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PSSD ICT Guide

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ContentsPurpose...................................................................................................................................................................................... 6

Going Back to the Beginning......................................................................................................................................................7

What is literacy with ICT?...........................................................................................................................................................8

How do students develop ICT literacy?......................................................................................................................................9

Grappling’s Technology and Learning Spectrum Adapted to the LWICT Relationship Between ICT and Curriculum................10

Keyboarding Skills with Checklists............................................................................................................................................20

Keyboarding Furniture and Equipment Checklist K-4 22

Keyboarding Objectives K-4 23

Kindergarten Keyboarding Skills 24

Kindergarten Keyboarding Checklist 25

Grade 1 Keyboarding Skills 26

Grade 1 Keyboarding Checklist 27


Grade 2 Keyboard Checklist 29



Grade 4 Keyboarding Skills – CHECKPOINT YEAR 32


Technology Thinking and Competency Skills with Checklists Grades K-4.................................................................................34

Technology ICT Thinking Skills – Desired Learning - Grade K-4 Overview 35

Technology Competency Skills – Acceptable Evidence - Grade K-4 Overview 37

Grade K ICT Thinking Skills – Desired Learning 41

Grade K ICT Thinking Skills – Desired Learning Checklist 42

Kindergarten Competency Skills – Acceptable Evidence 43

Kindergarten Competency Skills – Acceptable Evidence Checklist 47

Grade 1 ICT Thinking Skills – Desired Learning 49

Grade 1 ICT Thinking Skills – Desired Learning Checklist 50

Grade 1 Competency Skills – Acceptable Evidence 51

Grade 1 Competency Skills – Acceptable Evidence Checklist 55







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Grade 4 Competency Skills – Acceptable Evidence – CHECKPOINT YEAR 86


Technology Thinking and Competency Skills with Checklists Grades 5-8.................................................................................96

Technology Competency Skills – Acceptable Evidence - Grade 5-8 Overview 101













Grade 8 ICT Thinking Skills – Desired Learning – Checkpoint Year 163


Grade 8 Competency Skills – Acceptable Evidence – Checkpoint Year 172

Grade 8 Competency Skills – Acceptable Evidence - Checklist 176

Glossary of Technology ICT Terms..........................................................................................................................................178

Technology ICT Terms for Grades K-4 179

Technology ICT Terms for Grades 5+ 182

Physical Parts of a Computer 192

Student Self Reflection...........................................................................................................................................................193

Sample Student Self-reflection Tools 194

Literacy with ICT Across the Curriculum Student Friendly 200

Effective Feedback.................................................................................................................................................................201

Examples of Developmental Comments for ICT Skills 201

Professional Growth with ICT.................................................................................................................................................205

Self-Assessment of ICT Literacy 206

Self-Assessment of Pedagogy of Literacy with Information and Communication Technology (ICT) 209

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Samples and Assessment Tools..............................................................................................................................................213

Sample Performance Assessment Template 214

Grade K - ENGLISH LANGUAGE ARTS - Real or Make Believe 217

Grade K – ENGLISH LANGUAGE ARTS - Snake with an S 219

Grade 1 – ENGLISH LANGUAGE ARTS - Story of My Life 221

Grade 1 - ENGLISH LANGUAGE ARTS/SCIENCE - Adjectives for all senses. 223

Grade 2 - ENGLISH LANGUAGE ARTS– My Community Photostory 226

Grade 3 - SCIENCE – Plants and Animals Meeting Their Needs 229

Grade 4 - ENGLISH LANGUAGE ARTS - Cooking Up a Surprise for Mom 236

Great Sites for Samples or Ideas 239

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The guide is organized into the following sections:

Purpose and Background Information

Keyboarding Skills and Checklists – Overview of Prairie Spirit School Division’s approach to introducing keyboarding using the Typin’ Time System. This section provides keyboarding objectives by grade and allows teachers to use the provided checklists to manage the students keyboarding skills development.

Technology Thinking and Competency Skills with Checklists – Based on the Manitoba Education LwICT Continuum, this section provides teachers with a way of managing the development of their students’ thinking and competency skills to ensure we are aligning with the continuum at all phases of our students’ education.

Glossary of Terms – a glossary of terms in student friendly language.

Student Self Reflection Tools – This section provides some basic templates that teacher may mirror or modify for their students’ use.

Examples of Developmental Comment for ICT Skills – an ICT comments resource for teachers to use for feedback to students.

Professional Growth with ICT – These self-assessments will help you address your own growth plan and meet your professional learning with ICT goals.

Sample Lessons and Assessment Tools - Sample student tasks and rubric tools, that include both curricular and ICT outcomes, that teachers may mirror or modify for their classroom.

Purpose

The goal of the PSSD ICT Guide is to aid

teachers with LwICT management in

their classrooms so they may provide

students with technology skillsets to

become productive in an ever evolving

technological world.

The classroom today is far different

that the one our educators were

educated in. Our students require the

necessary skills to utilize computers

and peripherals; software and web

based instructional aides and creation

tools,

…and so do our teachers.

Remember:

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Going Back to the Beginning

The following information are excerpts from “A Continuum Model for Literacy with ICT Across the Curriculum”. (The

What is information and communication technology (ICT)?Information and communication technologies include computers, laptops, digital cameras, video cameras, digital microscopes, scanners, cell phones, electronic games, digital audio devices, global positioning systems, electronic whiteboards, the Internet, et cetera. ICTs in the classroom will continue to evolve as new technologies emerge over time.

“To be most effective, the acquisition of these new skills will be achieved through a curriculum-integrated approach that uses information technology to support teaching, learning, and assessment.”

(Manitoba Education and Training, Technology as a Foundation Skill 7)

Excerpt from “Manitoba Education, Citizenship and Youth. (2006). A Continuum Model for Literacy with ICT Across the Curriculum. Retrieved from:

http://www.edu.gov.mb.ca/k12/tech/lict/resources/handbook/lict.pdf”.

“Everything is a draft!”

That almost became the title of this document. After

the umpteenth addition and reconfiguration, I have

learned that this will be an ever evolving draft.

That’s okay. In the world of education and

technology, that is as it should be.

This document started out being a simple technology self-help guide for teachers, but it soon took on a life of its own.

We started out with looking at the simple technology ICT skills that students should know. That method didn’t really help teachers trying to model the ICT infused approach (see Figure 2 - page 9). How could we address the hands-on skills without addressing the thinking skills that go along with them? To get inspired, we went back to the beginning. We began dissecting the Manitoba Education Literacy with ICT website and the “Literacy with ICT Across the Curriculum A Developmental Continuum”, along with the document “A Continuum Model for Literacy with ICT Across the Curriculum”. We were trying to find a better solution.

That analysis generated new questions. What would make this easier for teachers to manage and incorporate? How does technology actually fit into each curriculum? How does assessment of technology fit in? How do teachers fit in the time to plan these technology pieces? Considering these questions led us to the creation of this guide.

We are striving to create a USEABLE guide for and we have more questions than before! Finally, after numerous reconfigurations and A LOT of support from dedicated staff from Prairie Spirit, we have a working DRAFT. It is: the Technology FITS method.

The FITS acronym stands for:

“F” for First Steps (with teacher modeling)

“I” for Interpreting (with teacher direction)

“T” for Transitioning (with teacher facilitation)

“S” for Self Reliant (independently)

You will see this method throughout the Desired Learning and Competency Skills Checklists in this guide. Hopefully after utilizing our guide, teachers will find it easier to say “Technology FITS” in their classrooms. Remember “Everything is a draft”, and input is always welcome.

http://www.edu.gov.mb.ca/k12/tech/lict/resources/handbook/lict.pdf




http://www.edu.gov.mb.ca/k12/tech/lict/resources/posters/continuum_pf.pdf


http://www.edu.gov.mb.ca/k12/tech/lict/index.html

http://www.edu.gov.mb.ca/k12/tech/lict/index.html

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excerpts from this document are boxed in dark orange.) We needed to go back to the beginning to provide some background and try to improve our Technology FITS method.

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What is literacy with ICT?

Literacy with ICT means choosing and using ICT, responsibly and ethically, to support critical and creative thinking about information and about communication. Literacy with ICT contains ICT literacy (see Figure 1).

This representation shows the relationship between ICT literacy (i.e., demonstrating ICT skills) and literacy with ICT (i.e., choosing and using ICT, responsibly and ethically, to support critical and creative thinking about information and about communication across the curriculum). ICT literacy is a critical component of literacy with ICT, but it is not sufficient in itself.

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How do students develop their literacy with ICT?Literate students choose and use ICT, responsibly and ethically, to support their critical and creative thinking about textual, numerical, visual, and aural information as citizens of the global community. They develop this literacy through a process of inquiry across the curriculum as they• plan and question• gather and make sense• produce to show understanding• communicate• reflect on their learning

Excerpt from “Manitoba Education, Citizenship and Youth. (2006). A Continuum Model for Literacy with ICT Across the Curriculum. Retrieved from: http://www.edu.gov.mb.ca/k12/tech/lict/resources/handbook/lict.pdf”.

Figure 1: Literacy with ICT

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With technology skills being infused with the curriculum, we had a need to find a way to manage several different issues. First of all, what does the infused approach even look like? What does it really mean? It does NOT mean you have to add technology to every lesson, every time. It does NOT mean you have to create a new assessment rubric every time they use technology in your classroom. It should be built into your regular assessment rubric. Think of technology like using markers and pencils. There is no need to change your assessment rubrics when they switch from a tool like a pencil to a

tool like a marker. Technology is just a tool and should be treated as such in the classroom. The simplest answer is, if it supports the learning, do it!Let’s examine how the LwICT approaches compare to the “Grappling’s Technology and Learning Spectrum”. This may give some clarity on above figure.

How do students develop ICT literacy?ICT literacy is one component of Literacy with ICT (see Figure 1). ICT literacy involves acquiring the supporting skills that are needed for students to develop their literacy with ICT. These supporting skills are most effectively developed within curricular context rather than on their own.

The pedagogy of Literacy with ICT Across the Curriculum encourages movement from “ICT as supplementary to the curriculum” to a model that infuses ICT across the curriculum.

A supplementary relationship separates ICT and curriculum in space, time, and personnel — separate computer labs, computer classes, and computer teachers. A complementary relationship begins to connect ICT with curriculum in various ways. An integrated relationship allows the classroom teacher to bring ICT into the classroom so it is available at teachable moments. An infused relationship allows the transparent application of ICT, wherever and whenever appropriate, to enhance critical and creative thinking.



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Grappling’s Technology and Learning Spectrum Adapted to the LWICT Relationship Between ICT and Curriculum

Technology Literacy Uses Adapting Uses Transforming UsesTechnology Literacy Uses would align with LwICT Relationship between ICT and Curriculum – Supplementary Level

Adapting Uses would align with LwICT Relationship between ICT and Curriculum -

Complementary/Integrated Level

Transforming Uses would align with LwICT Relationship between ICT and Curriculum – Infused Level

Tech

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Technology Focus – Acquiring / Practicing Technology Skills

“Just-in-case” technology skills are acquired for possible future needs.

Literacy classes Learning hardware and software Students’ projects are technology focused

rather than expecting standards to intentionally drive the use of technology for learning

Curriculum provides “topics” for technology users

Technology Focus – Optional/Adaptive Learning Tasks

Integrating is translated into “use it for something, anything… just use it.”

Drill and practice with content software Instructional games Productivity tools used to adapt

assignments/tasks given without technology in the past

Technology Focus – Essential Learning Tasks

Integrating is “just-in-time” technology skills as needed for learning content standards/projects.

Complex learning and thinking tools Community learning tools Assessment Tools Productivity tools used to construct meaning, and

produce information useful to others

Lear

ning

Indi

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Instructional FocusTechnology-centered pedagogy

Teacher talk is “technology talk” rather than “learning talk.”

Technology uses are organized for their own sake

Acquiring and assessing technical skills Offered as separate and/or optional

experiences/programs Allowed when “real work” is completed or

considered “alternative reward” activities Research done to learn tools and processes Teachers view technology as something to

learn to do *NOTS Content

Instructional FocusTeacher-centered, direct instruction pedagogy

Teacher talk is “same stories with new tools” – there is confusion that new tools make new instructional stories.

Technology uses are adapted/provided but still optional with traditional curriculum goals.

Teacher and student roles remain the same Learning/assessment practices are unchanged Student experiences depend upon teacher

directed assignments Research is “go look up” and “tell me back” Teachers view technology as interesting but

optional and not necessary to achieve present curriculum goals

*CLOSED or LOTS Questions

Instructional FocusStudent-centered, constructivist pedagogy

Teacher talk is “new stories with new tools.”

Technology uses enable new learning tasks not possible without technology

Student roles expand to include explorers, producers of knowledge, communicators and self-directed learners

Teacher roles expand to include facilitators, designers, learners, and researchers

Learning and assessment practices are changed Students initiate technology uses as they create their

own learning experiences Research is sustained inquiry for original thinking and

conclusions useful to others Teachers vie technology as essential for development

of higher-order thinking skills (HOTS) *OPEN or HOTS Questions

Acce

ss In

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Technology use occurs at scheduled times Limited or no access is available beyond

literacy programs Little equipment is needed Labs are primary location of equipment Software is selected to teach or use

technology

Individual teachers initiate technology uses within their curriculum if equipment is available.

Increased numbers of equipment are needed to meet expanding curriculum uses.

Software is identified and matched to specific curriculum objectives.

An effort is made to move equipment closer to classrooms creating various combinations of lab and classroom locations.

Students, staff, and parents have access to technology wherever learning is occurring

Students as well as teachers initiate technology use as needed for their work and learning

Higher numbers of equipment are needed to support on-demand, pervasive use by students and staff

Software is standardized to 2-4 tools New learning tasks require a wider range of

technologies with higher performance capabilities

Staff

Dev

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Focus: School “experts” are found rather than distributed learning through all staff

Staff development is limited since specialists teach the primary experiences for students

Specialists tend to learn new technologies on their own

Specialists are expected to supply technical repair, offer training, and answer colleagues’ questions

Focus: Integration is encouraged for all teachers but optional and unfocused.

Integration of technology into curriculum translated as “…do something, do anything – just use it.”

Increased workshops offerings and conference attendance reflect expectations for wider staff use within the academic curriculum

District/building leadership view budget/policy support of staff development as optional

Increased equipment numbers, varied locations, and rising instructional use also increase the needs for technical support

Funding is inadequate

Focus: Essential skills and practices are articulated, supported, and measured for all teachers.

Sustained and expanded staff development strategies support new pedagogical and technological skills/practices

Diversified staff development supports on-site and in-class mentoring with team collaboration and reflective practice

New learning tasks require expertise in a wider range of instructional strategies and technology tools

Increased equipment numbers, locations, and uses demand continuous, on-site technical support be in place

Everyone takes responsibility for effective use of technology resources with the student word demonstrating results

Adequate funding is in place

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Adapted from Porter, S. (1995). Grappling;s Technology and Learning Spectrum. Retrieved from http://www.bjpconsulting.com/files/GA%20SpectrumTable.pdfCopyright, 1995 Education Technology Planners, Inc. www.bjpconsulting.com written permission for usage received by Bernajean Porter 1/20/2012

http://www.bjpconsulting.com/

http://www.bjpconsulting.com/files/GA%20SpectrumTable.pdf

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Reaching Deeper UnderstandingLearners can develop their literacy with ICT in more meaningful ways when they apply and extend their critical and creative thinking across the curriculum. To develop literacy with ICT, students need to learn how to decide whether or not to use ICT, which ICT to use, and when and how to use ICT to help meet their learning goals. Teachers also need to use their professional judgement to ask if and how ICT can help their students grasp essential concepts and construct personal understandings in language arts, mathematics, science, social studies, and other subject areas.

Critical Thinking involves applying criteria to judge the accuracy, relevance, credibility, fairness, and bias of information.Creative Thinking involves exploring diverse approaches and possibilities, and generating ideas.

Figure 4: Stages of Thinking


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Gradual Release of ResponsibilityTeachers provide scaffolding to help students develop higher-level critical and creative thinking and deeper understanding. As they support their learners, teachers believe that all students want to learn, and they provide a learning environment in which all students can gradually take on responsibility for their own learning (Manitoba Education, Citizenship and Youth, Independent Together, 2003).Teachers enable this learning environment by• becoming facilitators of learning• providing real choices that accommodate a range of learning styles, recognizing that curricular outcomes can be met in a variety of ways• inviting students to choose what they will do to demonstrate their learning, and to identify the steps they will take to accomplish the task• emphasizing intrinsic motivation rather than external rewards

Teachers help students move across the Developmental Continuum for Literacy with ICT by following Pearson and Gallagher’s “Gradual Release of Responsibility” Model of Explicit Instruction (see Figure 5).• Modelling: Teachers model learning behaviours such as building criteria, self-assessment, seeking feedback, making adjustments, goal setting, and reflection.• Sharing: Teachers share exemplars of quality work and teach students to identify quality samples of their own work.• Guiding: Students and teachers assume joint responsibility through guided practice.• Independent: Students practise, demonstrate, and apply learning behaviours that help them become self-directed learners.




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How does the Technology FITS method work look like with the Gradual Release of Responsibility?

Figure 5b: “Gradual Release of Responsibility – Technology FITS version”

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READING THE DEVELOPMENTAL CONTINUUM FOR LITERACY WITH ICTNote: Refer to the developmental continuum poster and to Figure 6 below while reviewing this section.


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Cognitive Domain: Vertical Axis – Five Big Ideas

The Cognitive Domain consists of five Big Ideas along the vertical axis:• plan and question• gather and make sense• produce to show understanding• communicate• reflect

Big Idea: Plan and QuestionThe first Big Idea in the Cognitive Domain, Plan and Question, describes learners who, in

• Stage 1, follow given step-by-step plans and ask topic-related questions in preparation for gathering information to engage in inquiry• Stage 2, modify given plans and pose essential questions in preparation for gathering information to engage in inquiry• Stage 3, develop their own original plans and ask probing questions in preparation for gathering information to engage in inquiry

Big Idea: Gather and Make SenseThe second Big Idea in the Cognitive Domain, Gather and Make Sense, describes learners who, in

• Stage 1, find and collect information from given electronic and media sources; cite sources of information; record data and make notes; as well as collect primary data using digital devices• Stage 2, search for information from multiple electronic and media sources; evaluate information for relevancy, accuracy, currency, and validity; organize and categorize information using ICT; and collect primary data using digital devices• Stage 3, assess all types of media and their sources, for relevancy, bias, motive, perspective, and context; incorporate new information with prior knowledge; and collect primary data using digital devices.

Big Idea: Produce to Show UnderstandingThe third Big Idea in the Cognitive Domain, Produce to Show Understanding, describes learners who, in

• Stage 1, compose text, record sound, sketch images, graph data and/or create video based on class discussion and teacher modelling• Stage 2, compose and edit electronic work according to established criteria• Stage 3, create and refine non-sequential representations of their understanding, such as hyperlinked web pages, layered graphic organizers, branching multimedia presentations, multiple sheet spreadsheets, virtual realities, and relational databases

Big Idea: CommunicateThe fourth Big Idea in the Cognitive Domain, Communicate, describes learners who, in

• Stage 1, share and display information and ideas from their electronic work with face-to-face audiences• Stage 2, discuss information, ideas, and/or electronic work using electronic communication devices• Stage 3, adjust their communication based on self-evaluation and audience feedback

Big Idea: ReflectThe fifth Big Idea in the Cognitive Domain, Reflect, describes learners who, in

• Stage 1, participate in guided conversations to think about using ICT to extend their learning• Stage 2, invite and share constructive feedback, related to established criteria, on their use of ICT to extend their learning• Stage 3, self-monitor their learning goals and reflect on the value of using ICT to extend their learning and their critical and creative thinking.



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Affective Domain: Horizontal Axis – Three Stages

The Affective Domain contains descriptors referring to feelings and attitudes toward the use of ICT. It consists of three stages across the horizontal axis.Stage 1: Knows – Comprehends – Becomes Aware

The first stage in the Affective Domain involves developing awareness of issues related to using ICT under conditions that require external control.

Stage 2: Analyzes – Applies – BelievesThe second stage in the Affective Domain involves developing, analyzing, and applying intrinsic beliefs about the issues related to using ICT.

