Identify basic hardware problems and solve simple problems. |
|Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: |
| |
|A. Basic Computer Skills and Tools |
|1. Use appropriate technology vocabulary. |
|2. Use common features of an operating system (e.g., creating and organizing files and folders). |
|3. Demonstrate effective input of text and data, using touch keyboarding with proper technique. |
|4. Input and access data and text efficiently and accurately through proficient use of other input devices, such as the mouse. |
|5. Create documents with advanced text-formatting and graphics using word processing. |
|6. Create a file containing customized information by merging documents. |
|7. Construct a simple spreadsheet, enter data, and interpret the information. |
|8. Design and produce a basic multimedia project. |
|9. Plan and create a simple database, define fields, input data, and produce a report using sort and query. |
|10. Use network resources for storing and retrieving data. |
|11. Choose appropriate electronic graphic organizers to create, construct, or design a document. |
|12. Create, organize and manipulate shortcuts. |
|B. Application of Productivity Tools |
|Social Aspects |
|1. Demonstrate an understanding of how changes in technology impact the workplace and society. |
|2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. |
|3. Explain the purpose of an Acceptable Use Policy and the consequences of inappropriate use of technology. |
|4. Describe and practice safe Internet usage. |
|5. Describe and practice "etiquette" when using the Internet and electronic mail. |
|Information Access and Research |
|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 |
|7. Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information sources. |
|Problem Solving and Decision Making |
|8. Use computer applications to modify information independently and/or collaboratively to solve problems. |
|9. Identify basic hardware problems and demonstrate the ability to solve common problems. |
|10. Determine when technology tools are appropriate to solve a problem and make a decision. |
| |
|Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: |
|A. Basic Computer Skills and Tools |
|1. Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. |
|2. Create documents including a resume and a business letter using professional format. |
|3. Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results. |
|4. Given a database, define fields, input data from multiple records, produce a report using sort and query, and interpret the data. |
|5. Produce a multimedia project using text, graphics, moving images, and sound. |
|6. Produce and edit page layouts in different formats using desktop publishing and graphics software. |
|7. Develop a document or file for inclusion into a website or web page. |
|8. Discuss and/or demonstrate the capability of emerging technologies and software in the creation of documents or files. |
|9. Merge information from one document to another. |
| |
|B. Application of Productivity Tools |
| |
|Social Aspects |
|1. Describe the potential and implications of contemporary and emerging computer applications for personal, social, lifelong learning, and workplace needs. |
|2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. |
|3. Make informed choices among technology systems, resources, and services in a variety of contexts. |
|4. Use appropriate language when communicating with diverse audiences using computer and information literacy. |
| |
|Information Access and Research |
|5. Select and use specialized databases for advanced research to solve real world problems. |
|6. Identify new technologies and other organizational tools to use in personal, home, and/or work environments for information retrieval, entry, and presentation. |
|7. Evaluate information sources for accuracy, relevance, and appropriateness. |
|8. Compose, send, and organize e-mail messages with and without attachments. |
| |
| |
|Problem-Solving and Decision Making |
|9. Create and manipulate information, independently and/or collaboratively, to solve problems and design and develop products. |
|10. Identify, diagnose, and suggest solutions for non-functioning technology systems. |
|11. Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources. |
|12. Integrate new information into an existing knowledge base and communicate the results in a project or presentation. |
BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN
In 1956, Benjamin Bloom outlined six (6) levels of cognitive function:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Bloom’s Taxonomy has been a valuable tool to educators when developing curriculum and determining instruction. We look at the six levels and think of them in terms of action verb. Educators use this taxonomy as a guide when developing tests, projects, and other assessment measures.