Stage 3: Synthesizes – Evaluates – ValuesThe third stage in the Affective Domain involves adhering to an internal value system that controls personal behaviour related to using ICT.

Affective Domain: Vertical Axis – Four Big Ideas

The Affective Domain consists of four Big Ideas along the vertical axis• responsibility and ethics• social implications• collaboration• motivation and confidence

Big Idea: Responsibility and EthicsThe first Big Idea in the Affective Domain, Responsibility and Ethics, refers to knowing about, demonstrating beliefs about, and valuing policies, guidelines, and behaviours for using ICT ethically, responsibly, and safely, including protection of privacy and of intellectual property. Learners are expected to demonstrate ethical and responsiblebehaviour at all times when using ICT.

Big Idea: Social ImplicationsThe second Big Idea in the Affective Domain, Social Implications, refers to awareness of, beliefs about, and values concerning the uses of ICT in society, the societal consequences of ethical and unethical use of ICT, and the benefits and risks to communities and societies of developing and using ICT.

Big Idea: CollaborationThe third Big Idea in the Affective Domain, Collaboration, refers to students learning how to work in face-to-face groups, how to work together over distance in cyber groups, and how to lead collaborative groups while developing literacy with ICT.

Big Idea: Motivation and ConfidenceThe fourth Big Idea in the Affective Domain, Motivation and Confidence, refers to students’ interest, persistence, and engagement in using ICT to learn, and in solving unique problems related to the use of ICT.



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Supporting Skills

The Supporting Skills are ICT skills that support student demonstration of the continuum descriptors. They are listed on the Supporting Skills chart on the reverse side of the continuum poster. The code numbers of the supporting skills are referenced on the continuum beneath each specific descriptor in the Cognitive Domain that requires specific supporting skills.The Supporting Skills are divided into four categories:

• Access and Communication Skills, such as transferring and saving data within and between applications using toolbar icons, menu options, hyperlinks, and/or keyboard shortcuts

• Input/Output Skills, such as capturing and manipulating data using digital audio recording devices, cameras, video recorders, microscopes, geographical positioning systems, and/or probeware

• Tools and Text Skills, such as editing and formatting data using spell-check, dictionary, thesaurus, grammar-check, and/or track changes

• Vocabulary Skills, such as recalling and using ICT vocabulary in context Students should acquire and apply supporting skills in context, based on their need for that skill to accomplish a specific learning task. The supporting skills are intended to connect with checklists of skills outlined by school divisions based on their existing infrastructure and on the access their students have to specific hardware and software configurations.



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Technology Thinking

and Competency Skills

The following management system was created to aid in recording and assessing the ICT skills developing in your classroom.This system breaks the skills into two categories:

Technology Thinking Skills (the “Desired Learning”)

Competency Skills (the “Acceptable Evidence”) which are the supporting skillsets reinforce the Thinking Skills

Technology Thinking and Competency Skills are the abilities which enable students to use technology effectively. With these skills students should be able to make informed decisions about technology application. Technology would be able to be used for problem solving and learning reinforcement within the classroom.

Both the Technology Thinking Skills and the Competencies are pulled directly from the Manitoba Education LwICT Continuum.



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“If we teach today as we taught yesterday, we rob our children of

tomorrow.” John Dewey

PSSD K-4 ElementaryICT Guide

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Keyboarding Skills with Checklists

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KeyboardingKeyboarding – Student instruction should begin as soon as responses on the computer require more than simple one word responses or mouse clicking responses. PSSD will produce students with keyboarding skills that will aid in their productivity and future success with technology applications. Our Division has suggested that intensive formal keyboarding training should be implemented in the fourth grade to ensure proper keyboard technique. The Division has invested in Typin’ Time to fulfill this requirement. Typin’ Time is an incredibly easy way to teach people how to touch-type - in about 20 minutes daily.

Typin’ Time teaches a series of easy-to-remember phrases that gives students a simple "mental road map" to finding the letters on the keyboard, using the correct fingers. Typin’ Time is a teacher-led program, which includes the Typin’ Time Video, the Typin’ Write book for skill development and the Typin’ Time software for checking speed and accuracy.The intent of a formal approach to teaching keyboarding is not to produce a speed typist, but rather to help the student become more productive using the computer. It is designed to teach proper keyboarding techniques, to familiarize the student with the location of various alphabetical characters, numbers, and some computer function keys, and use of the mouse. Keyboarding is a crucial component of using computers as an integrated learning tool. Once the keyboarding skills become second nature to the student, it allows the student to focus on higher level curricular learning when integrating technology in their lessons.

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Keyboarding Furniture and Equipment Checklist K-4

Before you start Keyboarding with your students, here is a handy checklist to keep in mind.

Are there computers or separate keyboards available for student use? Remember, teaching keyboarding finger placement does not always require a computer. For introduction, just a keyboard or paper template of a keyboard will do.

Does the seating arrangement allow the student to use proper posture at the keyboard? Are tables too high or chairs too large for students to place feet on the floor? Several schools have started picking up old large phone books for students. They can be used to boost sitting height or for foot stools to allow proper flat foot placement. It works great and is a cost effective solution when chair height is an issue.

Is the typing source document elevated or in a comfortable position for reading?

If using a monitor, is it at eye level and arranged to the correct height for the student to prevent strain or glare?

Is the room arranged so it is conducive for easy observation of the students’ keyboarding technique?

Are there solutions to keep students from looking at the keys when they are typing? (grades 3/4 and up)Using a piece of paper taped on the keyboard, a piece of cloth draped over the hands or keyboard covers are the common solutions to this issue.

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Keyboarding Objectives K-4For assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction) “T” for Transitioning (with teacher facilitation) “S” for Self Reliant (independently) “N/A” for Not Applicable for this grade level

Objectives: K 1st 2nd 3rd 4thUnderstand that the keyboard is a data input device. F/I T S S SIdentify keys on the right and left side of the keyboard. F/I I T S SRecognize letters on the keyboard as capital letters. F/I I/T S S SRecognize that letters typed on the keyboard are lower case unless the Shift Key is used. F/I I/T T/S S SDemonstrate the difference between Shift and Caps Lock keys N/A F I T/S SIdentify the location and function of these keys: Enter, Escape, Spacebar, Shift, Arrows, Ctrl, Alt, Delete, Caps Lock, and Backspace.

F I/T T/S S S

Locate and use the period, comma, apostrophe, and quote keys. N/A N/A F/I I/T T/SIdentify the location and function of the Tab Key. F F I T/S SIdentify and properly use the mouse F/I I/T T/S S SUse correct posture F/I I/T T/S T/S SUse “single-click,” “double click,” and “click-and-drag” functions of the mouse. F/I I/T T/S S SLocate, identify, and use letter, number, and punctuation keys. F F/I I/T T SUse left hand on the left side of the keyboard. F F/I I T SUse right hand on the right side of the keyboard. F F/I I T SUse both hands simultaneously on the keyboard. N/A F/I F/I I T/SUse thumb on the spacebar. F F I I/T SUse correct hand-finger, homerow, and pairing of fingers. N/A F F/I I T/SDemonstrate proficiency with the home keys N/A N/A F I T/SUse correct technique for key striking and keying by touch. F F F F/I I/TUse correct spacing between words and sentences. N/A F I/T S SSpeed TargetNo speed target – focus is on key identification and postures x x x N/A N/AEnter data at a rate of 15 words per minute at 90-100% accuracy N/A N/A N/A x N/AEnter data at a rate of 20 words per minute at 90-100% accuracy N/A N/A N/A N/A xEnter data at a rate of 25 words per minute 90-100% accuracy N/A N/A N/A N/A

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Kindergarten Keyboarding SkillsFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)

“T” for Transitioning (with teacher facilitation) “S” for Self Reliant (independently) “N/A” for Not Applicable for this grade level

Objectives: KUnderstand that the keyboard is a data input device. F/I

Identify keys on the right and left side of the keyboard. F/I

Recognize letters on the keyboard as capital letters. F/I

Recognize that letters typed on the keyboard are lower case unless the Shift Key is used. F/I

Demonstrate the difference between Shift and Caps Lock keys N/A

Identify the location and function of these keys: Enter, Escape, Spacebar, Shift, Arrows, Ctrl, Alt, Delete, Caps Lock, and Backspace. F

Locate and use the period, comma, apostrophe, and quote keys. N/A

Identify the location and function of the Tab Key. F

Identify and properly use the mouse F/I

Use correct posture F/I

Use “single-click,” “double click,” and “click-and-drag” functions of the mouse. F/I

Locate, identify, and use letter, number, and punctuation keys. F

Use left hand on the left side of the keyboard. F

Use right hand on the right side of the keyboard. F

Use both hands simultaneously on the keyboard. N/A

Use thumb on the spacebar. F

Use correct hand-finger, homerow, and pairing of fingers. N/A

Demonstrate proficiency with the home keys N/A

Use correct technique for key striking and keying by touch. F

Use correct spacing between words and sentences. N/A

Speed Target

No speed target – focus is on key identification and postures F

Enter data at a rate of 15 words per minute at 90-100% accuracy N/A


Enter data at a rate of 25 words per minute 90-100% accuracy N/A

Other Grade Level Expectations Locate 5 or more letters on the keyboard Locate 5 or more numbers on the keyboard Create upper case letters using the shift key Type simple words

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Kindergarten Keyboarding Checklist

For assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling)



“S” for Self Reliant (independently)“N/A” for Not Applicable for this grade level

Students

Und

erst

and

that

the

keyb

oard

is a

dat

a in

put

devi

ce.

Iden

tify

keys

on

the

right

and

left

side

of th

e ke

yboa

rd.

Reco

gnize

lett

ers o

n th

e ke

yboa

rd a

s cap

ital

lette

rs.

Reco

gnize

that

lette

rs ty

ped

on th

e ke

yboa

rd a

re

low

er c

ase

unle

ss th

e Sh

ift K

ey is

use

d.De

mon

stra

te th

e di

ffere

nce

betw

een

Shift

and

Ca

ps L

ock

keys

Iden

tify

the

loca

tion

and

func

tion

of th

ese

keys

: En

ter,

Esca

pe, S

pace

bar,

Shift

, Arr

ows,

Ctr

l, Al

t, De

lete

, Cap

s Loc

k, a

nd B

acks

pace

.Lo

cate

and

use

the

perio

d, c

omm

a, a

post

roph

e,

and

quot

e ke

ys.

Iden

tify

the

loca

tion

and

func

tion

of th

e Ta

b Ke

y.

Iden

tify

and

prop

erly

use

the

mou

se

Use

cor

rect

pos

ture

Use

“sin

gle-

clic

k,”

“dou

ble

clic

k,”

and

“clic

k-an

d-dr

ag”

func

tions

of t

he m

ouse

.Lo

cate

, ide

ntify

, and

use

lett

er, n

umbe

r, an

d pu

nctu

ation

key

s.

Use

left

hand

on

the

left

side

of th

e ke

yboa

rd.

Use

righ

t han

d on

the

right

side

of t

he k

eybo

ard.

Use

bot

h ha

nds s

imul

tane

ously

on

the

keyb

oard

.

Use

thum

b on

the

spac

ebar

.

Use

cor

rect

han

d-fin

ger,

hom

erow

, and

pai

ring

of

finge

rs.

Dem

onst

rate

pro

ficie

ncy

with

the

hom

e ke

ys

Use

cor

rect

tech

niqu

e fo

r key

strik

ing

and

keyi

ng

by to

uch.

Use

cor

rect

spac

ing

betw

een

wor

ds a

nd

sent

ence

s.Sp

eed

targ

et -

No

spee

d re

quire

men

t – fo

cus i

s on

key

iden

tifica

tion

and

post

ures

F/I F/I F/I F/I N/A F N/A F F/I F/I F/I F F F N/A F N/A N/A F N/A N/A

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Grade 1 Keyboarding SkillsFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)


Objectives: 1st

Understand that the keyboard is a data input device. T

Identify keys on the right and left side of the keyboard. I

Recognize letters on the keyboard as capital letters. I/T

Recognize that letters typed on the keyboard are lower case unless the Shift Key is used. I/T

Demonstrate the difference between Shift and Caps Lock keys F

Identify the location and function of these keys: Enter, Escape, Spacebar, Shift, Arrows, Ctrl, Alt, Delete, Caps Lock, and Backspace. I/T

Locate and use the period, comma, apostrophe, and quote keys. N/A

Identify the location and function of the Tab Key. F

Identify and properly use the mouse I/T

Use correct posture I/T

Use “single-click,” “double click,” and “click-and-drag” functions of the mouse. I/T

Locate, identify, and use letter, number, and punctuation keys. F/I

Use left hand on the left side of the keyboard. F/I

Use right hand on the right side of the keyboard. F/I

Use both hands simultaneously on the keyboard. F/I

Use thumb on the spacebar. F

Use correct hand-finger, homerow, and pairing of fingers. F

Demonstrate proficiency with the home keys N/A


Use correct spacing between words and sentences. F

No speed target– focus is on key identification and postures x




Other Grade Level Expectations Type their name Locate the numbers on the keyboard Create upper case letters using the shift key Type simple words and phrases

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Grade 1 Keyboarding Checklist





Students

Und

erst

and

that

the

keyb

oard

is a

dat

a in

put d

evic

e.

Iden

tify

keys

on

the

right

and

left

side

of t

he k

eybo

ard.

Rec

ogni

ze le

tters

on

the

keyb

oard

as

capi

tal l

ette

rs.

Rec

ogni

ze th

at le

tters

type

d on

the

keyb

oard

are

lo

wer

cas

e un

less

the

Shi

ft K

ey is

use

d.

Dem

onst

rate

the

diffe

renc

e be

twee

n S

hift

and

Cap

s Lo

ck k

eys

Iden

tify

the

loca

tion

and

func

tion

of th

ese

keys

: Ent

er,

Esc

ape,

Spa

ceba

r, S

hift,

Arr

ows,

Ctrl

, Alt,

Del

ete,

C

aps

Lock

, and

Bac

kspa

ce.

Loca

te a

nd u

se th

e pe

riod,

com

ma,

apo

stro

phe,

and

qu

ote

keys

.

Iden

tify

the

loca

tion

and

func

tion

of th

e Ta

b K

ey.

Iden

tify

and

prop

erly

use

the

mou

se

Use

cor

rect

pos

ture

Use

“sin

gle-

clic

k,” “

doub

le c

lick,

” and

“clic

k-an

d-dr

ag”

func

tions

of t

he m

ouse

.

Loca

te, i

dent

ify, a

nd u

se le

tter,

num

ber,

and

punc

tuat

ion

keys

.

Use

left

hand

on

the

left

side

of t

he k

eybo

ard.

Use

righ

t han

d on

the

right

sid

e of

the

keyb

oard

.

Use

bot

h ha

nds

sim

ulta

neou

sly

on th

e ke

yboa

rd.

Use

thum

b on

the

spac

ebar

.

Use

cor

rect

han

d-fin

ger,

hom

erow

, and

pai

ring

of

finge

rs.

Dem

onst

rate

pro

ficie

ncy

with

the

hom

e ke

ys

Use

cor

rect

tech

niqu

e fo

r key

stri

king

and

key

ing

by

touc

h.

Use

cor

rect

spa

cing

bet

wee

n w

ords

and

sen

tenc

es.

Spee

d ta

rget

- No

spee

d re

quire

men

t – fo

cus

is o

n ke

y id

entif

icat

ion

and

post

ures

T I I/T I/T F I/T N/A F I/T I/T I/T F/I F/I F/I F/I F F N/A F F N/A

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Objectives: 2ndUnderstand that the keyboard is a data input device. S

Identify keys on the right and left side of the keyboard. T

Recognize letters on the keyboard as capital letters. S

Recognize that letters typed on the keyboard are lower case unless the Shift Key is used. T/S

Demonstrate the difference between Shift and Caps Lock keys I

Identify the location and function of these keys: Enter, Escape, Spacebar, Shift, Arrows, Ctrl, Alt, Delete, Caps Lock, and Backspace. T/S

Locate and use the period, comma, apostrophe, and quote keys. F/I

Identify the location and function of the Tab Key. I

Identify and properly use the mouse T/S

Use correct posture T/S

Use “single-click,” “double click,” and “click-and-drag” functions of the mouse. T/S

Locate, identify, and use letter, number, and punctuation keys. I/T

Use left hand on the left side of the keyboard. I

Use right hand on the right side of the keyboard. I

Use both hands simultaneously on the keyboard. F/I

Use thumb on the spacebar. I

Use correct hand-finger, homerow, and pairing of fingers. F/I

Demonstrate proficiency with the home keys F


Use correct spacing between words and sentences. I/T

No speed target – focus is on key identification and postures x




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Grade 2 Keyboard Checklist





Students

Und

erst

and

that

the

keyb

oard

is a

dat

a in

put d

evic

e.

Iden

tify

keys

on

the

right

and

left

side

of t

he k

eybo

ard.

Rec

ogni

ze le

tters

on

the

keyb

oard

as

capi

tal l

ette

rs.

Rec

ogni

ze th

at le

tters

type

d on

the

keyb

oard

are

lo

wer

cas

e un

less

the

Shi

ft K

ey is

use

d.

Dem

onst

rate

the

diffe

renc

e be

twee

n S

hift

and

Cap

s Lo

ck k

eys

Iden

tify

the

loca

tion

and

func

tion

of th

ese

keys

: Ent

er,

Esc

ape,

Spa

ceba

r, S

hift,

Arr

ows,

Ctrl

, Alt,

Del

ete,

C

aps

Lock

, and

Bac

kspa

ce.

Loca

te a

nd u

se th

e pe

riod,

com

ma,

apo

stro

phe,

and

qu

ote

keys

.

Iden

tify

the

loca

tion

and

func

tion

of th

e Ta

b K

ey.

Iden

tify

and

prop

erly

use

the

mou

se

Use

cor

rect

pos

ture

Use

“sin

gle-

clic

k,” “

doub

le c

lick,

” and

“clic

k-an

d-dr

ag”

func

tions

of t

he m

ouse

.

Loca

te, i

dent

ify, a

nd u

se le

tter,

num

ber,

and

punc

tuat

ion

keys

.

Use

left

hand

on

the

left

side

of t

he k

eybo

ard.

Use

righ

t han

d on

the

right

sid

e of

the

keyb

oard

.

Use

bot

h ha

nds

sim

ulta

neou

sly

on th

e ke

yboa

rd.

Use

thum

b on

the

spac

ebar

.

Use

cor

rect

han

d-fin

ger,

hom

erow

, and

pai

ring

of

finge

rs.

Dem

onst

rate

pro

ficie

ncy

with

the

hom

e ke

ys

Use

cor

rect

tech

niqu

e fo

r key

stri

king

and

key

ing

by

touc

h.

Use

cor

rect

spa

cing

bet

wee

n w

ords

and

sen

tenc

es.

Spee

d ta

rget

- No

spee

d re

quire

men

t – fo

cus

is o

n ke

y id

entif

icat

ion

and

post

ures

S T S T/S I T/S F/I I T/S T/S T/S I/T I I F/I I F/I F F I/T N/A

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Objectives: 3rdUnderstand that the keyboard is a data input device. S

Identify keys on the right and left side of the keyboard. S


Recognize that letters typed on the keyboard are lower case unless the Shift Key is used. S

Demonstrate the difference between Shift and Caps Lock keys T/S

Identify the location and function of these keys: Enter, Escape, Spacebar, Shift, Arrows, Ctrl, Alt, Delete, Caps Lock, and Backspace. S

Locate and use the period, comma, apostrophe, and quote keys. I/T

Identify the location and function of the Tab Key. T/S

Identify and properly use the mouse S

Use correct posture T/S

Use “single-click,” “double click,” and “click-and-drag” functions of the mouse. S

Locate, identify, and use letter, number, and punctuation keys. T

Use left hand on the left side of the keyboard. T

Use right hand on the right side of the keyboard. T

Use both hands simultaneously on the keyboard. I

Use thumb on the spacebar. I/T

Use correct hand-finger, homerow, and pairing of fingers. I

Demonstrate proficiency with the home keys I

Use correct technique for key striking and keying by touch. F/I

Use correct spacing between words and sentences. S

No speed target – focus is on key identification and postures N/A

Enter data at a rate of 15 words per minute at 90-100% accuracy x



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Students

Und

erst

and

that

the

keyb

oard

is a

dat

a in

put d

evic

e.

Iden

tify

keys

on

the

right

and

left

side

of t

he k

eybo

ard.

Rec

ogni

ze le

tters

on

the

keyb

oard

as

capi

tal l

ette

rs.

Rec

ogni

ze th

at le

tters

type

d on

the

keyb

oard

are

lo

wer

cas

e un

less

the

Shi

ft K

ey is

use

d.

Dem

onst

rate

the

diffe

renc

e be

twee

n S

hift

and

Cap

s Lo

ck k

eys

Iden

tify

the

loca

tion

and

func

tion

of th

ese

keys

: Ent

er,

Esc

ape,

Spa

ceba

r, S

hift,

Arr

ows,

Ctrl

, Alt,

Del

ete,

C

aps

Lock

, and

Bac

kspa

ce.

Loca

te a

nd u

se th

e pe

riod,

com

ma,

apo

stro

phe,

and

qu

ote

keys

.

Iden

tify

the

loca

tion

and

func

tion

of th

e Ta

b K

ey.

Iden

tify

and

prop

erly

use

the

mou

se

Use

cor

rect

pos

ture

Use

“sin

gle-

clic

k,” “

doub

le c

lick,

” and

“clic

k-an

d-dr

ag”

func

tions

of t

he m

ouse

.

Loca

te, i

dent

ify, a

nd u

se le

tter,

num

ber,

and

punc

tuat

ion

keys

.

Use

left

hand

on

the

left

side

of t

he k

eybo

ard.

Use

righ

t han

d on

the

right

sid

e of

the

keyb

oard

.

Use

bot

h ha

nds

sim

ulta

neou

sly

on th

e ke

yboa

rd.

Use

thum

b on

the

spac

ebar

.

Use

cor

rect

han

d-fin

ger,

hom

erow

, and

pai

ring

of

finge

rs.

Dem

onst

rate

pro

ficie

ncy

with

the

hom

e ke

ys

Use

cor

rect

tech

niqu

e fo

r key

stri

king

and

key

ing

by

touc

h.

Use

cor

rect

spa

cing

bet

wee

n w

ords

and

sen

tenc

es.

Spee

d Ta

rget

- En

ter d

ata

at a

rate

of 1

5 w

ords

per

m

inut

e at

90-

100%

acc

urac

y

S S S S T/S S I/T T/S S T/S S T T T I I/T I I F/I S T/S

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Grade 4 Keyboarding Skills – CHECKPOINT YEARFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)


Objectives: 4thUnderstand that the keyboard is a data input device. S

Identify keys on the right and left side of the keyboard. S


Recognize that letters typed on the keyboard are lower case unless the Shift Key is used. S

Demonstrate the difference between Shift and Caps Lock keys S

Identify the location and function of these keys: Enter, Escape, Spacebar, Shift, Arrows, Ctrl, Alt, Delete, Caps Lock, and Backspace. S

Locate and use the period, comma, apostrophe, and quote keys. T/S

Identify the location and function of the Tab Key. S

Identify and properly use the mouse S

Use correct posture S

Use “single-click,” “double click,” and “click-and-drag” functions of the mouse. S

Locate, identify, and use letter, number, and punctuation keys. S

Use left hand on the left side of the keyboard. S

Use right hand on the right side of the keyboard. S

Use both hands simultaneously on the keyboard. T/S

Use thumb on the spacebar. S

Use correct hand-finger, homerow, and pairing of fingers. T/S

Demonstrate proficiency with the home keys T/S

Use correct technique for key striking and keying by touch. I/T

Use correct spacing between words and sentences. S

No speed target – focus is on key identification and postures N/A


Enter data at a rate of 20 words per minute at 90-100% accuracy x

Enter data at a rate of 25 words per minute 90-100% accuracy

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Students

Und

erst

and

that

the

keyb

oard

is a

dat

a in

put d

evic

e.

Iden

tify

keys

on

the

right

and

left

side

of t

he k

eybo

ard.

Rec

ogni

ze le

tters

on

the

keyb

oard

as

capi

tal l

ette

rs.

Rec

ogni

ze th

at le

tters

type

d on

the

keyb

oard

are

lo

wer

cas

e un

less

the

Shi

ft K

ey is

use

d.

Dem

onst

rate

the

diffe

renc

e be

twee

n S

hift

and

Cap

s Lo

ck k

eys

Iden

tify

the

loca

tion

and

func

tion

of th

ese

keys

: Ent

er,

Esc

ape,

Spa

ceba

r, S

hift,

Arr

ows,

Ctrl

, Alt,

Del

ete,

C

aps

Lock

, and

Bac

kspa

ce.

Loca

te a

nd u

se th

e pe

riod,

com

ma,

apo

stro

phe,

and

qu

ote

keys

.

Iden

tify

the

loca

tion

and

func

tion

of th

e Ta

b K

ey.

Iden

tify

and

prop

erly

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Technology Thinking and Competency Skills with Checklists Grades K-4

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Technology ICT Thinking Skills – Desired Learning - Grade K-4 OverviewFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)


ICT Thinking Skills Grade K- 4 Overview K 1 2 3 4

P-1.1 recalls and/or records prior knowledge and asks topic-related questions

- I can recall what I already know about something, and think about what I want to learn.

F F F I I

P-1.2 follows given plans

- I can follow a plan my teacher gives me.

F F I T S

P-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs

- I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

N/A N/A N/A F/I I

P-2.2 adapts given electronic plans

- I change a plan my teacher gives me.

N/A N/A N/A F/I I

G-1.1 finds and collects information (text, images, data, audio, video) from given media sources

- I can find information I need, from CD-ROMs or websites that my teacher gives me.

N/A F F/I I I/T

G-1.2 identifies sources of information and provides bibliographic/reference data

- I can make a bibliography of where I got my information, and of who created it.

N/A N/A F F/I I

G-1.3 records data or makes notes on gathered information and ideas using given categories and given ICT

- I can take notes in my own words and organize my notes so they make sense.

N/A N/A F I I

G-1.4 collects primary data using electronic devices

- I can collect information of my own using a digital camera or other tools.

F F F I I

G-1.5 questions whether information from media sources is real, useful, and/or distracting

- I can question if information I find is real or distracting.

N/A N/A F F/I I

G-2.3 categorizes information using the ICT suitable for the purpose

- I categorize my information using suitable tools.

N/A N/A N/A F I

Pr-1.1 participates in establishing criteria for student-created electronic work

- I can help come up with criteria for what I am making.

N/A N/A F F/I I

Pr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video

- I can make an electronic product using words, numbers, sounds, pictures, or graphs that shows I understand my information.

F F F/I I I

Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards

- I can edit my work to match the criteria.

N/A F F I I

Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection

- I choose suitable tools to create my electronic work and explain my choices.

N/A N/A F I I

Pr-2.2 revises electronic work to improve organization and clarity, enhance content and artistry, and meet audience needs, according to established criteria, feedback, and personal preferences

- I make the content of my electronic work clear and appealing to my audience, and revise it based on criteria or on feedback.

N/A N/A N/A F I

C-1.1 displays and/or discusses electronic work F F F I I

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ICT Thinking Skills Grade K- 4 Overview K 1 2 3 4

- I can show and explain the plan I followed, the information I gathered, or the work I created.

C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication

- I discuss my work with others at a distance by using electronic communication tools.

N/A N/A F F/I I

R-1.1 participates in guided conferences to think about using ICT to learn

- I can talk with others about how I use ICT to help me learn.

N/A N/A F F/I I

R-2.1 invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn

- I ask for and share feedback about learning with ICT.

N/A N/A N/A F/I I

E-1.1 respects ICT equipment and personal technology space of other ICT users

- I can show respect as I work with others and with ICT.

F F F/I I I

E-1.2 recognizes guidelines for safety and security

- I can understand the rules and how they help keep me safe when I use ICT.

F F F/I I/T S

E-1.3 recognizes the need to acknowledge authorship of intellectual property

- I know I must give credit to authors when I use their work.

N/A N/A F F/I I

E-2.1 applies school division’s acceptable-use policy for ICT

- I follow my school division rules for using ICT

N/A N/A F F/I I

E-2.2 applies safety guidelines when communicating electronically

- I follow guidelines that help keep me safe while communicating electronically.

N/A N/A N/A F/I I

E-2.3 explains consequences of unethical behaviour

- I tell how breaking the rules of using ICT can hurt me and others.

N/A N/A F F/I I

S-1.1 identifies uses of ICT at home, at school, at work, and in the community

- I can give examples of how ICT is used in my home, in school, and where people work.

F F F/I I/T S

S-1.3 chooses appropriate times and places to use wireless games and/or communication devices

- I use ICT only at appropriate times and in appropriate places.

F F F/I I I

Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures

- I can work with others to gather information or to create electronic work.

F F F/I I/T S

Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings

- I team up with others to plan and work together.

N/A N/A F F/I I

Co-2.2 collaborates with others over distance using ICT

- I work with others online to complete assignments.

N/A N/A N/A F I

M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others

- I am confident and interested in what I am doing and learning with ICT.

F F F/I I I

M-1.2 recognizes ICT problems and seeks assistance to solve them

- I am aware when I am having problems with ICT and I know how to get help.

N/A N/A F F/I I

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Technology Competency Skills – Acceptable Evidence - Grade K-4 OverviewFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)

“T” for Transitioning (with teacher facilitation) “S” for Self Reliant (independently) “N/A” for Not Applicable for this grade levelUse the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill on this table the yearend expectation level has been indicated.

Competency Skills – Grade K-4 OverviewUse the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill.

K

Grad

e 1

Grad

e 2

Grad

e 3

Grad

e 4

sa1.1 logs on and off ICT devices

I can log on and off computers.

F F/I I/T S S

"Log in" F F/I I/T S S

"log out." F F/I I/T S S

sa1.2 opens applications and files

(examples: using Start menu, My Computer, desktop icons...)

I can open files using my computer. I can open an application.

F/I F/I I I/T T/S

Open a saved file. F F/I T T/S S

Open, close, and restore windows. F F I/T T/S S

Open a program by going to the start button and all programs. N/A N/A F I T

Open a program by "double clicking" on an icon. I I/T T/S S S

sa1.3 saves files

(examples: following a specified file path to networks, hard drives, flash memory devices, CD-ROMs, DVDs..)

I can save my files.

F F F/I I I/T

Name and save a file. F F F/I I I/T

Save files to appropriate locations N/A F F/I I I/T

sa1.4 prints files

(examples: selecting print options such as page range, number of copies, paper tray, fit to page...)

I can print my files.

F F/I I T T/S

Print a file F F/I I T T/S

sa1.5 navigates within an application

(examples: using icons, menus, keyboard shortcuts...)

I can navigate within an application.

F F F/I I I

Use appropriate items on a menu bar, e.g., "Print" and "Save." F F F/I I I

sa1.6 navigates between applications

I can move around between applications.

N/A F F/I F/I I/T

Able to move between applications. N/A F F/I I T

Able to move between minimized windows N/A N/A N/A F I

sa1.7 browses multimedia

(examples: CD-ROMs, DVDs, flash memory devices...)

I can find information from multimedia or storage devices.

N/A F I I I/T

Access information on a CD-ROM drive. N/A F I I I/T

Access information on a USB key N/A F I I I/T

sa1.8 navigates within a website F F I I I/T

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K

Grad

e 1

Grad

e 2

Grad

e 3

Grad

e 4

I can navigate within a website.

sa1.9 browses the Internet

I can browse the Internet.

N/A F F/I F/I I/T

Use the Internet for locating and retrieving information. N/A F F/I F/I I/T

sa1.10 searches the Internet using teacher-selected search engines and keywords

I can search the Internet using the words and search engine my teacher provides me with.

N/A F I I/T I/T

sa1.11 sends and receives text messages and electronic files using rules of etiquette

(examples: not typing in all capital letters, filling in subject line...)

I can text and email in an appropriate manner.

N/A N/A N/A N/A F

sa2.1 transfers ICT knowledge to new applications

I can apply knowledge I have learned from other applications to new applications. ?????

N/A N/A F F/I I

sa2.2 manages electronic files and folders

I can manage my files and folders.

N/A N/A F F/I I

File Management N/A N/A F F/I I

Use appropriate naming for files N/A N/A F F F/I

Create folders N/A N/A N/A F F

sa2.3 moves data between applications

I can move information between applications.

N/A F I I/T I/T

Use the cut option. N/A F I I/T I/T

Use the copy option. N/A F I I/T I/T

Use the paste option. N/A F I I/T I/T

sa2.4 chooses and uses search engines using own keywords

I can search the internet using my own keywords.

N/A N/A F F I

Use keywords when searching the internet N/A N/A F F I

sa2.5 refines searches using Boolean logic

I can search the internet using Boolean logic like AND, OR, “”, or – with my search terms.

N/A N/A N/A F F/I

Use search terms with the AND, OR, “”, and – options, N/A N/A N/A F F/I

sa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media

(examples: checking date last modified, analyzing the meta-web information of a URL...)

I can check authorship. ???????????????

N/A N/A N/A F F

sb1.1 manipulates input devices

(examples: mouse buttons, keyboards, styluses, trackballs, touch screens, electronic whiteboards, adaptive devices...)

I can use devices to input data into my computer.

F/I I I/T T/S T/S

Use a calculator. N/A F F/I I/T T

Use the mouse to control the cursor. F/I I T S S

Use the arrow keys to control the cursor. F/I I T S S

Use a laptop touchpad to control the cursor. F/I I I/T T/S S

sb1.2 recognizes and presses keys on the keyboard

(examples: using one finger, using both hands, hunting and pecking, using correct hand position while watching the screen, demonstrating speed and accuracy...)

F I I/T T S

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K

Grad

e 1

Grad

e 2

Grad

e 3

Grad

e 4

I can find and press the correct keys on the keyboard.

Demonstrate the ability to enter text with the keyboard. F I T S S

sb1.3 captures digital data

(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, )

I can use digital devices to record audio, video, or pictures.

F F F/I F/I I/T

Use a digital camera. F F F I T

Use a video camera or video clip from digital camera. N/A N/A N/A F I

Use audio recording software. N/A F F/I I I

sb2.1 selects and uses peripherals to find, record, manipulate, save, print and/or display information

(examples: microphones, digital cameras, video cameras, electronic whiteboards, digital microscopes, joysticks, touch screens, flash memory devices, data projectors, TVs, printers...)

I can use external computer devices.

N/A N/A F F/I I/T

Demonstrate knowledge of which peripherals are appropriate to the task. N/A N/A F I T

Use a microphone to record audio. N/A F F/I I I

Select s appropriate printer to print to. N/A N/A F F/I I

Selects appropriate device to save portable files to. N/A N/A F F/I I

sc1.1 moves text and images

I can move text and images.

N/A F I I T

Understand and use the cut, copy, and paste information. N/A F I I T

Utilize drag and drop with mouse N/A N/A N/A F F

sc1.2 draws images using electronic tools

I can draw a simple picture using computer software. (Example: Paint)

F F I I/T T

Create simple drawing using a drawing program. F F I I/T T

sc1.3 inserts and edits text, data, images, sound, video, and/or formulas

I can add or change digital information.

F F F/I I I/T

Add text boxes. N/A N/A F I I

Add text into a document. F F I I/T T/S

Insert audio into presentation. N/A F F I I

Add graphics to a composition. F F F/I I T

Insert formula into spreadsheet. N/A N/A N/A F I

sc1.4 formats text, images, graphs, and tables using toolbar icons, menu options, and/or keyboard shortcuts

I can change the look of text, images, tables and graphs using the menu options.

N/A F F/I I T

Use the following tool icons: bold, italicize, underline. N/A N/A F I T

Use paragraph indent and justification. N/A N/A F I T

Format colours of tables and graphs N/A N/A N/A F I

Change font, color, and size. N/A F I I T

sc1.5 edits text using spell check, dictionary, thesaurus, grammar check, and/or track changes

I can proof my work using software tools.

N/A N/A F F/I I

Use spell check. N/A N/A F F/I I

Use grammar check. N/A N/A N/A F I

Use thesaurus. N/A N/A N/A F I

Use dictionary. N/A N/A F F/I I

sc1.6 inserts hyperlinks to electronic sources

I can add links to electronic sources.

N/A N/A N/A F I

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K

Grad

e 1

Grad

e 2

Grad

e 3

Grad

e 4

Insert a url into an application. N/A N/A N/A F I

sc1.7 formats page layout

(examples: margins, tabs, columns, hanging indents, word wrap, header, footer, cells, watermark...)

I can format my page layout.

N/A N/A N/A F F/I

Change margins. N/A N/A N/A F I

Use tabs. N/A N/A N/A F F

Add a header or footer to a document. N/A N/A N/A F F

Add rows or columns to a table or spreadsheet. N/A N/A N/A F F

sc2.1 customizes the template of a graphic organizer, table, multimedia presentation, spreadsheet, and/or database

I can modify digital information or templates to make it fit my needs.

N/A N/A F F/I F/I

Modify a pre-existing template to meet student’s need. N/A N/A F F/I F/I

sc2.2 analyzes the intended use of images/video, and edits images/video using photo/video-editing software

(examples: adjusting the cropping, resolution, compression, number of colours, file size...)

I can change how an image (or video) looks.

N/A F I T S

Resize picture N/A F I T S

Rotate picture N/A N/A F I I

Crop picture N/A N/A F I I

sc2.3 constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations, and/or web pages, Kidspiration or Inspiration organizers

I can create ways to manage and present my data.

F F F/I F/I I

Use multimedia/presentation software N/A N/A F I I

Use a mind map program F F F/I I I

Create a simple spreadsheet. N/A N/A N/A F F

Create a table. N/A N/A F F I

sd1.1 recalls ICT vocabulary in context

I can remember my ICT terms.

N/A F I T T/S

N/A

sd2.1 uses ICT vocabulary in context

I can use the correct ICT vocabulary.

N/A F F/I I T

Identify the following components of a computer system: CPUs, monitor, mouse, mouse pad, sound device, earphones, and keyboard.

N/A F F/I I T

Communicate about technology with proper vocabulary N/A F F/I I T

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Grade K ICT Thinking Skills – Desired LearningFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)


Grade K ICT Thinking SkillsP-1.1 recalls and/or records prior knowledge and asks topic-relatedquestions - I can recall what I already know about something, and think about what I want to learn.

F

P-1.2 follows given plans - I can follow a plan my teacher gives me. FP-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs - I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

N/A

P-2.2 adapts given electronic plans - I change a plan my teacher gives me. N/AG-1.1 finds and collects information (text, images, data, audio, video)from given media sources - I can find information I need, from CD-ROMs or websites that my teacher gives me.

N/A

G-1.2 identifies sources of information and provides bibliographic/reference data - I can make a bibliography of where I got my information, and of who created it.

N/A

G-1.3 records data or makes notes on gathered information and ideas using given categories and given ICT - I can take notes in my own words and organize my notes so they make sense.

N/A

G-1.4 collects primary data using electronic devices - I can collect information of my own using a digital camera or other tools. FG-1.5 questions whether information from media sources is real, useful, and/or distracting - I can question if information I find is real or distracting.

N/A

G-2.3 categorizes information using the ICT suitable for the purpose - I categorize my information using suitable tools. N/A

Pr-1.1 participates in establishing criteria for student-created electronic work - I can help come up with criteria for what I am making. N/APr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video - I can make an electronic product using words, numbers, sounds, pictures, or graphs that shows I understand my information.

F

Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards - I can edit my work to match the criteria. N/APr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection - I choose suitable tools to create my electronic work and explain my choices.

N/A

Pr-2.2 revises electronic work to improve organization and clarity, enhance content and artistry, and meet audience needs, according to established criteria, feedback, and personal preferences - I make the content of my electronic work clear and appealing to my audience, and revise it based on criteria or on feedback.

N/A

C-1.1 displays and/or discusses electronic work - I can show and explain the plan I followed, the information I gathered, or the work I created.

F

C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication - I discuss my work with others at a distance by using electronic communication tools.

N/A

R-1.1 participates in guided conferences to think about using ICT to learn - I can talk with others about how I use ICT to help me learn. N/AR-2.1 invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn - I ask for and share feedback about learning with ICT.