ASSESSMENT VOCABULARY BASED ON BLOOM’S TAXONOMY
|COGNITIVE DOMAIN |DESCRIPTIVE VERB |ASSORTMENT WORDS / PHRASE |
|Knowledge |List, describe, catalog, itemize, define, classify, |Who, what, where, when, why, how, how much, which one, describe…, select… |
| |organize, identify, name, show, explain, read | |
|Comprehension |Change, infer, outline, propose, replace, modify, |Which are the facts and/or opinions? |
| |summarize, alter, vary, condense, explain |What does this mean? Outline the information in… Re-state in your own words… |
| | |Summarize |
|Application |Solve, predict, explain, diagnose, estimate, plan, protect,|What would happen if… Explain the effects of… What and how much would change? |
| |judge | |
|Analysis |Examine, compare, contrast, identify, equate, rank, deduce |What conclusions can be drawn from…? |
| | |What is the theme or main idea? |
| | |What is the relationship…? What are the most important ideas? |
| | |What is the motive of…? |
|Synthesis |Create, brainstorm, predict, plan, design, set up, imagine |Make up, choose, create, design, plan |
|Evaluation |Judge, rank, determine, critique, defend, conclude |What is more important/ moral/logical/ appropriate/ |
| | |valid? |
| | |Compare and contrast… Critique |
HIGHER ORDER OF LEARNING
A child enters school with little if any attainment in written expression and leaves capable of learning much from human culture. It was thought originally that this progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the student’s intellectual powers must include a large element of development through different phases. Learning begins with simple psychomotor coordination, which leads to the beginnings of symbolizing, helped by the growth of language and play. Logical thought follows, provided the material is concrete. Finally, in mid-adolescence, the students acquire the ability to examine problems comprehensively, grasp their formal structure, and evoke explanation.
Education must pace development, not follow it and / or ignore it. The components of a child’s overall educational growth are physical and mental maturation, experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonance in his experience. In his emotional life, a child progresses from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. Any attempt to educate a child intellectually and emotionally must take account of these characteristics.
A large part of the teacher’s role is as a group leader providing stimulating learning situations, and the group life of the school and the classroom must influence the teaching situation. The individual student conducts himself under the influence of the group (led by the teacher) to which he belongs. The student’s achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and he sets his standards according to these influences. What is required of a teacher is that he enjoy and be capable of sharing work programs with children, designed to modify their behavior and experience. This means making relevant experience available to the student at the right time. The teacher must be mature, have humor with a sense of status, be firm yet unruffled, and be sympathetic but not overly personal.
The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into broad headings of languages, humanities, sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker (student), each area also has something that is quite specific in its mode of development. Languages call for verbal learning and production based upon oral work, particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and the learner’s environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create.
The permeation of emotional learning throughout the whole educative process is not always obvious.
The Computer Applications program includes tasks and skills derived from the three domains of learning:
❖ Psychomotor
❖ Cognitive
❖ Affective
PSYCHOMOTOR skills, such as typing a business letter or keyboarding, are manipulative in nature. These skills can be grouped by duties and objectives, which are then elevated through the use of performance standards that measure student proficiency in the manipulative aspect of the designed task. In the development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use.
Demonstrating higher order of learning, students will be able organize, itemize, examine, compare, deduce, create, set up, and produce business documents such as letters, memorandums, spreadsheets, tables, and reports.
COGNITIVE SKILLS refer to understanding the procedure(s) necessary to complete a specific task. To type a business letter, the student must know the format of a business letter. To keyboard a mailing list, the student must know how to use the various commands of the word processing program. Thus, cognition is what goes on in the mind of the learner about the specific task to be completed. Cognitive training produces a thinker-observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator. It is the process by which information is stored, retrieved, and used. The learner gains cognition through real and imaginary experiences such as reading, viewing instructional visual aides, or by memorizing a task or process until it is retained. Literature, art, and the humanities are all directly involved; and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values. Evaluation of cognitive skills may require that a student decide upon the proper procedure, sequence, or method to perform a specific task. This is cognitive activity (decision-making) at its highest level. Good cognition (thinking) enhances an employee’s productivity at the work place.
AFFECTIVE SKILLS result from the development of emotions, attitudes, and values in response to learning. The permeation of emotional learning throughout the whole educational process is not always obvious, in part because very often it is brought about incidentally. Motivation from instructors and supervisors assists students in the acquisition of positive attitudes towards self, their school, fellow students, job, and co-workers. The acquisition and application of values and attitudes are marked by the time of adolescence and dominate the general life of the young individual. Affective attributes are demonstrated by the emotional behavioral patterns displayed when an
individual shows his/her ability to perform tasks, such as punctuality, following directions, getting along with others, and workplace housekeeping. Potential employers are interested in the student’s attitude, because a cheerful, confident student will often become an employee with good work ethics; whereas, an angry or uncertain student will often become an employee with poor work ethics.