N/A

E-1.1 respects ICT equipment and personal technology space of other ICT users - I can show respect as I work with others and with ICT. FE-1.2 recognizes guidelines for safety and security - I can understand the rules and how they help keep me safe when I use ICT. FE-1.3 recognizes the need to acknowledge authorship of intellectual property - I know I must give credit to authors when I use their work. N/AE-2.1 applies school division’s acceptable-use policy for ICT - I follow my school division rules for using ICT N/AE-2.2 applies safety guidelines when communicating electronically - I follow guidelines that help keep me safe while communicating electronically.

N/A

E-2.3 explains consequences of unethical behaviour - I tell how breaking the rules of using ICT can hurt me and others. N/AS-1.1 identifies uses of ICT at home, at school, at work, and in the community - I can give examples of how ICT is used in my home, in school, and where people work.

F

S-1.3 chooses appropriate times and places to use wireless games and/or communication devices - I use ICT only at appropriate times and in appropriate places.

F

Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures - I can work with others to gather information or to create electronic work.

F

Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings - I team up with others to plan and work together.

N/A

Co-2.2 collaborates with others over distance using ICT - I work with others online to complete assignments. N/AM-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others - I am confident and interested in what I am doing and learning with ICT.

F

M-1.2 recognizes ICT problems and seeks assistance to solve them - I am aware when I am having problems with ICT and I know how to get help.

N/A

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Grade K ICT Thinking Skills – Desired Learning Checklist

Use the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill.

K Ye

ar E

nd T

arge

tP-1.1 recalls and/or records prior knowledge and asks topic-relatedquestions - I can recall what I already know about something, and think about what I want to learn.

F

P-1.2 follows given plans - I can follow a plan my teacher gives me.

F

G-1.4 collects primary data using electronic devices - I can collect information of my own using a digital camera or other tools.

F

Pr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video - I can make an electronic product using words, numbers, sounds, pictures, or graphs that shows I understand my information.

F


F

E-1.1 respects ICT equipment and personal technology space of other ICT users - I can show respect as I work with others and with ICT.

F

E-1.2 recognizes guidelines for safety and security - I can understand the rules and how they help keep me safe when I use ICT.

F

S-1.1 identifies uses of ICT at home, at school, at work, and in the community - I can give examples of how ICT is used in my home, in school, and where people work.

F


F


F

M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others - I am confident and interested in what I am doing and learning with ICT.

F

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Kindergarten Competency Skills – Acceptable EvidenceFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)

“T” for Transitioning (with teacher facilitation) “s” for Self Reliant (independently) “N/A” for Not Applicable for this grade levelUse the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill on this table the yearend expectation level has been indicated.

Grade K Competency SkillsUse the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill.

K



F

"Log in" F

"log out." F



N/A




F/I

Open a saved file. F

Open, close, and restore windows. F

Open a program by going to the start button and all programs. N/A

Open a program by "double clicking" on an icon. I

sa1.3 saves files



F

Name and save a file. F

Save files to appropriate locations N/A

sa1.4 prints files



F

Print a file F




F

Use appropriate items on a menu bar, e.g., "Print" and "Save." F



N/A

Able to move between applications. N/A

Able to move between minimized windows N/A




N/A

Access information on a CD-ROM drive. N/A

Access information on a USB key N/A

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K

sa1.8 navigates within a website


F



N/A

Use the Internet for locating and retrieving information. N/A



N/A




N/A



N/A

File Management N/A

Use appropriate naming for files N/A

Create folders N/A



N/A

Use the cut option. N/A

Use the copy option. N/A

Use the paste option. N/A



N/A

Use keywords when searching the internet N/A



N/A

Use search terms with the AND, OR, “”, and – options, N/A




N/A




F/I

Use a calculator. N/A

Use the mouse to control the cursor. F/I

Use the arrow keys to control the cursor. F/I

Use a laptop touchpad to control the cursor. F/I




F

Demonstrate the ability to enter text with the keyboard. F

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K


(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, probeware...)


F

Use a digital camera. F

Use a video camera or video clip from digital camera. N/A

Use audio recording software. N/A




N/A

Demonstrate knowledge of which peripherals are appropriate to the task. N/A

Use a microphone to record audio. N/A

Select s appropriate printer to print to. N/A

Selects appropriate device to save portable files to. N/A



N/A

Understand and use the cut, copy, and paste information. N/A

Utilize drag and drop with mouse N/A



F

Create simple drawing using a drawing program. F



F

Add text boxes. N/A

Add text into a document. F

Insert audio into presentation. N/A

Add graphics to a composition. F

Insert formula into spreadsheet. N/A



N/A

Use the following tool icons: bold, italicize, underline. N/A

Use paragraph indent and justification. N/A

Format colours of tables and graphs N/A

Change font, color, and size. N/A



N/A

Use spell check. N/A

Use grammar check. N/A

Use thesaurus. N/A

Use dictionary. N/A



N/A

Insert a url into an application. N/A

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K




N/A

Change margins. N/A

Use tabs. N/A

Add a header or footer to a document. N/A

Add rows or columns to a table or spreadsheet. N/A



N/A

Modify a pre-existing template to meet student’s need. N/A




N/A

Resize picture N/A

Rotate picture N/A

Crop picture N/A



F

Use multimedia/presentation software N/A

Use a mind map program F

Create a simple spreadsheet. N/A

Create a table. N/A



N/A

N/A



N/A


N/A

Communicate about technology with proper vocabulary N/A

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Kindergarten Competency Skills – Acceptable Evidence Checklist

Grade K Competency Skills Checklist


K Ye

ar e

nd T

arge

t

sa1.1 logs on and off ICT devices I can log on and off computers.

F

"Log in" x"log out." x

sa1.2 opens applications and files(examples: using Start menu, My Computer, desktop icons...) I can open files using my computer. I can open an application.

F/I

Open a saved file.Open, close, and restore windows.Open a program by "double clicking" on an icon.

sa1.3 saves files(examples: following a specified file path to networks, hard drives, flash memory devices, CD-ROMs, DVDs..)I can save my files.

F

Name and save a file.

sa1.4 prints files(examples: selecting print options such as page range, number of copies, paper tray, fit to page...)I can print my files.

F

Print a file

sa1.5 navigates within an application(examples: using icons, menus, keyboard shortcuts...)I can navigate within an application.

F

Use appropriate items on a menu bar, e.g., "Print" and "Save."

sa1.8 navigates within a websiteI can navigate within a website.

F

sb1.1 manipulates input devices(examples: mouse buttons, keyboards, styluses, trackballs, touch screens, electronic whiteboards, adaptive devices...)I can use devices to input data into my computer.

F/I

Use the mouse to control the cursor.Use the arrow keys to control the cursor.Use a laptop touchpad to control the cursor.

sb1.2 recognizes and presses keys on the keyboard(examples: using one finger, using both hands,

F

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Grade K Competency Skills Checklist


K Ye

ar e

nd T

arge

t

hunting and pecking, using correct hand position while watching the screen, demonstrating speed and accuracy...)I can find and press the correct keys on the keyboard.

Demonstrate the ability to enter text with the keyboard.

sb1.3 captures digital data(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, probeware...)I can use digital devices to record audio, video, or pictures.

F

Use a digital camera.

sc1.2 draws images using electronic toolsI can draw a simple picture using computer software. (Example: Paint)

F

Create simple drawing using a drawing program.

sc1.3 inserts and edits text, data, images, sound, video, and/or formulasI can add or change digital information.

F

Add text into a document.Add graphics to a composition.

sc2.3 constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations, and/or web pages, Kidspiration or Inspiration organizersI can create ways to manage and present my data.

F

Use a mind map program

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Grade 1 ICT Thinking Skills – Desired LearningFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)


Grade 1 ICT Thinking SkillsP-1.1 recalls and/or records prior knowledge and asks topic-relatedquestions - I can recall what I already know about something, and think about what I want to learn.

F

P-1.2 follows given plans - I can follow a plan my teacher gives me. FP-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs - I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

N/A


F


N/A


N/A


N/A


Pr-1.1 participates in establishing criteria for student-created electronic work - I can help come up with criteria for what I am making. N/APr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video - I can make an electronic product using words, numbers, sounds, pictures, or graphs that shows I understand my information.

F

Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards - I can edit my work to match the criteria. FPr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection - I choose suitable tools to create my electronic work and explain my choices.

N/A


N/A


F


N/A

R-1.1 participates in guided conferences to think about using ICT to learn - I can talk with others about how I use ICT to help me learn.

N/A

R-2.1 invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn - I ask for and share feedback about learning with ICT.

N/A


F

E-1.2 recognizes guidelines for safety and security - I can understand the rules and how they help keep me safe when I use ICT. FE-1.3 recognizes the need to acknowledge authorship of intellectual property - I know I must give credit to authors when I use their work.

N/A

E-2.1 applies school division’s acceptable-use policy for ICT - I follow my school division rules for using ICT N/AE-2.2 applies safety guidelines when communicating electronically - I follow guidelines that help keep me safe while communicating electronically.

N/A

E-2.3 explains consequences of unethical behaviour - I tell how breaking the rules of using ICT can hurt me and others. N/AS-1.1 identifies uses of ICT at home, at school, at work, and in the community - I can give examples of how ICT is used in my home, in school, and where people work.

F


F


F


N/A


F


N/A

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Grade 1 ICT Thinking Skills – Desired Learning Checklist

Grade 1 ICT Thinking Skills ChecklistUse the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill.

P-1.1 recalls and/or records prior knowledge and asks topic-relatedquestions - I can recall what I already know about something, and think about what I want to learn.

F


F

G-1.1 finds and collects information (text, images, data, audio, video)from given media sources - I can find information I need, from CD-ROMs or websites that my teacher gives me.

F


F

Pr-1.1 participates in establishing criteria for student-created electronic work - I can help come up with criteria for what I am making.

N/A


F

Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards - I can edit my work to match the criteria.

F


F


F


F


F


F


F


F

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Grade 1 Competency Skills – Acceptable Evidence“For assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)

“T” for Transitioning (with teacher facilitation) “s” for Self Reliant (independently) “N/A” for Not Applicable for this grade levelUse the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill on this table the yearend expectation level has been indicated.

Grade 1 Competency SkillsUse the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill.

Grade 1



F/I

"Log in" F/I

"log out." F/I




F/I

Open a saved file. F/I

Open, close, and restore windows. F

Open a program by going to the start button and all programs. N/A

Open a program by "double clicking" on an icon. I/T

sa1.3 saves files



F

Name and save a file. F

Save files to appropriate locations F

sa1.4 prints files



F/I

Print a file F/I




F

Use appropriate items on a menu bar, e.g., "Print" and "Save." F



F

Able to move between applications. F





F

Access information on a CD-ROM drive. F

Access information on a USB key F

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Grade 1



F



F

Use the Internet for locating and retrieving information. F



F




N/A



N/A



N/A

File Management N/A

Use appropriate naming for files N/A

Create folders N/A



F

Use the cut option. F

Use the copy option. F

Use the paste option. F



N/A

Use keywords when searching the internet N/A



N/A





N/A




I

Use a calculator. F

Use the mouse to control the cursor. I

Use the arrow keys to control the cursor. I

Use a laptop touchpad to control the cursor. I

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Grade 1




I

Demonstrate the ability to enter text with the keyboard. I




F



Use audio recording software. F




N/A

Demonstrate knowledge of which peripherals are appropriate to the task. N/A

Use a microphone to record audio. F

Select s appropriate printer to print to. N/A

Selects appropriate device to save portable files to. N/A



F

Understand and use the cut, copy, and paste information. F




N/A

Modify a pre-existing template to meet student’s need. N/A



F

Create simple drawing using a drawing program. F




F

Resize picture F

Rotate picture N/A

Crop picture N/A



F

Add text boxes. N/A

Add text into a document. F

Insert audio into presentation. F

Add graphics to a composition. F


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Grade 1



F

Use the following tool icons: bold, italicize, underline. N/A

Use paragraph indent and justification. N/A


Change font, color, and size. F



N/A

Use spell check. N/A


Use thesaurus. N/A

Use dictionary. N/A



N/A





N/A

Change margins. N/A

Use tabs. N/A





F

Use multimedia/presentation software N/A

Use a mind map program F


Create a table. N/A



F



F


F

Communicate about technology with proper vocabulary F

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Grade 1 Competency Skills – Acceptable Evidence Checklist

Grade 1 Competency Skills ChecklistUse the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill.

Grad

e 1


F/I

"Log in""log out."


F/I

Open a saved file.Open, close, and restore windows.Open a program by "double clicking" on an icon.


F

Name and save a file.Save files to appropriate locations

sa2.3 moves data between applicationsI can move information between applications.

F

Use the cut option.Use the copy option.Use the paste option.


I

Use a calculator.Use the mouse to control the cursor.Use the arrow keys to control the cursor.Use a laptop touchpad to control the cursor.


F/I

Print a filesa1.5 navigates within an application(examples: using icons, menus, keyboard shortcuts...)I can navigate within an application.

F


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Grad

e 1

sa1.6 navigates between applicationsI can move around between applications.

F

Able to move between applications.

sa1.7 browses multimedia(examples: CD-ROMs, DVDs, flash memory devices...)I can find information from multimedia or storage devices.

F

Access information on a CD-ROM drive.Access information on a USB key


F

sa1.9 browses the InternetI can browse the Internet.

F

Use the Internet for locating and retrieving information.

sa1.10 searches the Internet using teacher-selected search engines and keywordsI can search the Internet using the words and search engine my teacher provides me with.

F

sb2.1 selects and uses peripherals to find, record, manipulate, save, print and/or display information(examples: microphones, digital cameras, video cameras, electronic whiteboards, digital microscopes, joysticks, touch screens, flash memory devices, data projectors, TVs, printers...)I can use external computer devices.

F

Use a microphone to record audio.

sb1.2 recognizes and presses keys on the keyboard(examples: using one finger, using both hands, hunting and pecking, using correct hand position while watching the screen, demonstrating speed and accuracy...)I can find and press the correct keys on the keyboard.

I


I

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Grad

e 1


F

Use a digital camera.Use audio recording software.

sc1.1 moves text and imagesI can move text and images.

F

Understand and use the cut, copy, and paste information.


F



F

Add text into a document.Insert audio into presentation.Add graphics to a composition.

sc1.4 formats text, images, graphs, and tables using toolbar icons, menu options, and/or keyboard shortcutsI can change the look of text, images, tables and graphs using the menu options.

F

Change font, color, and size.sc2.2 analyzes the intended use of images/video, and edits images/video using photo/video-editing software(examples: adjusting the cropping, resolution, compression, number of colours, file size...)I can change how an image (or video) looks.

F

Resize picture


F

Use a mind map programsd1.1 recalls ICT vocabulary in contextI can remember my ICT terms.

F

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Grad

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sd2.1 uses ICT vocabulary in contextI can use the correct ICT vocabulary.

F

Identify the following components of a computer system: CPUs, monitor, mouse, mouse pad, sound device, earphones, and keyboard.Communicate about technology with proper vocabulary

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F

P-1.2 follows given plans - I can follow a plan my teacher gives me. IP-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs - I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

N/A


F/I


F


F


F


Pr-1.1 participates in establishing criteria for student-created electronic work - I can help come up with criteria for what I am making. FPr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video - I can make an electronic product using words, numbers, sounds, pictures, or graphs that shows I understand my information.

F/I

Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards - I can edit my work to match the criteria. FPr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection - I choose suitable tools to create my electronic work and explain my choices.

F


N/A


F


F

R-1.1 participates in guided conferences to think about using ICT to learn - I can talk with others about how I use ICT to help me learn. FR-2.1 invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn - I ask for and share feedback about learning with ICT.

N/A

F-1.1 respects ICT equipment and personal technology space of other ICT users - I can show respect as I work with others and with ICT.

F/I

E-1.2 recognizes guidelines for safety and security - I can understand the rules and how they help keep me safe when I use ICT. F/IE-1.3 recognizes the need to acknowledge authorship of intellectual property - I know I must give credit to authors when I use their work.

F

E-2.1 applies school division’s acceptable-use policy for ICT - I follow my school division rules for using ICT FE-2.2 applies safety guidelines when communicating electronically - I follow guidelines that help keep me safe while communicating electronically.

N/A

E-2.3 explains consequences of unethical behaviour - I tell how breaking the rules of using ICT can hurt me and others. FS-1.1 identifies uses of ICT at home, at school, at work, and in the community - I can give examples of how ICT is used in my home, in school, and where people work.

F/I


F/I


F/I


F


F/I


F

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Grade 2 ICT Thinking Skills – Desired Learning ChecklistGrade 2 ICT Thinking Skills Checklist


Grad

e 2

Year

End

Tar

get


F


I


F/I


F


F


F

G-1.5 questions whether information from media sources is real, useful, and/or distracting - I can question if information I find is real or distracting.

F


F


F/I


F

Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection - I choose suitable tools to create my electronic work and explain my choices.

F


F

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F


F


F/I


F/I

E-1.3 recognizes the need to acknowledge authorship of intellectual property - I know I must give credit to authors when I use their work.

F

E-2.1 applies school division’s acceptable-use policy for ICT - I follow my school division rules for using ICT

F

E-2.3 explains consequences of unethical behaviour - I tell how breaking the rules of using ICT can hurt me and others.

F


F/I


F/I


F/I


F


F/I


F

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Grade 2 Competency Skills – Acceptable EvidenceFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)



Grad

e 2



I/T

"Log in" I/T

"log out." I/T




I

Open a saved file. T

Open, close, and restore windows. I/T

Open a program by going to the start button and all programs. F

Open a program by "double clicking" on an icon. T/S

sa1.3 saves files



F/I

Name and save a file. F/I

Save files to appropriate locations F/I

sa1.4 prints files



I

Print a file I




F/I

Use appropriate items on a menu bar, e.g., "Print" and "Save." F/I



F/I

Able to move between applications. F/I





I

Access information on a CD-ROM drive. I

Access information on a USB key I

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Grad

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I



F/I

Use the Internet for locating and retrieving information. F/I



I




N/A



F



F

File Management F

Use appropriate naming for files F

Create folders N/A



I

Use the cut option. I

Use the copy option. I

Use the paste option. I



F

Use keywords when searching the internet F



N/A





N/A




I/T

Use a calculator. F/I

Use the mouse to control the cursor. T

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Grad

e 2

Use the arrow keys to control the cursor. T

Use a laptop touchpad to control the cursor. T/T




I/T

Demonstrate the ability to enter text with the keyboard. T




F/I



Use audio recording software. F/I




F

Demonstrate knowledge of which peripherals are appropriate to the task. F

Use a microphone to record audio. F/I

Select s appropriate printer to print to. F

Selects appropriate device to save portable files to. F



I

Understand and use the cut, copy, and paste information. I




I

Create simple drawing using a drawing program. I



F/I

Add text boxes. F

Add text into a document. I

Insert audio into presentation. F

Add graphics to a composition. F/I




F/I

Use the following tool icons: bold, italicize, underline. F

Use paragraph indent and justification. F


Change font, color, and size. I

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Grad

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F

Use spell check. F


Use thesaurus. N/A

Use dictionary. F



N/A





N/A

Change margins. N/A

Use tabs. N/A





F

Modify a pre-existing template to meet student’s need. F




I

Resize picture I

Rotate picture F

Crop picture F



F/I

Use multimedia/presentation software F

Use a mind map program F/I


Create a table. F



I



F/I


F/I

Communicate about technology with proper vocabulary F/I

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Grade 2 Competency Skills Checklist

Use the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill. Gr

ade

2 Ye

ar E

nd T

arge

tssa1.1 logs on and off ICT devices I can log on and off computers.

I/T

"Log in""log out."


I

Open a saved file.Open, close, and restore windows.Open a program by going to the start button and all programs.Open a program by "double clicking" on an icon.


F/I



I

Print a file


F/I



F/I



I


sa1.8 navigates within a website I

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ade

2 Ye

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nd T

arge

ts



F/I



I

sa2.1 transfers ICT knowledge to new applications I can apply knowledge I have learned from other applications to new applications. ?????

F

sa2.2 manages electronic files and foldersI can manage my files and folders.

F

File ManagementUse appropriate naming for files


I


sa2.4 chooses and uses search engines using own keywordsI can search the internet using my own keywords.

F

Use keywords when searching the internet


I/T



I/T


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ade

2 Ye

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nd T

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ts


F/I

Use a digital camera.Use audio recording software.