DEFINITIONS
CONCEPTUAL KNOWLEDGE is knowledge that must be learned by thoughtful, reflective style techniques. It utilizes relationship and understanding, a network in which linking relationships are as prominent as the discrete bits of information previously learned.
ISTE is the acronym for International Society for Technology Education.
NETS is the acronym for National Educational Technology Standards for Students; Connecting Curriculum and Technology.
NJCCCS is the acronym for New Jersey Core Curriculum Content Standards.
PDA is the acronym for Personal Digital Assistance, a pocket sized computer that is designed to do specific tasks.
PROCEDURAL KNOWLEDGE is the knowledge of how to perform some task. It emphasizes the knowing ‘how’ as opposed to knowing ‘that’ which is called declarative knowledge.
PROBLEM-BASED LEARNING is a curriculum development and instructional system which simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a structured problem that mirrors real-world problems.
Technology Integrated Lesson Plans
Grades 1-4
Healthy Me!
A Dinosaur Zoo for Me and You!
Attention: Community Helpers
The 50 States: It’s Nifty to Be Fifty
Grades 5-8
Breakfast Counts!
“What will I be when I grow up?” - Career Awareness
Great Explorations- Adventures with Lewis and Clark
Ideal Weather
Grades 9-12
My Worldwide Tour of Spanish Speaking Countries
Getting the Shape
Light of Eclipse
Winging It
Technology Integrated Lesson Plans
Grades 1-4
Healthy Me!
A Dinosaur Zoo for Me and You!
Attention: Community Helpers
The 50 States: It’s Nifty to Be Fifty
Grades 5-8
Breakfast Counts!
“What will I be when I grow up?” - Career Awareness
Great Explorations- Adventures with Lewis and Clark
Ideal Weather
Grades 9-12
My Worldwide Tour of Spanish Speaking Countries
Getting the Shape
Light of Eclipse
Winging It
Title of Lesson: Healthy Me!
Appropriate for Students in Grades: 1-4
Objective:
We need a healthy balanced diet in order to live healthy balanced lives. What foods are healthy? Working cooperatively, students will investigate all of the food groups. Students will conduct electronic research (via the internet) and determine which foods are important to maintain healthy balanced diets. Students will create a menu that best reflect a balanced meal. As a class, students will create a healthy cookbook for kids.
NJ CCCS:
Language Arts
(3.2) Writing: All Students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
(3.5) Viewing and Media Literacy: All students will access, view, view, evaluate, and respond to print, non-print, and electronic text and resources.
Technological Literacy
(8.1) Computer and Information Literacy: All students will use computer applications to gather and organize information and to solve problems.
Science
(5.5) Characteristics of Life: All students will gain an understanding of the structure, characteristics and basic needs of organisms and will investigate the diversity of life.
Health/Physical Education
(2.1) Wellness: All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.
Suggested Software:
Concept Web (e.g. Kidspiration)
Multimedia (e.g. StoryBook Weaver, Hyperstudio, PowerPoint)
Drawing Tools (e.g. KidPix, Paint)
Spreadsheet (e.g. Excel)
Word Processing (e.g. Word)
Suggested Links/ Resources:
This website has a description of each item on the food pyramid.
A resource filled with healthy kid friendly recipes.
This resource will allow students to find out the calories of different foods.
Using this site, students will verify if he/she created a healthy meal.
This website is a series of interactive materials to help students learn more about nutrition.
This website has an interactive food pyramid.
This website gives you lesson integration ideas for Language Arts, Math, Science, and Social Studies.