F

Demonstrate knowledge of which peripherals are appropriate to the task.Use a microphone to record audio.Select s appropriate printer to print to.Selects appropriate device to save portable files to.


I


sc1.2 draws images using electronic toolsI can draw a simple picture using computer software. (Fxample: Paint)

I



F/I

Add text boxes.Add text into a document.Insert audio into presentation.Add graphics to a composition.


F/I

Use the following tool icons: bold, italicize, underline.Use paragraph indent and justification.Change font, color, and size.

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2 Ye

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sc1.5 edits text using spell check, dictionary, thesaurus, grammar check, and/or track changesI can proof my work using software tools.

F

Use spell check.Use dictionary.

sc2.1 customizes the template of a graphic organizer, table, multimedia presentation, spreadsheet, and/or databaseI can modify digital information or templates to make it fit my needs.

F

Modify a pre-existing template to meet student’s need.

sc2.2 analyzes the intended use of images/video, and edits images/video using photo/video-editing software(examples: adjusting the cropping, resolution, compression, number of colours, file size...)I can change how an image (or video) looks.

I

Resize pictureRotate pictureCrop picture


F/I

Use multimedia/presentation softwareUse a mind map programCreate a table.

sd1.1 recalls ICT vocabulary in contextI can remember my ICT terms.

I


F/I


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“T” for Transitioning (with teacher facilitation) “S” for Self Reliant (independently) “N/A” for Not Applicable for this grade levelGrade 3 ICT Thinking SkillsP-1.1 recalls and/or records prior knowledge and asks topic-relatedquestions - I can recall what I already know about something, and think about what I want to learn.

I

P-1.2 follows given plans - I can follow a plan my teacher gives me. TP-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs - I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

F/I

P-2.2 adapts given electronic plans - I change a plan my teacher gives me. F/IG-1.1 finds and collects information (text, images, data, audio, video)from given media sources - I can find information I need, from CD-ROMs or websites that my teacher gives me.

I


F/I


I

G-1.4 collects primary data using electronic devices - I can collect information of my own using a digital camera or other tools. IG-1.5 questions whether information from media sources is real, useful, and/or distracting - I can question if information I find is real or distracting.

F/I

G-2.3 categorizes information using the ICT suitable for the purpose - I categorize my information using suitable tools. F

Pr-1.1 participates in establishing criteria for student-created electronic work - I can help come up with criteria for what I am making. F/IPr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video - I can make an electronic product using words, numbers, sounds, pictures, or graphs that shows I understand my information.

I

Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards - I can edit my work to match the criteria. IPr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection - I choose suitable tools to create my electronic work and explain my choices.

I


F


I


F/I

R-1.1 participates in guided conferences to think about using ICT to learn - I can talk with others about how I use ICT to help me learn. F/IR-2.1 invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn - I ask for and share feedback about learning with ICT.

F/I


I

E-1.2 recognizes guidelines for safety and security - I can understand the rules and how they help keep me safe when I use ICT. I/TE-1.3 recognizes the need to acknowledge authorship of intellectual property - I know I must give credit to authors when I use their work.

F/I

E-2.1 applies school division’s acceptable-use policy for ICT - I follow my school division rules for using ICT F/IE-2.2 applies safety guidelines when communicating electronically - I follow guidelines that help keep me safe while communicating electronically.

F/I

E-2.3 explains consequences of unethical behaviour - I tell how breaking the rules of using ICT can hurt me and others. F/IS-1.1 identifies uses of ICT at home, at school, at work, and in the community - I can give examples of how ICT is used in my home, in school, and where people work.

I/T


I


I/T


F/I

Co-2.2 collaborates with others over distance using ICT - I work with others online to complete assignments. FM-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others - I am confident and interested in what I am doing and learning with ICT.

I


F/I

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Grade 3 ICT Thinking Skills – Desired Learning ChecklistGrade 3 ICT Thinking Skills Checklist


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I


T

P-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs - I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

F/I

P-2.2 adapts given electronic plans - I change a plan my teacher gives me.

F/I


I


F/I


I


I


F/I

G-2.3 categorizes information using the ICT suitable for the purpose - I categorize my information using suitable tools.

F


F/I


I


I

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Grade 3 ICT Thinking Skills Checklist


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I


F


I


F/I


F/I


F/I


I


I/T


F/I


F/I

E-2.2 applies safety guidelines when communicating electronically - I follow guidelines that help keep me safe while communicating electronically.

F/I


F/I

S-1.1 identifies uses of ICT at home, at school, at work, and in the community - I can give examples of how ICT is used in my home, in

I/T

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school, and where people work.


I


I/T


F/I

Co-2.2 collaborates with others over distance using ICT - I work with others online to complete assignments.

F


I


F/I

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Grade 3 Competency Skills – Acceptable EvidenceFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)


Grade 3 Competency Skills

Use the levels F,I,T, and S for the overall Skillset only. The Competencies (skills not bolded) are just checked off as students demonstrate the skill on this table the yearend expectation level has been indicated. Gr

ade

3



S

"Log in" S

"log out." S




I/T

Open a saved file. T/S

Open, close, and restore windows. T/S

Open a program by going to the start button and all programs. I

Open a program by "double clicking" on an icon. S

sa1.3 saves files



I

Name and save a file. I

Save files to appropriate locations I

sa1.4 prints files



T

Print a file T




I

Use appropriate items on a menu bar, e.g., "Print" and "Save." I



F/I

Able to move between applications. I

Able to move between minimized windows F




I

Access information on a CD-ROM drive. I

Access information on a USB key I

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I



F/I

Use the Internet for locating and retrieving information. F/I



I/T




N/A



F/I



F/I

File Management F/I

Use appropriate naming for files F

Create folders F



I/T

Use the cut option. I/T

Use the copy option. I/T

Use the paste option. I/T



F

Use keywords when searching the internet F



F

Use search terms with the AND, OR, “”, and – options, F




F




T/S

Use a calculator. I/T

Use the mouse to control the cursor. S

Use the arrow keys to control the cursor. S

Use a laptop touchpad to control the cursor. T/S

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T

Demonstrate the ability to enter text with the keyboard. S




F/I

Use a digital camera. I

Use a video camera or video clip from digital camera. F

Use audio recording software. I




F/I

Demonstrate knowledge of which peripherals are appropriate to the task. I

Use a microphone to record audio. I

Select s appropriate printer to print to. F/I

Selects appropriate device to save portable files to. F/I



I

Understand and use the cut, copy, and paste information. I

Utilize drag and drop with mouse F



F/I

Modify a pre-existing template to meet student’s need. F/I



I/T

Create simple drawing using a drawing program. I/T



I

Add text boxes. I

Add text into a document. I/T

Insert audio into presentation. I

Add graphics to a composition. I

Insert formula into spreadsheet. F



I

Use the following tool icons: bold, italicize, underline. I

Use paragraph indent and justification. I

Format colours of tables and graphs F

Change font, color, and size. I

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F/I

Use spell check. F/I

Use grammar check. F

Use thesaurus. F

Use dictionary. F/I



F

Insert a url into an application. F




F

Change margins. F

Use tabs. F

Add a header or footer to a document. F

Add rows or columns to a table or spreadsheet. F




T

Resize picture T

Rotate picture I

Crop picture I



F/I

Use multimedia/presentation software I

Use a mind map program I

Create a simple spreadsheet. F

Create a table. F



T



I

Identify the following components of a computer system: CPUs, monitor, mouse, mouse pad, sound device, earphones, and keyboard. I

Communicate about technology with proper vocabulary I

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Grade 3 Competency Skills Checklist.


Grad

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S

"Log in""log out."


I/T


sa1.3 saves files(examples: following a specified file path to networks, hard drives, flash memory devices, C-ROMs, DVDs..)I can save my files.

I



T

Print a file


I



F/I

Able to move between applications.Able to move between minimized windows


I


sa1.8 navigates within a website I

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F/I



I/T


F/I


F/I

File ManagementUse appropriate naming for filesCreate folders


I/T



F


sa2.5 refines searches using Boolean logicI can search the internet using Boolean logic like AND, OR, “”, or – with my search terms.

F

Use search terms with the AND, OR, “”, and – options,

sa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media(examples: checking date last modified, analyzing the meta-web information of a URL...)I can check authorship. ???????????????

F

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T/S



T



F/I

Use a digital camera.Use a video camera or video clip from digital camera.Use audio recording software.


F/I


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I

Understand and use the cut, copy, and paste information.Utilize drag and drop with mouse


I/T



I

Add text boxes.Add text into a document.Insert audio into presentation.Add graphics to a composition.Insert formula into spreadsheet.


I

Use the following tool icons: bold, italicize, underline.Use paragraph indent and justification.Format colours of tables and graphsChange font, color, and size.


F/I

Use spell check.Use grammar check.Use thesaurus.Use dictionary.

sc1.6 inserts hyperlinks to electronic sourcesI can add links to electronic sources.

F

Insert a url into an application.

sc1.7 formats page layout(examples: margins, tabs, columns, hanging indents, word wrap, header, footer, cells, watermark...)I can format my page layout.

F

Change margins.Use tabs.Add a header or footer to a document.Add rows or columns to a table or spreadsheet.

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F/I



T



F/I

Use multimedia/presentation softwareUse a mind map programCreate a simple spreadsheet.Create a table.


T


I


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I

P-1.2 follows given plans - I can follow a plan my teacher gives me. SP-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs - I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

I

P-2.2 adapts given electronic plans - I change a plan my teacher gives me. IG-1.1 finds and collects information (text, images, data, audio, video)from given media sources - I can find information I need, from CD-ROMs or websites that my teacher gives me.

I/T


I


I

G-1.4 collects primary data using electronic devices - I can collect information of my own using a digital camera or other tools. IG-1.5 questions whether information from media sources is real, useful, and/or distracting - I can question if information I find is real or distracting.

I

G-2.3 categorizes information using the ICT suitable for the purpose - I categorize my information using suitable tools. I

Pr-1.1 participates in establishing criteria for student-created electronic work - I can help come up with criteria for what I am making. IPr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video - I can make an electronic product using words, numbers, sounds, pictures, or graphs that shows I understand my information.

I

Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards - I can edit my work to match the criteria. IPr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection - I choose suitable tools to create my electronic work and explain my choices.

I


I


I


I

R-1.1 participates in guided conferences to think about using ICT to learn - I can talk with others about how I use ICT to help me learn. IR-2.1 invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn - I ask for and share feedback about learning with ICT.

I

E-1.1 respects ICT equipment and personal technology space of other ICT users - I can show respect as I work with others and with ICT. IE-1.2 recognizes guidelines for safety and security - I can understand the rules and how they help keep me safe when I use ICT. SE-1.3 recognizes the need to acknowledge authorship of intellectual property - I know I must give credit to authors when I use their work. IE-2.1 applies school division’s acceptable-use policy for ICT - I follow my school division rules for using ICT IE-2.2 applies safety guidelines when communicating electronically - I follow guidelines that help keep me safe while communicating electronically.

I

E-2.3 explains consequences of unethical behaviour - I tell how breaking the rules of using ICT can hurt me and others. IS-1.1 identifies uses of ICT at home, at school, at work, and in the community - I can give examples of how ICT is used in my home, in school, and where people work.

S


I


S


I

Co-2.2 collaborates with others over distance using ICT - I work with others online to complete assignments. IM-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others - I am confident and interested in what I am doing and learning with ICT.

I


I

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Grad

e 4

Year

End

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I


S

P-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs - I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

I

P-2.2 adapts given electronic plans - I change a plan my teacher gives me.

I


I/T


I


I


I


I

G-2.3 categorizes information using the ICT suitable for the purpose - I categorize my information using suitable tools.

I


I


I


I


I

Pr-2.2 revises electronic work to improve organization and clarity, enhance content and artistry, and meet audience needs, according to established criteria, feedback, and personal preferences - I make the content of my electronic work clear and appealing to my audience, and revise it

I

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Grad

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Year

End

Tar

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based on criteria or on feedback.C-1.1 displays and/or discusses electronic work - I can show and explain the plan I followed, the information I gathered, or the work I created.

I


I


I


I


I


S


I


I

E-2.2 applies safety guidelines when communicating electronically - I follow guidelines that help keep me safe while communicating electronically.

I


I


S


I


S


I

Co-2.2 collaborates with others over distance using ICT - I work with others online to complete assignments.

I


I


I

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Grade 4 Competency Skills – Acceptable Evidence – CHECKPOINT YEARFor assessing the level achieved, remember the “Technology FITS” approach. “F” for First Steps (with teacher modelling) “I” for Interpreting (with teacher direction)



Grad

e 4



S

"Log in" S

"log out." S




T/S

Open a saved file. S

Open, close, and restore windows. S

Open a program by going to the start button and all programs. T

Open a program by "double clicking" on an icon. S

sa1.3 saves files



I/T

Name and save a file. I/T

Save files to appropriate locations I/T

sa1.4 prints files



T/S

Print a file T/S




I

Use appropriate items on a menu bar, e.g., "Print" and "Save." I




I/T

Access information on a CD-ROM drive. I/T

Access information on a USB key I/T



I/T



I/T

Use the Internet for locating and retrieving information. I/T

sa1.10 searches the Internet using teacher-selected search engines and keywords I/T

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Grad

e 4





F



F/I

Use search terms with the AND, OR, “”, and – options, F/I



I/T

Able to move between applications. T

Able to move between minimized windows I



I



I

File Management I

Use appropriate naming for files F/I

Create folders F



I/T

Use the cut option. I/T

Use the copy option. I/T

Use the paste option. I/T



I

Use keywords when searching the internet I




F




T/S

Use a calculator. T

Use the mouse to control the cursor. S

Use the arrow keys to control the cursor. S

Use a laptop touchpad to control the cursor. S

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S





I/T

Use a digital camera. T

Use a video camera or video clip from digital camera. I

Use audio recording software. I




I/T

Demonstrate knowledge of which peripherals are appropriate to the task. T

Use a microphone to record audio. I

Select s appropriate printer to print to. I

Selects appropriate device to save portable files to. I



T

Understand and use the cut, copy, and paste information. T

Utilize drag and drop with mouse F



T

Create simple drawing using a drawing program. T



I/T

Add text boxes. I

Add text into a document. T/S

Insert audio into presentation. I

Add graphics to a composition. T

Insert formula into spreadsheet. I



T

Use the following tool icons: bold, italicize, underline. T

Use paragraph indent and justification. T

Format colours of tables and graphs I

Change font, color, and size. T

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Grad

e 4



I

Use spell check. I

Use grammar check. I

Use thesaurus. I

Use dictionary. I



I

Insert a url into an application. I




F/I

Change margins. I

Use tabs. F

Add a header or footer to a document. F

Add rows or columns to a table or spreadsheet. F



F/I

Modify a pre-existing template to meet student’s need. F/I




S

Resize picture S

Rotate picture I

Crop picture I



I

Use multimedia/presentation software I

Use a mind map program I

Create a simple spreadsheet. F

Create a table. I



T/S



T


T

Communicate about technology with proper vocabulary T

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Grad

e 4


S

"Log in""log out."


T/S



I/T



T/S

Print a file


I



I/T

Able to move between applications.Able to move between minimized windows

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Grad

e 4


I/T



I/T


I/T



I/T

sa1.11 sends and receives text messages and electronic files using rules of etiquette(examples: not typing in all capital letters, filling in subject line...)I can text and email in an appropriate manner.

F


I


I

File ManagementUse appropriate naming for filesCreate folders


I/T


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I



F/I


sa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media(examples: checking date last modified, analyzing the meta-web information of a URL...)I can check authorship. ???????????????

F


T/S



S



I/T

Use a digital camera.Use a video camera or video clip from digital camera.

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Grad

e 4

Use audio recording software.


I/T



T

Understand and use the cut, copy, and paste information.Utilize drag and drop with mouse


T



I/T

Add text boxes.Add text into a document.Insert audio into presentation.Add graphics to a composition.Insert formula into spreadsheet.


T

Use the following tool icons: bold, italicize, underline.Use paragraph indent and justification.Format colours of tables and graphsChange font, color, and size.

sc1.5 edits text using spell check, dictionary, thesaurus, grammar check,

I

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and/or track changesI can proof my work using software tools.

Use spell check.Use grammar check.Use thesaurus.Use dictionary.


I



F/I

Change margins.Use tabs.Add a header or footer to a document.

F

Add rows or columns to a table or spreadsheet.


F/I



S



I

Use multimedia/presentation softwareUse a mind map programCreate a simple spreadsheet.Create a table.


T/S

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Grad

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T


Technology Thinking and

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Technology ICT Thinking Skills – Desired Learning - Grade 5-8 OverviewLwICT Thinking SkillsFor assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modelling)“I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation)“S” for Self Reliant (independently) “N/A” for Not Applicable for this grade level (greyed out) If blacked out, self-reliance with the skill was achieved in previous years.

Technology ICT Thinking Skills – Desired Learning - Grade 5-8 Overview

Grad

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Grad

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Grad

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Grad

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T/S S S S



T S S S



T T/S S S

P-3.1 evaluates original inquiry questions and creates new questions for future inquiry

- I decide if I am asking the right questions and I can change my questions to get the information I need.

F/I I/T T S

P-3.2 designs own electronic plans

- I design my own plan to help me map out how I will complete my work.

F/I I/T T/S S



T/S S S S



T/S S S S



T/S S S S



I/T T T/S S



T/S S S S

G-2.1 refines information searches using a variety of media sources

- I search in many ways and narrow my search to find just the right information.

F/I T T/S S

G-2.2 analyzes textual, numerical, aural, and visual information gathered from media sources, applying established criteria

- I check the information I find by comparing it with given criteria.

F I T S



I/T T T/S S

G-2.4 analyzes whether information collected from media sources is sufficient and/or suitable for purpose and audience

F F/I T T/S

PSSDGr. 5-8 Middle Years

ICT Guide

Technology Thinking and

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Grad

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Grad

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Grad

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- I determine if the information I find is useful for my purpose, and if I have enough information to answer my questions.

G-2.5 analyzes whether information from media sources has been manipulated

- I figure out if the information I find is true and if I can trust its source.

F I I/T T

G-3.1 incorporates new information with prior knowledge and adjusts inquiry strategies

- I combine new information I find, with what I already know, and use the results to change my plan.

F I T T/S

G-3.2 assesses textual, numerical, aural, and visual information, as well as the sources of the media, to determine context, perspective, bias, and/or motive

- I think critically about the information I find, and about its source, to determine if it might be biased in any way.

N/A F I T



T/S S S S



T/S S S S



I/T T T/S S



I/T T T/S S



T T/S S S

Pr-2.3 solves problems, reaches conclusions, makes decisions, and/or proposes answers to questions by analyzing data/information and concepts using ICT devices and/or applications

- I analyze the information and data I find, so that I can solve problems and make my own conclusions.

F I I/T T

Pr-3.1 designs and creates non-sequential ICT representations

- I design and create my own electronic products that respond to the needs of my audience.

N/A F I I/T

Pr-3.2 self-assesses ICT representations to go beyond established criteria by enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion

- I look for ways to enhance the quality of my electronic work, beyond the established criteria, to better meet the needs of my audience.

F F I T

C-1.1 displays and/or discusses electronic work


T/S S S S



T T/S S S



T/S S S S



T S S S

R-3.1 self-monitors learning goals, reflects on the value of ICT to complete learning tasks, and sets personal goals for using ICT to learn

- I set my own learning goals and think about how ICT might help me to meet them.

F I I/T T/S

E-1.1 respects ICT equipment and personal technology space of other ICT users T/S S S S

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Grad

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Grad

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Grad

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I/T T T/S S

E-1.4 identifies possible health issues associated with using ICT

- I tell about ways that using ICT can be unhealthy.

F I T S



T/S S S S



I/T T T/S S



I/T T T/S S

E-2.4 applies guidelines for ethical and responsible use of ICT

- I am a good digital citizen and use ICT responsibly

F F/I T T/S

E-3.1 evaluates effects of personal ICT behaviour on others

- I think about the effects that my use of ICT has on others and I choose to use ICT ethically and responsibly.

F I/T T T/S

E-3.2 weighs personal benefits and risks of using ICT

- I evaluate whether my use of ICT will help or get in the way of my learning in a particular situation.

F I/T T/S S



S S S S

S-1.2 relates societal consequences of ethical and unethical use of ICT

- I explain how dishonest use of ICT can harm people and society.

F I/T T/S S



I/T T T/S S

S-2.1 analyzes current trends in ICT to predict effects of emerging technologies

- I predict how ICT might be used in the future.

F F/I I I/T

S-2.2 analyzes various ICT skill and competency requirements for personal career choices

- I predict some ICT skills I might need in my future career.

N/A F I I/T

S-2.3 analyzes advantages and disadvantages of ICT use in society

- I analyze some of the advantages and disadvantages of how ICT is used in the world.

F I I/T T/S

S-3.1 weighs society’s right to information access against right to individual privacy

- I determine some benefits and risks of ICT for society.

F F I I/T

S-3.2 weighs benefits versus risks to society of creating new ICTs


F F I I/T



I/T T T/S S



I T T/S T/S

Co-3.2 weighs benefits and challenges of collaborating on learning with ICT

- I determine the benefits and challenges of using ICT to complete a particular collaborative task.

N/A F F/I I/T

M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others T/S S S S

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Grad

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Grad

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Grad

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I/T T T/S S

M-1.3 recalls prior knowledge of procedures for troubleshooting and attempts to solve ICT problems

- I remember how I fixed problems I once had with ICT, and try to fix any new problems I have.

F/I I T/S S

M-2.1 investigates ICT problems and applies strategies to solve them

- I investigate and solve ICT problems.

F F/I I/T T

M-2.2 perseveres in working through complex ICT problems using higher-level thinking skills

- I figure out more than one way to solve difficult ICT problems and I keep trying.

F F/I I I/T

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Technology Competency Skills – Acceptable Evidence - Grade 5-8 Overview

LwICT Technology Competency SkillsFor assessing the level achieved, remember the “Technology FITS” approach.

“F” for First Steps (with teacher modelling)




“N/A” for Not Applicable for this grade level (greyed out)

If blacked out, self-reliance with the skill was achieved in previous years.Technology Competency Skills – Acceptable Evidence - Grade 5-8 Overview

Grad

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Grad

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Grad

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Grad

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sa1.1 logs on and off ICT devicesI can log on and off computers.

S S S S

"Log in" S S S S"log out." S S S S


S S S S

Open a saved file. S S S SOpen, close, and restore windows. S S S SOpen a program by going to the start button and all programs. S S S SOpen a program by "double clicking" on an icon. S S S S


F/I T/S S S

Name and save a file. S S S SSave files to appropriate locations S S S SSaves files to appropriate shared folders F/I T/S S SSaves files in folders F/I T/S S SUnderstands the difference between save and save as F/I I/T S S


F/I I/T S S

Print a file S S S SUtilize print preview F/I T S SPrint a set range of pages F/I I T SPrint a selection F/I I T SPrint current page F/I I T SSet the number of copies to print I I/T S S


T T S S

Use appropriate items on a menu bar, e.g., "Print" and "Save." T T/S S SUse functions from the applications’ menu I T S SUses keyboard shortcuts within the application F F/I T S


S S S S

Able to move between applications. S S S SAble to move between minimized windows T/S S S S


S S S S

Access information on a CD-ROM drive. S S S SAccess information on a USB key S S S S

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S S S S

Uses menu and hyperlinks within the website to locate required information S S S Ssa1.9 browses the InternetI can browse the Internet.

T/S S S S

Use the Internet for locating and retrieving information. T/S S S SNavigates forward and back on the browser T/S S S SNavigates using a bookmark or favourites T T/S S S


T/S S S S


F I T/S S

Compose and send an email F/I I T/S SCreate and send an email with an attachment F I T SUses proper etiquette in subject line and body text of an email F I T/S S

sa2.1 transfers ICT knowledge to new applications I can apply knowledge I have learned from other applications to new applications.

T S S S


I T S S

Use appropriate naming for files T S S SRename files F/I T S SMove files I T S SCopy/paste files I T S SCreate folders I T S SRename folders F/I T S SMove folders I T S SCopy/paste folders I T S SDelete old or unnecessary files of folders I T S S


T S S S

Use the cut option. T S S SUse the copy option. T S S SUse the paste option. T S S SDrag and drop data I S S S


T T/S S S

Use keywords when searching the internet T T/S S SUses multiple keywords to clarify search parameters I T/S S S


I I/T T S

Use search terms with the AND, OR, “”, and – options, I I/T T Ssa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media(examples: checking date last modified, analyzing the meta-web information of a URL...)I can check authorship.

F I T S

Distinguish between a reliable or unreliable source of information F I T SProperly cite internet sources F I T S


S S S S

Use a calculator. S S S SUse the mouse to control the cursor. S S S SUse the arrow keys to control the cursor. S S S SUse a laptop touchpad to control the cursor. S S S S


S S S S

Demonstrate the ability to enter text with the keyboard. S S S S

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sb1.3 captures digital data(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, )I can use digital devices to record audio, video, or pictures.

I/T T S S

Use a digital camera. S S S SUse a video camera or video clip from digital camera. I/T T S SUse audio recording software. T S S SUse GPS device F I T S


T S S S

Demonstrate knowledge of which peripherals are appropriate to the task. S S S SUse a microphone to record audio. T S S SSelect s appropriate printer to print to. T S S SSelects appropriate device to save portable files to. S S S S


S S S S

Understand and use the cut, copy, and paste information. S S S SUtilize drag and drop with mouse T S S S

sc1.2 draws images using electronic toolsI can draw a picture using computer software. (Example: Paint, Microsoft Word shapes )

I/T T/S S S

Create simple drawing using a drawing program. S S S SFlip, rotate or skew drawn objects I T S SDraw shapes I T S SChange shape fill and outline colours T S S SGroup/Ungroup objects F I S SChange line size I/T T S SResize or reshape objects T T/S S S


T T/S S S

Add text boxes. T S S SAdd text into a document. S S S SInsert audio into presentation. T S S SAdd graphics to a composition. S S S SInsert formula into spreadsheet. I/T T T/S SConverts data to chart or graphic I/T T T/S SModifies graphics for presentation I/T T S S


I/T T/S S S

Use the following tool icons: bold, italicize, underline. S S S SChange font, color, and size. S S S SUse paragraph indent and justification. S S S SUse single or double space a paragraph I T S SUse bullets I T S SFormat colours of tables and graphs I T S SInsert borders and shade around paragraphs or text I T S S


T T/S S S

Use spell check. T S S SUse grammar check. T S S SUse thesaurus. T T S SUse dictionary. T S S S


T S S S

Insert a url into an application. T S S S

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I T T/S S

Change margins. T S S SChange page orientation to portrait or landscape I/T T/S S SUse tabs. I T S SAdd a header or footer to a document. I T T/S SInsert a page break I T T SInsert information in a header or footer I T S SDefine number of columns with text I T T/S SInsert page border I T S SInsert page background I T S SAdd rows or columns to a table or spreadsheet. I T S S


I T T/S S

Modify a pre-existing template to meet student’s need. T S S SCreate a web or idea map I T S SCreate a variety of multimedia slide styles I T S SAdd text to multimedia slide I T S SAdd graphics to multimedia slides I T S SSort multimedia slide order I T S SChange multimedia slide backgrounds I T S SUtilize multimedia slide transitions I T T/S SUse animations for objects on the multimedia slide I T T/S SView a multimedia slide show T T S S


T S S S

Resize picture S S S SRotate picture T S S SCrop picture S S S SModify contrast/brightness T S S SFormat text wrap around a picture T T/S S SModify image effects T S S S


I/T T/S S S

Use multimedia/presentation software I/T T/S S SUse a mind map program I/T T/S S SCreate a spreadsheet. I T S SCreate a table T S S SConverts table data to graph I T S SUtilize multimedia slide preconfigured designs or templates I T S SAdd or delete multimedia slides to presentation I T S SInsert sound or video clip into a multimedia presentation I T T/S S


S S S S


S S S S


S S S S

Communicate about technology with proper vocabulary S S S S

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Grade 5 ICT Thinking Skills – Desired LearningGrade 5 ICT Thinking Skills – Desired Learning

For assessing the level achieved, remember the “Technology FITS” approach.






If blacked out, self-reliance with the skill was achieved in previous years. Grad

e 5



T/S



T



T



F/I



F/I



T/S



T/S



T/S



I/T



T/S



F/I



F



I/T



F



F



N/A

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Grade 5 ICT Thinking Skills – Desired Learning



F



T/S



T/S



I/T



I/T



T



F



N/A



F



T/S



T



T/S



T



F



T/S



I/T



F



T/S



I/T

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I/T



F



F



F



S



F



I/T



F



N/A



F



F



F



I/T



I



N/A



T/S



I/T



F/I



F



F

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Grade 5 ICT Thinking Skills – Desired Learning ChecklistFor assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modeling) “I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation) “S” for Self Reliant (independently)

Grade 5 LwICT Thinking Skills – Desired Learning Checklist

Grad

e 5



T/S



T



T



F/I



F/I



T/S



T/S


- I can take notes in my own words and

T/S

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organize my notes so they make sense.



I/T



T/S



F/I



F



I/T



F



F



F



T/S

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T/S



I/T



I/T



T



F



F


- I can show and explain the plan I followed, the information I gathered, or the

T/S

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work I created.



T



T/S



T



F



T/S



I/T



F



T/S



I/T

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I/T



F



F



F



S



F



I/T



F



F

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F



F



I/T



I



T/S



I/T



F/I



F



F

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Grade 5 Competency Skills – Acceptable Evidence LwICT Technology Competency SkillsFor assessing the level achieved, remember the “Technology FITS” approach.






If blacked out, self-reliance with the skill was achieved in previous years.

Grade 5 Competency Skills – Acceptable Evidence

Grad

e 5


S

"Log in" S"log out." S


S

Open a saved file. SOpen, close, and restore windows. SOpen a program by going to the start button and all programs. SOpen a program by "double clicking" on an icon. S


F/I

Name and save a file. SSave files to appropriate locations SSaves files to appropriate shared folders F/ISaves files in folders F/IUnderstands the difference between save and save as F/I


F/I

Print a file SUtilize print preview F/IPrint a set range of pages F/IPrint a selection F/IPrint current page F/ISet the number of copies to print I


T

Use appropriate items on a menu bar, e.g., "Print" and "Save." TUse functions from the applications’ menu IUses keyboard shortcuts within the application F


S

Able to move between applications. SAble to move between minimized windows T/S


S

Access information on a CD-ROM drive. SAccess information on a USB key S

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S

Uses menu and hyperlinks within the website to locate required information Ssa1.9 browses the InternetI can browse the Internet.

T/S

Use the Internet for locating and retrieving information. T/SNavigates forward and back on the browser T/SNavigates using a bookmark or favourites T


T/S


F

Compose and send an email F/ICreate and send an email with an attachment FUses proper etiquette in subject line and body text of an email F


T


I

Use appropriate naming for files TRename files F/IMove files ICopy/paste files ICreate folders IRename folders F/IMove folders ICopy/paste folders IDelete old or unnecessary files of folders I


T

Use the cut option. TUse the copy option. TUse the paste option. TDrag and drop data I


T

Use keywords when searching the internet TUses multiple keywords to clarify search parameters I


I

Use search terms with the AND, OR, “”, and – options, Isa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media(examples: checking date last modified, analyzing the meta-web information of a URL...)I can check authorship.

F

Distinguish between a reliable or unreliable source of information FProperly cite internet sources F


S

Use a calculator. SUse the mouse to control the cursor. SUse the arrow keys to control the cursor. SUse a laptop touchpad to control the cursor. S


S


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I/T

Use a digital camera. SUse a video camera or video clip from digital camera. I/TUse audio recording software. TUse GPS device F


T

Demonstrate knowledge of which peripherals are appropriate to the task. SUse a microphone to record audio. TSelect s appropriate printer to print to. TSelects appropriate device to save portable files to. S


S

Understand and use the cut, copy, and paste information. SUtilize drag and drop with mouse T


I/T

Create simple drawing using a drawing program. SFlip, rotate or skew drawn objects IDraw shapes IChange shape fill and outline colours TGroup/Ungroup objects FChange line size I/TResize or reshape objects T


T

Add text boxes. TAdd text into a document. SInsert audio into presentation. TAdd graphics to a composition. SInsert formula into spreadsheet. I/TConverts data to chart or graphic I/TModifies graphics for presentation I/T


I/T

Use the following tool icons: bold, italicize, underline. SChange font, color, and size. SUse paragraph indent and justification. SUse single or double space a paragraph IUse bullets IFormat colours of tables and graphs IInsert borders and shade around paragraphs or text I


T

Use spell check. TUse grammar check. TUse thesaurus. TUse dictionary. T


T

Insert a url into an application. T

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I

Change margins. TChange page orientation to portrait or landscape I/TUse tabs. IAdd a header or footer to a document. IInsert a page break IInsert information in a header or footer IDefine number of columns with text IInsert page border IInsert page background IAdd rows or columns to a table or spreadsheet. I


I

Modify a pre-existing template to meet student’s need. TCreate a web or idea map ICreate a variety of multimedia slide styles IAdd text to multimedia slide IAdd graphics to multimedia slides ISort multimedia slide order IChange multimedia slide backgrounds IUtilize multimedia slide transitions IUse animations for objects on the multimedia slide IView a multimedia slide show T


T

Resize picture SRotate picture TCrop picture SModify contrast/brightness TFormat text wrap around a picture TModify image effects T


I/T

Use multimedia/presentation software I/TUse a mind map program I/TCreate a spreadsheet. ICreate a table TConverts table data to graph IUtilize multimedia slide preconfigured designs or templates IAdd or delete multimedia slides to presentation IInsert sound or video clip into a multimedia presentation I


S


S

Identify the following components of a computer system: CPUs, monitor, mouse, mouse pad, sound device, earphones, and keyboard. SCommunicate about technology with proper vocabulary S

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Grade 5 Competency Skills – Acceptable Evidence Checklist LwICT Technology Competency SkillsFor assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modeling) “I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation) “S” for Self Reliant (independently)


Grad

e 5


F/I

Saves files to appropriate shared folders

F/I

Saves files in folders F/IUnderstands the difference between save and save as

F/I


F/I

Print a file SUtilize print preview F/IPrint a set range of pages F/IPrint a selection F/IPrint current page F/ISet the number of copies to print I


T


T

Use functions from the applications’ menu

I

Uses keyboard shortcuts within the application

F


S


S

Able to move between minimized windows

T/S


S

Access information on a CD-ROM drive.

S

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Access information on a USB key Ssa1.8 navigates within a websiteI can navigate within a website.

S

Uses menu and hyperlinks within the website to locate required information

S


T/S


T/S

Navigates forward and back on the browser

T/S

Navigates using a bookmark or favourites

T


T/S


F

Compose and send an email F/ICreate and send an email with an attachment

F

Uses proper etiquette in subject line and body text of an email

F


T


I

Use appropriate naming for files TRename files F/IMove files ICopy/paste files ICreate folders IRename folders F/IMove folders ICopy/paste folders IDelete old or unnecessary files of folders

I


T

Use the cut option. TUse the copy option. TUse the paste option. TDrag and drop data I

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T


T

Uses multiple keywords to clarify search parameters

I


I


I

sa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media(examples: checking date last modified, analyzing the meta-web information of a URL...)I can check authorship.

F

Distinguish between a reliable or unreliable source of information

F

Properly cite internet sources Fsb1.3 captures digital data(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, )I can use digital devices to record audio, video, or pictures.

I/T

Use a digital camera. SUse a video camera or video clip from digital camera.

I/T

Use audio recording software. TUse GPS device F


T

Demonstrate knowledge of which peripherals are appropriate to the task.

S


T

Select s appropriate printer to print to.

T

Selects appropriate device to save portable files to.

S

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S


S

Utilize drag and drop with mouse Tsc1.2 draws images using electronic toolsI can draw a picture using computer software. (Example: Paint, Microsoft Word shapes )

I/T


S

Flip, rotate or skew drawn objects

I

Draw shapes IChange shape fill and outline colours

T

Group/Ungroup objects FChange line size I/TResize or reshape objects T


T

Add text boxes. TAdd text into a document. SInsert audio into presentation. TAdd graphics to a composition. SInsert formula into spreadsheet. I/TConverts data to chart or graphic I/TModifies graphics for presentation

I/T


I/T

Use single or double space a paragraph

I

Use bullets IFormat colours of tables and graphs

I

Insert borders and shade around paragraphs or text

I


T

Use spell check. TUse grammar check. TUse thesaurus. TUse dictionary. T

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T

Insert a url into an application. Tsc1.7 formats page layout(examples: margins, tabs, columns, hanging indents, word wrap, header, footer, cells, watermark...)I can format my page layout.

I

Change margins. TChange page orientation to portrait or landscape

I/T

Use tabs. IAdd a header or footer to a document.

I

Insert a page break IInsert information in a header or footer

I

Define number of columns with text

I

Insert page border IInsert page background IAdd rows or columns to a table or spreadsheet.

I


I


T

Create a web or idea map ICreate a variety of multimedia slide styles

I

Add text to multimedia slide IAdd graphics to multimedia slides ISort multimedia slide order IChange multimedia slide backgrounds

I

Utilize multimedia slide transitions

I

Use animations for objects on the multimedia slide

I

View a multimedia slide show T

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T

Resize picture SRotate picture TCrop picture SModify contrast/brightness TFormat text wrap around a picture

T

Modify image effects Tsc2.3 constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations, and/or web pages, Kidspiration or Inspiration organizersI can create ways to manage and present my data.

I/T

Use multimedia/presentation software

I/T

Use a mind map program I/TCreate a spreadsheet. ICreate a table TConverts table data to graph IUtilize multimedia slide preconfigured designs or templates

I

Add or delete multimedia slides to presentation

I

Insert sound or video clip into a multimedia presentation

I


S


S


S

Communicate about technology with proper vocabulary

S

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Grade 6 ICT Thinking Skills – Desired Learning For assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modelling)“I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation)“S” for Self Reliant (independently) “N/A” for Not Applicable for this grade level (greyed out) If blacked out, self-reliance with the skill was achieved in previous years.


Grad

e 6



S



S



T/S



I/T



I/T



S



S



S



T



S



T



I



T



F/I

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I



I



F



S



S



T



T



T/S



I



F



F



S



T/S



S



S



I



S

E-1.3 recognizes the need to acknowledge authorship of intellectual property T

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I



S



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T



F/I



I/T



I/T



S



I/T



T



F/I



F



I



F



F



T



T



F

M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others S

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T



I



F/I



F/I

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Grade 6 ICT Thinking Skills – Desired Learning ChecklistFor assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modelling)“I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation)“S” for Self Reliant (independently)


Grad

e 6



S



S



T/S



I/T



I/T



S



S

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S



T



S



T



I



T



F/I



I



I

G-3.2 assesses textual, numerical, aural, F

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and visual information, as well as the sources of the media, to determine context, perspective, bias, and/or motive




S



S



T



T



T/S



I


F

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F



S



T/S



S



S



I



S


- I know I must give credit to authors when I

T

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use their work.



I



S



T



T



F/I



I/T



I/T



F/I


- I explain how dishonest use of ICT can

I/T

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harm people and society.



T



F



I



F



F



T



T



F


- I am confident and interested in what I am

S

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doing and learning with ICT.



T



I



F/I



F/I

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If blacked out, self-reliance with the skill was achieved in previous years.Grade 6 Competency Skills – Acceptable Evidence

Grad

e 6


S



S



T/S

Name and save a file. SSave files to appropriate locations SSaves files to appropriate shared folders T/SSaves files in folders T/SUnderstands the difference between save and save as I/T


I/T

Print a file SUtilize print preview TPrint a set range of pages IPrint a selection IPrint current page ISet the number of copies to print I/T


T

Use appropriate items on a menu bar, e.g., "Print" and "Save." T/SUse functions from the applications’ menu TUses keyboard shortcuts within the application F/I


S

Able to move between applications. SAble to move between minimized windows S

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S



S


S

Use the Internet for locating and retrieving information. SNavigates forward and back on the browser SNavigates using a bookmark or favourites T/S


S


I

Compose and send an email ICreate and send an email with an attachment IUses proper etiquette in subject line and body text of an email I


S


T

Use appropriate naming for files SRename files TMove files TCopy/paste files TCreate folders TRename folders TMove folders TCopy/paste folders TDelete old or unnecessary files of folders T


S

Use the cut option. SUse the copy option. SUse the paste option. SDrag and drop data S


T/S

Use keywords when searching the internet T/SUses multiple keywords to clarify search parameters T/S


I/T

Use search terms with the AND, OR, “”, and – options, I/Tsa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media(examples: checking date last modified, analyzing the meta-web information of a URL...)I can check authorship.