Suggested Activities/Templates:
(If students are proficient in applicable software applications, do not use the templates)
1. Using one of the web resources listed above (or teacher choice), students will research and determine healthy/unhealthy foods and complete a healthy/unhealthy template (Kidspiration). (All Grades)
2. Using KidPix (or drawing software), students will create one descriptive illustration of his/her idea of a healthy meal and one description of an unhealthy meal. (Grades 1-2)
3. Using Microsoft Excel (or Spreadsheet), students will create a spreadsheet documenting his/her food intake for a week. Students will also include on the spreadsheet the caloric values of each item and find the sum of his/her daily diet. Upon completion, as a class, students will compare their weekly diet. (Grades 3-4)
4. Using Story Book Weaver Deluxe, PowerPoint, or Hyperstudio, students will create an interactive slide show, illustrating the importance of eating healthy. (Grades 1-4)
5. Using Word (or Word Processing software), students will find and create a balanced daily menu for a healthy diet. Students will also find one healthy kid-friendly recipe and publish it for the class recipe book. (Grades 3-4)
Extension Activities/ Suggestions:
1. Using ePals Schoolmail, have your students send a public service announcement to classmates expressing the benefits of healthy eating.
2. Have a “Healthy Food Day”. Each student can share his/her favorite healthy snack.
3. Create a tab on your Student eBoard and place the activities on-line for the students to complete.
4. As a class, create a “Food Pyramid” display. Invite students from the school to visit. Have your students act as tour guides.
5. Use this story starter website to have your students create stories to promote good nutrition.
Rubric
|Content |
|2. How do thinking skills (decision making, problem solving, reasoning,) apply to this job? |
|3. What personal qualities (self discipline, reliability, friendliness, timeliness,) are important for this job? |
|4. What interpersonal skills or people skills (working with others, teaching others, and working on a team,) are used in this job? |
|5. How does this job use information skills (getting things organized, explaining information, using computers)? |
|6. Describe a typical day at your job. |
|7. What do you like the best about your job? |
|8. What do you like least about your job? |
|9. What subjects should I study in school to help prepare for this type of career? |
|10. How do you think this career will change in the next five years? |
|11. What training after High School will I need for this career? |
|12. What licenses, certificates, or union memberships are required for this career? |
|13. What is the job market like in this field? |
|14. What is the salary range for this career? |
|15. Is there anything else I should know about this career field? |
Interviewing Questions
Use the following interview questions to practice interviewing someone; and learn about a career in which you are interested.
CLEAR Network – Questions came from Christine Ermold’s lesson - The Art of Interviewing
Community Profile Survey
Use the following questions to help you create your survey.
1. Describe what you do in a normal day.
2. What led you to your current career?
3. What school subjects were most valuable to you in your current career?
4. When did you understand the importance of those school subjects to your future?
5. What skills are required on your job?
6. What are some pros and cons of your job that you think kids should know when contemplating a career?
7. What could young people do to ready themselves for this career?
8. Please provide additional information you feel would be important to tell students about yourself or your career.
Question came from CLEAR Career Profile Survey,
Career Questions
Use the Bureau of Labor Statistics web resources to complete this activity.
| | | | | | |
1. Which Career did you choose?
2. Describe what this worker does.
3. What is this job like?
4. Where are the jobs?
5. What preparation is needed for you job?
6. What’s the future for your chosen job?
7. What pay could you expect?
CLEAR-Career Learning Exploration and Research Network
Questions came from Anne Toth’s lesson on Jobs for kids who like…
Simple Web Page
Career Choice
BY: your full name
WEB SOURCES: http://
Include any significant points of interest about your career.
Also include graphics, scanned images or photo/video images.
Nature of the Work
Select text you would like to replace and type over it. Use styles such as Heading 1-3 and Normal in the Style control on the Formatting toolbar.
Working Conditions
Select text you would like to replace and type over it. Use styles such as Heading 1-3 and Normal in the Style control on the Formatting toolbar.
Training
Select text you would like to replace and type over it. Use styles such as Heading 1-3 and Normal in the Style control on the Formatting toolbar.
Earnings
Select text you would like to replace and type over it. Use styles such as Heading 1-3 and Normal in the Style control on the Formatting toolbar.
This is a good career for me because . . .