I

Distinguish between a reliable or unreliable source of information IProperly cite internet sources I

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S



S

Demonstrate the ability to enter text with the keyboard. Ssb1.3 captures digital data(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, )I can use digital devices to record audio, video, or pictures.

T

Use a digital camera. SUse a video camera or video clip from digital camera. TUse audio recording software. SUse GPS device I


S

Demonstrate knowledge of which peripherals are appropriate to the task. SUse a microphone to record audio. SSelect s appropriate printer to print to. SSelects appropriate device to save portable files to. S


S

Understand and use the cut, copy, and paste information. SUtilize drag and drop with mouse S


T/S

Create simple drawing using a drawing program. SFlip, rotate or skew drawn objects TDraw shapes TChange shape fill and outline colours SGroup/Ungroup objects IChange line size TResize or reshape objects T/S


T/S

Add text boxes. SAdd text into a document. SInsert audio into presentation. SAdd graphics to a composition. SInsert formula into spreadsheet. TConverts data to chart or graphic TModifies graphics for presentation T

sc1.4 formats text, images, graphs, and tables using toolbar icons, menu options, and/or keyboard shortcuts T/S

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I can change the look of text, images, tables and graphs using the menu options.Use the following tool icons: bold, italicize, underline. SChange font, color, and size. SUse paragraph indent and justification. SUse single or double space a paragraph TUse bullets TFormat colours of tables and graphs TInsert borders and shade around paragraphs or text T


T/S

Use spell check. SUse grammar check. SUse thesaurus. TUse dictionary. S


S

Insert a url into an application. Ssc1.7 formats page layout(examples: margins, tabs, columns, hanging indents, word wrap, header, footer, cells, watermark...)I can format my page layout.

T

Change margins. SChange page orientation to portrait or landscape T/SUse tabs. TAdd a header or footer to a document. TInsert a page break TInsert information in a header or footer TDefine number of columns with text TInsert page border TInsert page background TAdd rows or columns to a table or spreadsheet. T


T

Modify a pre-existing template to meet student’s need. SCreate a web or idea map TCreate a variety of multimedia slide styles TAdd text to multimedia slide TAdd graphics to multimedia slides TSort multimedia slide order TChange multimedia slide backgrounds TUtilize multimedia slide transitions TUse animations for objects on the multimedia slide TView a multimedia slide show T


S

Resize picture SRotate picture SCrop picture SModify contrast/brightness SFormat text wrap around a picture T/SModify image effects S

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T/S

Use multimedia/presentation software T/SUse a mind map program T/SCreate a spreadsheet. TCreate a table SConverts table data to graph TUtilize multimedia slide preconfigured designs or templates TAdd or delete multimedia slides to presentation TInsert sound or video clip into a multimedia presentation T


S


S


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Grade 6 Competency Skills – Acceptable Evidence Checklist LwICT Technology Competency SkillsFor assessing the level achieved, remember the “Technology FITS” approach.








Grad

e 6


T/S

Saves files to appropriate shared folders

T/S

Saves files in folders T/SUnderstands the difference between save and save as

I/T


I/T

Utilize print preview TPrint a set range of pages IPrint a selection IPrint current page ISet the number of copies to print

I/T


T


T/S

Use functions from the applications’ menu

T


F/I


S

Able to move between minimized windows

S

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y 24

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Grad

e 6


S


S

Navigates forward and back on the browser

S

Navigates using a bookmark or favourites

T/S


S


I

Compose and send an email ICreate and send an email with an attachment

I


I


S


T

Use appropriate naming for files

S

Rename files TMove files TCopy/paste files TCreate folders TRename folders TMove folders TCopy/paste folders TDelete old or unnecessary files of folders

T


S


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T/S


T/S

Uses multiple keywords to clarify search parameters

T/S


I/T


I/T


I


I

Properly cite internet sources Isb1.3 captures digital data(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, )I can use digital devices to record audio, video, or pictures.

T

Use a video camera or video clip from digital camera.

T

Use audio recording software. SUse GPS device I


S


S

Select s appropriate printer to print to.

S

Utilize drag and drop with mouse

S

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T/S

Flip, rotate or skew drawn objects

T

Draw shapes TChange shape fill and outline colours

S

Group/Ungroup objects IChange line size TResize or reshape objects T/S


T/S

Add text boxes. SInsert audio into presentation.

S

Insert formula into spreadsheet.

T

Converts data to chart or graphic

T

Modifies graphics for presentation

T


T/S

Use single or double space a paragraph

T

Use bullets TFormat colours of tables and graphs

T

Insert borders and shade around paragraphs or text

T


T/S

Use spell check. SUse grammar check. SUse thesaurus. TUse dictionary. S


S


S

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e 6


T

Change margins. SChange page orientation to portrait or landscape

T/S

Use tabs. TAdd a header or footer to a document.

T

Insert a page break TInsert information in a header or footer

T

Define number of columns with text

T

Insert page border TInsert page background TAdd rows or columns to a table or spreadsheet.

T


T


S

Create a web or idea map TCreate a variety of multimedia slide styles

T

Add text to multimedia slide TAdd graphics to multimedia slides

T

Sort multimedia slide order TChange multimedia slide backgrounds

T

Utilize multimedia slide transitions

T

Use animations for objects on the multimedia slide

T

View a multimedia slide show T

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S

Resize picture SRotate picture SCrop picture SModify contrast/brightness SFormat text wrap around a picture

T/S

Modify image effects Ssc2.3 constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations, and/or web pages, Kidspiration or Inspiration organizersI can create ways to manage and present my data.

T/S

Use multimedia/presentation software

T/S

Use a mind map program T/SCreate a spreadsheet. TCreate a table SConverts table data to graph TUtilize multimedia slide preconfigured designs or templates

T


T


T

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Grade 7 ICT Thinking Skills – Desired LearningLwICT Thinking SkillsFor assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modelling)“I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation)“S” for Self Reliant (independently) “N/A” for Not Applicable for this grade level (greyed out) If blacked out, self-reliance with the skill was achieved in previous years.

Grade 7 Thinking Skills – Desired Learning

Grad

e 7



S



S



S



T



T/S



S



S



S



T/S



S



T/S



T



T/S



T

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I/T



T



I



S



S



T/S



T/S



S



I/T



I



I



S



S



S



S



I/T



S

E-1.3 recognizes the need to acknowledge authorship of intellectual property T/S

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T



S



T/S



T/S



T



T



T/S



S



T/S



T/S



I



I



I/T



I



I



T/S



T/S



F/I


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T/S



T/S



I/T



I

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3 PS

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Grade 7 ICT Thinking Skills – Desired Learning ChecklistLwICT Thinking SkillsFor assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modelling)“I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation)“S” for Self Reliant (independently)


Grad

e 7



T



S



T/S



T/S



T/S



T



T/S


- I determine if the information I find is useful for my purpose, and if I have enough information to answer my

T

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questions.



I/T



T



I



T/S



T/S



S



I/T

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I



I



S



I/T



T/S



T



T/S



T/S


T

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T



T/S



T/S



T/S



I



I



I/T



I



I

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T/S



T/S



F/I



T/S



T/S



I/T



I

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Grad

e 7


S



S



S

Name and save a file. SSave files to appropriate locations SSaves files to appropriate shared folders SSaves files in folders SUnderstands the difference between save and save as S


S

Print a file SUtilize print preview SPrint a set range of pages TPrint a selection TPrint current page TSet the number of copies to print S


S

Use appropriate items on a menu bar, e.g., "Print" and "Save." SUse functions from the applications’ menu SUses keyboard shortcuts within the application T


S



S


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Grad

e 7


S


S

Use the Internet for locating and retrieving information. SNavigates forward and back on the browser SNavigates using a bookmark or favourites S


S


T/S

Compose and send an email T/SCreate and send an email with an attachment TUses proper etiquette in subject line and body text of an email T/S


S


S

Use appropriate naming for files SRename files SMove files SCopy/paste files SCreate folders SRename folders SMove folders SCopy/paste folders SDelete old or unnecessary files of folders S


S



S

Use keywords when searching the internet SUses multiple keywords to clarify search parameters S


T

Use search terms with the AND, OR, “”, and – options, Tsa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media(examples: checking date last modified, analyzing the meta-web information of a URL...)I can check authorship.

T

Distinguish between a reliable or unreliable source of information TProperly cite internet sources T


S



S


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S

Use a digital camera. SUse a video camera or video clip from digital camera. SUse audio recording software. SUse GPS device T


S



S



S

Create simple drawing using a drawing program. SFlip, rotate or skew drawn objects SDraw shapes SChange shape fill and outline colours SGroup/Ungroup objects SChange line size SResize or reshape objects S


S

Add text boxes. SAdd text into a document. SInsert audio into presentation. SAdd graphics to a composition. SInsert formula into spreadsheet. T/SConverts data to chart or graphic T/SModifies graphics for presentation S


S

Use the following tool icons: bold, italicize, underline. SChange font, color, and size. SUse paragraph indent and justification. SUse single or double space a paragraph SUse bullets SFormat colours of tables and graphs SInsert borders and shade around paragraphs or text S


S

Use spell check. SUse grammar check. SUse thesaurus. SUse dictionary. S


S

Insert a url into an application. S

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T/S

Change margins. SChange page orientation to portrait or landscape SUse tabs. SAdd a header or footer to a document. T/SInsert a page break TInsert information in a header or footer SDefine number of columns with text T/SInsert page border SInsert page background SAdd rows or columns to a table or spreadsheet. S


T/S

Modify a pre-existing template to meet student’s need. SCreate a web or idea map SCreate a variety of multimedia slide styles SAdd text to multimedia slide SAdd graphics to multimedia slides SSort multimedia slide order SChange multimedia slide backgrounds SUtilize multimedia slide transitions T/SUse animations for objects on the multimedia slide T/SView a multimedia slide show S


S

Resize picture SRotate picture SCrop picture SModify contrast/brightness SFormat text wrap around a picture SModify image effects S


S

Use multimedia/presentation software SUse a mind map program SCreate a spreadsheet. SCreate a table SConverts table data to graph SUtilize multimedia slide preconfigured designs or templates SAdd or delete multimedia slides to presentation SInsert sound or video clip into a multimedia presentation T/S


S


S


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Grade 7 Competency Skills – Acceptable Evidence ChecklistLwICT Technology Competency SkillsFor assessing the level achieved, remember the “Technology FITS” approach.





Grade 7 Competency Skills – Acceptable Evidence Checklist Gr

ade

7


S

Saves files to appropriate shared folders SSaves files in folders SUnderstands the difference between save and save as

S


S

Utilize print preview SPrint a set range of pages TPrint a selection TPrint current page TSet the number of copies to print S


S


S

Use functions from the applications’ menu SUses keyboard shortcuts within the application

T

Navigates using a bookmark or favourites Ssa1.10 searches the Internet using teacher-selected search engines and keywordsI can search the Internet using the words and search engine my teacher provides me with.

S


T/S

Compose and send an email T/SCreate and send an email with an attachment

T

Uses proper etiquette in subject line and T/S

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7

body text of an emailsa2.2 manages electronic files and foldersI can manage my files and folders.

S

Rename files SMove files SCopy/paste files SCreate folders SRename folders SMove folders SCopy/paste folders SDelete old or unnecessary files of folders S


S

Use keywords when searching the internet SUses multiple keywords to clarify search parameters

S


T


T


T


T

Properly cite internet sources Tsb1.3 captures digital data(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, )I can use digital devices to record audio, video, or pictures.

S

Use a video camera or video clip from digital camera.

S

Use GPS device Tsc1.2 draws images using electronic toolsI can draw a picture using computer software. (Example: Paint, Microsoft Word shapes )

S

Flip, rotate or skew drawn objects SDraw shapes SGroup/Ungroup objects SChange line size SResize or reshape objects S

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y 24

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ade

7


S

Insert formula into spreadsheet. T/SConverts data to chart or graphic T/SModifies graphics for presentation S


S

Use single or double space a paragraph SUse bullets SFormat colours of tables and graphs SInsert borders and shade around paragraphs or text

S


S

Use thesaurus. Ssc1.7 formats page layout(examples: margins, tabs, columns, hanging indents, word wrap, header, footer, cells, watermark...)I can format my page layout.

T/S

Change page orientation to portrait or landscape

S

Use tabs. SAdd a header or footer to a document. T/SInsert a page break TInsert information in a header or footer SDefine number of columns with text T/SInsert page border SInsert page background SAdd rows or columns to a table or spreadsheet.

S


T/S

Create a web or idea map SCreate a variety of multimedia slide styles SAdd text to multimedia slide SAdd graphics to multimedia slides SSort multimedia slide order SChange multimedia slide backgrounds SUtilize multimedia slide transitions T/SUse animations for objects on the multimedia slide

T/S

View a multimedia slide show S

Page16

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y 24

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12


ade

7


S

Format text wrap around a picture SModify image effects S


S

Use multimedia/presentation software SUse a mind map program SCreate a spreadsheet. SConverts table data to graph SUtilize multimedia slide preconfigured designs or templates

S


S


T/S

Page16

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Draf

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on Ja

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y 24

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12

Grade 8 ICT Thinking Skills – Desired Learning – Checkpoint YearLwICT Thinking SkillsFor assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modelling)“I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation)“S” for Self Reliant (independently) “N/A” for Not Applicable for this grade level (greyed out) If blacked out, self-reliance with the skill was achieved in previous years.


Grad

e 8



S



S



S



S



S



S



S



S



S



S



S



S



S



T/S

Page16

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Grad

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T



T/S



T



S



S



S



S



S



T



I/T



T



S



S



S



S



T/S



S

E-1.3 recognizes the need to acknowledge authorship of intellectual property S

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Grad

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S



S



S



S



T/S



T/S



S



S



S



S



I/T



I/T



T/S



I/T



I/T



S



T/S



I/T


Page16

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Grad

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S



S



T



I/T

Page17

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Grade 8 ICT Thinking Skills – Desired Learning ChecklistFor assessing the level achieved, remember the “Technology FITS” approach.“F” for First Steps (with teacher modelling)“I” for Interpreting (with teacher direction)“T” for Transitioning (with teacher facilitation)“S” for Self Reliant (independently)


Grad

e 8



S



S



S



S



S



S



T/S

Page17

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Grad

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T



T/S



T



S



S



T



I/T

Page17

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Grad

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T



T/S



S



S



S



S



T/S



T/S

Page17

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Grad

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S



S



S



I/T



I/T



T/S



I/T



I/T



S

Page17

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T/S



I/T



S



S



T



I/T

Page17

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Grade 8 Competency Skills – Acceptable Evidence – Checkpoint YearLwICT Technology Competency SkillsFor assessing the level achieved, remember the “Technology FITS” approach.








Grad

e 8


S



S



S

Name and save a file. SSave files to appropriate locations SSaves files to appropriate shared folders SSaves files in folders SUnderstands the difference between save and save as S


S

Print a file SUtilize print preview SPrint a set range of pages SPrint a selection SPrint current page SSet the number of copies to print S


S

Use appropriate items on a menu bar, e.g., "Print" and "Save." SUse functions from the applications’ menu SUses keyboard shortcuts within the application S


S



S


Page17

6 PS

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T Gu

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y 24

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Grad

e 8


S


S

Use the Internet for locating and retrieving information. SNavigates forward and back on the browser SNavigates using a bookmark or favourites S


S


S

Compose and send an email SCreate and send an email with an attachment SUses proper etiquette in subject line and body text of an email S


S


S

Use appropriate naming for files SRename files SMove files SCopy/paste files SCreate folders SRename folders SMove folders SCopy/paste folders SDelete old or unnecessary files of folders S


S



S

Use keywords when searching the internet SUses multiple keywords to clarify search parameters S


S

Use search terms with the AND, OR, “”, and – options, Ssa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media(examples: checking date last modified, analyzing the meta-web information of a URL...)I can check authorship.

S

Distinguish between a reliable or unreliable source of information SProperly cite internet sources S


S



S


Page17

7 PS

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Grad

e 8


S

Use a digital camera. SUse a video camera or video clip from digital camera. SUse audio recording software. SUse GPS device S


S



S



S

Create simple drawing using a drawing program. SFlip, rotate or skew drawn objects SDraw shapes SChange shape fill and outline colours SGroup/Ungroup objects SChange line size SResize or reshape objects S


S

Add text boxes. SAdd text into a document. SInsert audio into presentation. SAdd graphics to a composition. SInsert formula into spreadsheet. SConverts data to chart or graphic SModifies graphics for presentation S


S

Use the following tool icons: bold, italicize, underline. SChange font, color, and size. SUse paragraph indent and justification. SUse single or double space a paragraph SUse bullets SFormat colours of tables and graphs SInsert borders and shade around paragraphs or text S


S

Use spell check. SUse grammar check. SUse thesaurus. SUse dictionary. S


S

Insert a url into an application. S

Page17

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Change margins. SChange page orientation to portrait or landscape SUse tabs. SAdd a header or footer to a document. SInsert a page break SInsert information in a header or footer SDefine number of columns with text SInsert page border SInsert page background SAdd rows or columns to a table or spreadsheet. S


S

Modify a pre-existing template to meet student’s need. SCreate a web or idea map SCreate a variety of multimedia slide styles SAdd text to multimedia slide SAdd graphics to multimedia slides SSort multimedia slide order SChange multimedia slide backgrounds SUtilize multimedia slide transitions SUse animations for objects on the multimedia slide SView a multimedia slide show S


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Resize picture SRotate picture SCrop picture SModify contrast/brightness SFormat text wrap around a picture SModify image effects S


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Use multimedia/presentation software SUse a mind map program SCreate a spreadsheet. SCreate a table SConverts table data to graph SUtilize multimedia slide preconfigured designs or templates SAdd or delete multimedia slides to presentation SInsert sound or video clip into a multimedia presentation S


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Grade 8 Competency Skills – Acceptable Evidence - ChecklistLwICT Technology Competency SkillsFor assessing the level achieved, remember the “Technology FITS” approach.






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Utilize print preview SPrint a set range of pages SPrint a selection SPrint current page SSet the number of copies to print S


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Compose and send an email SCreate and send an email with an attachment

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Properly cite internet sources Ssb1.3 captures digital data(examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, )I can use digital devices to record audio, video, or pictures.

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Use GPS device Ssc1.3 inserts and edits text, data, images, sound, video, and/or formulasI can add or change digital information.

S

Insert formula into spreadsheet. SConverts data to chart or graphic SModifies graphics for presentation S


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Add a header or footer to a document.

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Insert a page break SDefine number of columns with text S


S

Change multimedia slide backgrounds SUtilize multimedia slide transitions SUse animations for objects on the multimedia slide

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Glossary of Technology ICT Terms

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Technology ICT Terms for Grades K-4http://www.yourdictionary.com/grammar/word-lists/computer-terms-for-children.html

Here are some computer terms for children that most children need to know. The list after this one covers the physical components of computers.

address Internet addresses help you find people or information on the Internet. People with e-mail addresses can have mail

delivered right to their computer. It's a lot like your street address which tells the post office where to deliver letters. E-mail addresses usually look like this: [email protected] or [email protected].

backup This is an extra copy of a file or document. bookmarks Bookmarks help you mark a place on the Internet that you would like to come back to another time. They are a lot

like the bookmarks you might use when you read a book. Bookmarks are kept in a list by your computer, and you can add to the list anytime. Clicking on a bookmark is a fast way to get back to a place you liked on the Internet.

browser A browser helps you to understand and use information you find on the World Wide Web. Browsers make it possible

for you to see colorful pictures and even get sounds or videos from the Internet. Firefox or Internet Explorer are examples of browsers, but there are many others.

burn a CD This means to make a copy of data onto a CD. It is called “burn” because it actually heats up the CD.caret or insertion point This is that small blinking line that shows you where your next typed letter or number will go. cursor Usually a small arrow on the screen that moves when you move the mouse. The cursor is used to make a selection. cyberspace Cyberspace is not a real place that you can visit in person. You can only visit cyberspace on your computer. When you

use the Internet to get information or talk to friends, you are doing these things in the place called cyberspace. data Any information stored by a computer. It can be files, E-mails, video games, songs, pictures, etc.desktop This is the screen that appears if you are not browsing the Internet, reading a file, or playing a game. Your icons are

on this screen. download Sometimes you see something on the Internet that you want to keep and use later. If you have a disk, you can save

the information by downloading it. It's like videotaping a TV show onto a tape so you can watch it later. Downloading takes the information from your computer screen and puts in on your disk so you can look at it whenever you want to.

drag and drop To do this, you click on something and hold the button down. This will move the object you clicked on and will leave

it where you let go of the button. So it drags it and drops it.e-mail E-mail is electronic mail, or mail that you send to someone using a computer. While mail that the post office delivers

can be very slow, e-mail is often extremely fast. FAQ This is an abbreviation for Frequently Asked Questions.file If you have ever been to someone's office, you probably know what a file cabinet looks like. Inside the cabinet there

are usually file folders, which hold information that the office workers have saved there so they can find it quickly later. A file on a computer is like a file in an office, and your computer is like the file cabinet. In a computer file, you can save anything from a school report you typed to a picture you found on the Internet.