Web Resources: Toms River School District
Sub-Headings came from Bob Sweetman’s lesson
Career Awareness, Choosing a Career
Title of Lesson: Great Explorations- Adventures with Lewis and Clark
Appropriate for Students in Grades: 5
Objective:
Students will explore the adventures of Lewis and Clark. Students will begin by answering the following questions: Why do people explore? What are the skills/materials needed to succeed in exploration? How have Lewis and Clark impacted history? Students will create a PowerPoint presentation identifying the major events of the Lewis and Clark Expedition and the importance of this expedition to modern society.
NJ CCCS:
Social Studies
(6.3) World History: All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future.
Language Arts
(3.2) Writing: All Students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Technological Literacy
(8.1) Computer and Information Literacy: All students will use computer applications to gather and organize information and to solve problems.
Mathematics
(4.4) Data Analysis, Probability, and Discrete Mathematics: All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.
Science
(5.8) Earth Science: All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.
Suggested Software:
On-line Game Templates
Word Processing (e.g. Word)
Productivity (e.g. Inspiration, Internet)
Spreadsheet (e.g. Excel)
Timeliner
Suggested Links/ Resources:
Lewis & Clark
This website provides information and resources that explain the importance of the onset of the expedition of Lewis and Clark.
Go West Across America with Lewis & Clark
Virtual tour: Travel west with Lewis & Clark
Lewis & Clark
Interactive Journey Log: Lewis and Clark
Lewis & Clark Mapping the West
Take another virtual tour with Lewis and Clark
The Teacher’s Guide
Lewis & Clark teachers resources .
Teacher Resources
Suggested Activities/Templates:
(If students are not proficient in applicable software application, reintroduce software applications before beginning activities.)
1. Using Word, students will discuss and write their answers to the three questions concerning the explorers and explorations.
2. Using one or more of the web resources, students will research the Lewis and Clark expedition.
3. Using the virtual tour, students will record important facts and information that Lewis and Clark discovered on their expedition.
4. Using the virtual journey log, students will identify any and all major events.
5. Using the web resources, students will collect data that signifies the importance of this expedition.
6. Using PowerPoint, students will create a presentation that includes all research findings and the importance of this exploration.
Extension Activities/ Suggestions:
1. Exploring your personal history through timelines, students will investigate their personal history. They will choose a number of events to write about and illustrate in a multimedia presentation format.
2. Using an online game simulation, students will create “What’s My Line” based on explorers biographies, students initiate the game show and the class tries to discover their identity.
Rubric
|Content |
|Flight Information: |
|Name of Airline: | |
| |Departure Time |Arrival Time |(Country |(US Dollars) |
| | | |Monetary | |
| | | |Units) | |
| | | | | |
|Price of Flight: | | |
|Cost of Transportation to Hotel: | | |
|Name of Hotel: | |
|Daily Rate of Accommodation: | | |
|Accommodation Includes: |
|Cost of Meals not Included: | | |
|Name of Mini-Tour: | |
|Cost of Mini-Tour: | | |
|Mini-Tour Includes: |
|Cost of Meals not Included: | | |
|Cost of Transportation not Included: | | |
|Name of Cultural Excursion: | |
|Cost of Cultural Excursion: | | |
|Cultural Excursion Includes: |
|Cost of Meals not Included: | | |
|Cost of Transportation not Included: | | |
|Cost of Transportation to Airport: | | |
|Total Expenses: | | |
|Expenses |Country Monetary Units |Conversion Rate |US Dollars |
| | | | |
Title of Lesson:
Getting the Shape
Appropriate for Students in Grades:
9th –12th
Objective:
Rising out of the sands near the desert town in Giza, Egypt, the Great Pyramids soar into the sky. One, the Great Pyramid of Cheops (Khufu), is the largest pyramid ever built and is one of the “Seven Wonders of the Ancient World.” Ancient Egyptian architects used only a few simple tools and measurements to build this huge stone structure. The Great Pyramid of Cheops is as tall as a 48-floor skyscraper (482 feet) and its sides are each a little over 750 feet long.
The students at the end of this project will master various objectives. Students will be able to gain experience in analyzing the geometry of the Great Pyramid of Cheops and other pyramids; conduct internet-based research; learn more detailed geography and cultural information about other countries; develop a scale and use the scale to build a model pyramid; create a multi-media presentation of their pyramid; and develop a creative publication about their pyramid and detailing the steps performed to create their model.
NJ CCCS:
Visual and Performing Arts
(1.2) (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in creation, performance, and presentation of dance, music, theater, and visual art.
Language Arts
(3.2) Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
(3.5) Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non-print, and electronic text and resources.
Math
(4.2) (Geometry and Measurement) All students will develop spatial and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena.
(4.5) (Mathematical Processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.
Science
(5.1) (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypothesis, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusion, and communication results.
(5.8) (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.
Social Studies
(6.1) All students will utilize thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
(6.5) (Economics) All students will acquire an understanding of key economics principles.
World Language
(7.2) (Culture) All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with its products and practices.
Technological Literacy
(8.1) Computer and Information Literacy: All students will use computer applications to gather and organize information and to solve problems.
Suggested Hardware/Software/Materials:
Internet Library
Computer Printer
Multimedia Presentation Projector Microphone
PC Encyclopedias PC Almanacs
Spreadsheet Excel Multimedia PowerPoint
Word Processing Publisher Processing Software
Digital Camera Ruler
Grid Paper Poster Board
Tape
Suggested Links/ Resources:
Disclaimer: These links here have been scrutinized for their grade and age appropriateness; however, contents of links on the World Wide Web change continuously. It is advisable that teachers review all links before introducing to students.
Prerequisite Skills
1. Know basic computer skills
i. Open files
ii. Save files
iii. Keyboarding skills
2. Know how to use the internet
3. Know how to use a digital camera
4. Know how to create multi-media presentation
5. Know how to develop creative publications
6. Have a basic understanding of the use of technology.
Suggested Activities/Procedures:
1. Define the concept of similar figures.
2. Retrieve pictures from the internet of the Great Pyramid of Cheops and other pyramids.
3. Choose a pyramid and develop a scale to use to build a model of it.
4. Create a blueprint to use to create the model.
5. Create a three-dimensional model of a pyramid.
6. Create a multi-media presentation about pyramids and the model pyramid built.
7. Develop a creative publication, about pyramids and detailing the steps taken in creating the model.
8. List all internet sites and references used.
Assessments
(Please provide students a list of the Assessment criteria’s.)
Active Listening Skills
Higher Order Thinking
Deep Knowledge
Substantive Conversation
Connection to the World beyond the Classroom
Accuracy of Dimension on Blue-Print according to Scale
Accuracy of Dimensions of Actual Model according to Scale
Originality and Creativity of Multi-Media Presentation
Originality and Creativity of Published Document
Follow-up Activities/Suggestions:
1. Students will compare and contrast the blueprints and scales used in building their pyramids.
2. Students will assess the accuracy of the dimensions of the created pyramids.
Getting the Shape
Rubric
(Please provide students with copy of rubric.)
|Content |
|Start: New York |
|City for 1st Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|City for 2nd Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|City for 3rd Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|City for 4th Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|City for 5th Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|City for 6th Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|City for 7th Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|City for 8th Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|City for 9th Stop: | |Miles Traveled: | |
|Total Units on Plane: | |Cost of Flight |$ |
| |
|Total Flight Expense: | |
-----------------------
4 years of College
Works with people, teach physical ed. Skills.
Physical Education Teacher
Software Applications
(e.g. Word Processing, Internet Usage, Spreadsheets, Database Concepts and Usage, Publications and Presentations)
Problem Solving and Decision Making Tools
(e.g. TimeLiner software, graphic organizer)
PROCEDURAL
KNOWLEDGE
CURRICULUM INTEGRATION
Arts (Visual and Performing) Language Arts Literacy Social Studies
Comprehensive Health and Physical Education Mathematics World Language
Science
AND
Information Access Research Tools
(e.g. Internet, electronic references materials-Bookshelf, Encarta, Virtual Globe)
Social, Ethical, and Human Issues
(e.g. Acceptable Use Policy, Internet and E-mail etiquette)
CONCEPTUAL
UNDERSTANDING
PROBLEM
SOLVING
SKILLS
S
K
I
L
L
S
K
N
O
W
L
E
D
G
E
Basic Operations and Concepts
(e.g. Data Input, Keyboarding, etc.)
$40,000 starting salary
................
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