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graphic This is a picture or an image. hardware Your computer is made of hard pieces of metal, plastic, and glass. Sometimes people will call your computer, or parts

of your computer, "hardware." That doesn't mean that there is a hammer or nails inside your computer! Those are found in a hardware store, not in your computer's hardware.

home page Just as a home is a place where someone lives, a home page is a place where a person, group, or company "lives" on

the World Wide Web. If you have a home page on the Web, you can put fun pictures, sounds, and information on it. Other people can visit your home page, look at the pictures, listen to the sounds, and read the information. Lots of people and groups have home pages, including the Walt Disney Company, Socks (Chelsea Clinton's cat), and maybe even your school. This is the first page you see when you open your browser. You can make any page your homepage.

http Many addresses on the Web start with http://. This is a short way of saying Hypertext Transfer Protocol. Sounds

confusing, doesn't it? This protocol is a set of rules that your computer needs to follow when you are using the World Wide Web. Any time your computer sees http://, it knows that it will be looking for something on the Web. E-mail has its own set of rules (or its own protocol) and so does FTP. Just as card games or chess have rules you need to follow to enjoy the game, computers on the Internet also have rules they have to follow.

icon This is a small symbol or picture that represents a program or other things. Internet The Internet is made up of computers all over the world. These computers are connected by phone lines or cables.

They all share a common language and understand a set of Internet rules so they can relay information whenever you need it. You can use the Internet to send e-mail to a friend across the world, or watch a movie clip on your computer, or finish a homework project about the solar system.

Internet service provider A company that helps you get your computer hooked up to the Internet is an Internet service provider. This company

might give you an e-mail address so other people can send you mail on your computer. links Links are usually a different font color from the page and underlined. They are used on the World Wide Web as

shortcuts to information. If you click on a link, you will quickly jump to a new page. logon You have to do this to get access to a computer. You just type in a certain name or code. memory This is the data that a computer stores. Long term memory must be saved to the hard drive. 'net "The 'Net" is a nickname for the Internet. You might also hear or read about other names for the Internet: the

Information Superhighway, the Infobahn, the I-way, and so on. netiquette Netiquette is the name for manners on the Internet. network When several computers are connected together by lines or cables, this makes a network. For example, if you visit

your local library, you might find that the library has some computers that you can use to look for books. These library computers are probably connected to each other so they can share information.

online When you send mail or find information with your computer, you are using phone lines or cables to get onto the

Internet. "Online" time is the time you spend using the phone lines to work or play on the Internet. "Offline" is the time when you are not using the phone lines to get onto the Internet.

password This is a secret code to protect your data and can keep others from accessing your computer.protocol Protocols are the rules that computers have to follow when you ask them to do a certain job. For example, if you ask

your computer to e-mail a message, it has to follow the protocol (or rules) for e-mail. right click

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When you right click on the mouse, you are given a menu of options. screensaver This is a picture that pops up when you are not using your computer.shortcut When you click on an icon, it is a shortcut to a file or program. smileys :) If you look at these marks sideways, they look like faces. Smileys are fun to create, and can make e-mail messages

seem friendlier.Try these::-) happy:D very happy:-{ sad;) winking8-] glasses{:-{ worried:O surprised:-\ confused

software Hardware is your computer itself: the machine and its parts. Software is what you use with your machine to make it

fun and interesting. There are many different kinds of software, some of which are for work, some for play, some for kids, and others for adults. If you ever bought a computer game on a disk and brought it home to play on your computer, you have used software. The computer game you bought is software, and so is the word processing program you might use to write school reports. This is all the instructions for the computer or a program designed to do different things. Examples are: Microsoft Word, Internet Explorer, and Windows.

spam This is an abbreviation for "sending particularly annoying messages"; it stands for unwanted e-mail. task bar The bar beside the Start button that shows what programs are open. URL The address of documents and resources on the internet. URL (you say it like the letters U-R-L) is a short way of

saying "an address on the World Wide Web." URL stands for Uniform Resource Locator, but that's just another way of saying Web address. URLs usually look something like this: http://www.computername.org .

user Anyone using a computer. virus Software that was written to do bad stuff to your computer. wallpaper A picture or design on your desktop for decoration. World Wide Web The World Wide Web (WWW) is part of the Internet. On the Web, bits of information are linked together -- just like

strands in a real spider web -- to make things easier to find. You can go anywhere on the Web just by clicking on a link, which is a shortcut to information.

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Technology ICT Terms for Grades 5+Modified from “Glossary of Internet Terms” http://www.matisse.net/files/glossary.htmlCopyright (c) © 1994-2011 by Matisse Enzer.

You may copy and redistribute this Glossary only under the terms of one of the following two licenses:The Creative Commons "Attribution-ShareAlike" license, version 2.0

Applet A small Java program that can be embedded in an HTML page. Applets differ from full-fledged Java applications in that they are not allowed to access certain resources on the local computer, such as files and serial devices (modems, printers, etc.), and are prohibited from communicating with most other computers across a network. The common rule is that an applet can only make an Internet connection to the computer from which the applet was sent. See also: HTML, JavaApplication Server Server software that manages one or more other pieces of software in a way that makes the managed software available over a network, usually to a Web server. By having a piece of software manage other software packages it is possible to use resources like memory and database access more efficiently than if each of the managed packages responded directly to requests. See also: ASP, ServerBandwidth How much stuff you can send through a connection. Usually measured in bits-per-second (bps.) A full page of English text is about 16,000 bits. A fast modem can move about 57,000 bits in one second. Full-motion full-screen video would require roughly 10,000,000 bits-per-second, depending on compression. See also: Bit, bps, T-1BBS -- (Bulletin Board System)A computerized meeting and announcement system that allows people to carry on discussions, upload and download files, and make announcements without the people being connected to the computer at the same time. In the early 1990's there were many thousands (millions?) of BBS's around the world, most were very small, running on a single IBM clone PC with 1 or 2 phone lines. Some were very large and the line between a BBS and a system like AOL gets crossed at some point, but it is not clearly drawn. Bit -- (Binary DigIT)A single digit number in base-2, in other words, either a 1 or a zero. The smallest unit of computerized data. Bandwidth is usually measured in bits-per-second. See also: Bandwidth, Bit, bps, Byte, Kilobyte, MegabyteBlog -- (weB LOG)A blog is basically a journal that is available on the web. The activity of updating a blog is "blogging" and someone who keeps a blog is a "blogger." Blogs are typically updated daily using software that allows people with little or no technical background to update and maintain the blog. Postings on a blog are almost always arranged in chronological order with the most recent additions featured most prominently. It is common for blogs to be available as RSS feeds. See also: Blogosphere or Blogsphere, RSSBlogosphere or Blogsphere The current state of all information available on blogs and/or the sub-culture of those who create and use blogs. See also: Blogbps -- (Bits-Per-Second)A measurement of how fast data is moved from one place to another. A 56K modem can move about 57,000 bits per second. See also: Bandwidth, BitBroadband Generally refers to connections to the Internet with much greater bandwidth than you can get with a modem. There is no specific definition of the speed of a "broadband" connection but in general any Internet connection using DSL or a Cable-TV may be considered a broadband connection. See also: Bandwidth, DSL, ModemBrowser A Client program (software) that is used to look at various kinds of Internet resources. See also: Client, Server, URL, WWW

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Byte A set of Bits that represent a single character. Usually there are 8 Bits in a Byte, sometimes more, depending on how the measurement is being made. See also: BitBack to IndexClient A software program that is used to contact and obtain data from a Server software program on another computer, often across a great distance. Each Client program is designed to work with one or more specific kinds of Server programs, and each Server requires a specific kind of Client. A Web Browser is a specific kind of Client. See also: Browser, Client, ServerCookie The most common meaning of "Cookie" on the Internet refers to a piece of information sent by a Web Server to a Web Browser that the Browser software is expected to save and to send back to the Server whenever the browser makes additional requests from the Server. Depending on the type of Cookie used, and the Browsers' settings, the Browser may accept or not accept the Cookie, and may save the Cookie for either a short time or a long time. Cookies might contain information such as login or registration information, online "shopping cart" information, user preferences, etc. When a Server receives a request from a Browser that includes a Cookie, the Server is able to use the information stored in the Cookie. For example, the Server might customize what is sent back to the user, or keep a log of particular users' requests. Cookies are usually set to expire after a predetermined amount of time and are usually saved in memory until the Browser software is closed down, at which time they may be saved to disk if their "expire time" has not been reached. Cookies do not read your hard drive and send your life story to the CIA, but they can be used to gather more information about a user than would be possible without them. See also: Browser, ServerCSS -- (Cascading Style Sheet)A standard for specifying the appearance of text and other elements. CSS was developed for use with HTML in Web pages but is also used in other situations, notably in applications built using XPFE. CSS is typically used to provide a single "library" of styles that are used over and over throughout a large number of related documents, as in a web site. A CSS file might specify that all numbered lists are to appear in italics. By changing that single specification the look of a large number of documents can be easily changed. See also: HTML, Web page, XPFECyberspace Term originated by author William Gibson in his novel Neuromancer the word Cyberspace is currently used to describe the whole range of information resources available through computer networks. See also: CyberpunkBack to IndexDHCP -- (Dynamic Host Configuration Protocol)DHCP is a protocol by which a machine can obtain an IP number (and other network configuration information) from a server on the local network. See also: IP Number, Network, ServerDNS -- (Domain Name System)The Domain Name System is the system that translates Internet domain names into IP numbers. A "DNS Server" is a server that performs this kind of translation. See also: Domain Name, IP Number, ServerDomain Name The unique name that identifies an Internet site. Domain Names always have 2 or more parts, separated by dots. The part on the left is the most specific, and the part on the right is the most general. A given machine may have more than one Domain Name but a given Domain Name points to only one machine. For example, the domain names: matisse.netmail.matisse.networkshop.matisse.netcan all refer to the same machine, but each domain name can refer to no more than one machine. Usually, all of the machines on a given Network will have the same thing as the right-hand portion of their Domain Names (matisse.net in the examples above). It is also possible for a Domain Name to exist but not be connected to an actual machine. This is often done so that a


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group or business can have an Internet e-mail address without having to establish a real Internet site. In these cases, some real Internet machine must handle the mail on behalf of the listed Domain Name. See also: IP Number, TLDDownload Transferring data (usually a file) from another computer to the computer you are using. The opposite of upload. See also: UploadDSL -- (Digital Subscriber Line)A method for moving data over regular phone lines. A DSL circuit is much faster than a regular phone connection, and the wires coming into the subscriber's premises are the same (copper) wires used for regular phone service. A DSL circuit must be configured to connect two specific locations, similar to a leased line (however a DSL circuit is not a leased line. A common configuration of DSL allows downloads at speeds of up to 1.544 megabits (not megabytes) per second, and uploads at speeds of 128 kilobits per second. This arrangement is called ADSL: Asymmetric Digital Subscriber Line. Another common configuration is symmetrical: 384 Kilobits per second in both directions. In theory ADSL allows download speeds of up to 9 megabits per second and upload speeds of up to 640 kilobits per second. DSL is now a popular alternative to Leased Lines and ISDN, being faster than ISDN and less costly than traditional Leased Lines. Back to IndexEmail -- (Electronic Mail)Messages, usually text, sent from one person to another via computer. E-mail can also be sent automatically to a large number of addresses. See also: Listserv ®, SMTPEthernet A very common method of networking computers in a LAN. There is more than one type of Ethernet. By 2001 the standard type was "100-BaseT" which can handle up to about 100,000,000 bits-per-second and can be used with almost any kind of computer. See also: Bandwidth, FDDI, LANFAQ -- (Frequently Asked Questions)FAQs are documents that list and answer the most common questions on a particular subject. There are hundreds of FAQs on subjects as diverse as Pet Grooming and Cryptography. FAQs are usually written by people who have tired of answering the same question over and over. Fire Wall A combination of hardware and software that separates a Network into two or more parts for security purposes. See also: NetworkGateway The technical meaning is a hardware or software set-up that translates between two dissimilar protocols, for example America Online has a gateway that translates between its internal, proprietary e-mail format and Internet e-mail format. Another, sloppier meaning of gateway is to describe any mechanism for providing access to another system, e.g. AOL might be called a gateway to the Internet. GIF -- (Graphic Interchange Format)A common format for image files, especially suitable for images containing large areas of the same color. GIF format files of simple images are often smaller than the same file would be if stored in JPEG format, but GIF format does not store photographic images as well as JPEG. See also: JPEG, PNGGigabyte 1000 or 1024 Megabytes, depending on who is measuring. See also: Bytehit As used in reference to the World Wide Web, hit means a single request from a web browser for a single item from a web server; thus in order for a web browser to display a page that contains graphics, hits would occur at the server: 1 for the HTML page, and one for each of the graphics. See also: Browser, HTML, ServerHome Page (or Homepage) Several meanings. Originally, the web page that your browser is set to use when it starts up. The more common meaning refers to the main web page for a business, organization, person or simply the main page out of a collection of web pages, e.g. "Check out so-and-so's new Home Page." See also: Browser, WWW







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Host Any computer on a network that is a repository for services available to other computers on the network. It is quite common to have one host machine provide several services, such as SMTP (email) and HTTP (web). See also: Network, SMTPHTML -- (HyperText Markup Language)The coding language used to create Hypertext documents for use on the World Wide Web. HTML looks a lot like old-fashioned typesetting code, where you surround a block of text with codes that indicate how it should appear. The "hyper" in Hypertext comes from the fact that in HTML you can specify that a block of text, or an image, is linked to another file on the Internet. HTML files are meant to be viewed using a "Web Browser". HTML is loosely based on a more comprehensive system for markup called SGML, and is expected to eventually be replaced by XML-based XHTML standards. See also: Browser, Hypertext, SGML, WWW, XHTML, XMLHTTP -- (HyperText Transfer Protocol)The protocol for moving hypertext files across the Internet. Requires a HTTP client program on one end, and an HTTP server program (such as Apache) on the other end. HTTP is the most important protocol used in the World Wide Web (WWW). See also: Apache, Client, Hypertext, Server, WWWHypertext Generally, any text that contains links to other documents - words or phrases in the document that can be chosen by a reader and which cause another document to be retrieved and displayed. See also: HTML, HTTPBack to Indexinternet (Lower case i) Any time you connect 2 or more networks together, you have an internet - as in inter-national or inter-state. See also: Internet (Upper case I), NetworkInternet (Upper case I) The vast collection of inter-connected networks that are connected using the TCP/IP protocols and that evolved from the ARPANET of the late 60's and early 70's. The Internet connects tens of thousands of independent networks into a vast global internet and is probably the largest Wide Area Network in the world. See also: internet (Lower case i), Network, WANIntranet A private network inside a company or organization that uses the same kinds of software that you would find on the public Internet, but that is only for internal use. Compare with extranet. See also: Extranet, internet (Lower case i), Internet (Upper case I)IP Number -- (Internet Protocol Number)Sometimes called a dotted quad. A unique number consisting of 4 parts separated by dots, e.g. 165.113.245.2Every machine that is on the Internet has a unique IP number - if a machine does not have an IP number, it is not really on the Internet. Many machines (especially servers) also have one or more Domain Names that are easier for people to remember. See also: Domain Name, Server, TCP/IPISP -- (Internet Service Provider)An institution that provides access to the Internet in some form, usually for money. IT -- (Information Technology)A very general term referring to the entire field of Information Technology - anything from computer hardware to programming to network management. Most medium and large size companies have IT Departments. Back to IndexJava Java is a network-friendly programming language invented by Sun Microsystems. Java is often used to build large, complex systems that involve several different computers interacting across networks, for example transaction processing systems. Java is also used to create software with graphical user interfaces such as editors, audio players, web browsers, etc. Java is also popular for creating programs that run in small electronic devices, such as mobile telephones. Using small Java programs (called "Applets"), Web pages can include functions such as animations, calculators, and other fancy tricks.


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See also: Applet, JDKJavaScript JavaScript is a programming language that is mostly used in web pages, usually to add features that make the web page more interactive. When JavaScript is included in an HTML file it relies upon the browser to interpret the JavaScript. When JavaScript is combined with Cascading Style Sheets (CSS), and later versions of HTML (4.0 and later) the result is often called DHTML. See also: Ajax, DHTML, HTMLJPEG -- (Joint Photographic Experts Group)JPEG is most commonly mentioned as a format for image files. JPEG format is preferred to the GIF format for photographic images as opposed to line art or simple logo art. See also: GIF, PNGBack to IndexKilobyte A thousand bytes. Actually, usually 1024 (210) bytes. See also: ByteBack to IndexLAN -- (Local Area Network)A computer network limited to the immediate area, usually the same building or floor of a building. See also: Network, VPN, WANLogin Noun or a verb. Noun: The account name used to gain access to a computer system. Not a secret (contrast with Password). Verb: the act of connecting to a computer system by giving your credentials (usually your "username" and "password") See also: PasswordBack to IndexMail list (or Mailing List) A (usually automated) system that allows people to send e-mail to one address, whereupon their message is copied and sent to all of the other subscribers to the mail list. In this way, people who have many different kinds of e-mail access can participate in discussions together. See also: Email, Listserv ®Megabyte Technically speaking, a million bytes. In many cases the term means 1024 kilobytes, which is a more than an even million. See also: Byte, KilobyteMeta Tag A specific kind of HTML tag that contains information not normally displayed to the user. Meta tags contain information about the page itself, hence the name ("meta" means "about this subject") Typical uses of Meta tags are to include information for search engines to help them better categorize a page. You can see the Meta tags in a page if you view the pages' source code. See also: HTML, Search Engine, SEOMirror Generally speaking, "to mirror" is to maintain an exact copy of something. Probably the most common use of the term on the Internet refers to "mirror sites" which are web sites, or FTP sites that maintain copies of material originated at another location, usually in order to provide more widespread access to the resource. For example, one site might create a library of software, and 5 other sites might maintain mirrors of that library. See also: FTP, WWWNetiquette The etiquette on the Internet. Netizen Derived from the term citizen, referring to a citizen of the Internet, or someone who uses networked resources. The term connotes civic responsibility and participation. Network Any time you connect 2 or more computers together so that they can share resources, you have a computer network. Connect 2 or more networks together and you have an internet. See also: internet (Lower case i)



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Newsgroup The name for discussion groups on USENET. See also: USENETNIC -- (Network Information Center)Generally, any office that handles information for a network. The most famous of these on the Internet was the InterNIC, which was where most new domain names were registered until that process was decentralized to a number of private companies. Also means "Network Interface card", which is the card in a computer that you plug a network cable into. See also: Domain Name, NetworkNode Any single computer connected to a network. See also: NetworkBack to IndexOpen Content Copyrighted information (such as this Glossary) that is made available by the copyright owner to the general public under license terms that allow reuse of the material, often with the requirement (as with this Glossary) that the re-user grant the public the same rights to the modified version that the re-user received from the copyright owner. Information that is in the Public Domain might also be considered a form of Open Content. See also: Open Source SoftwareOpen Source Software Open Source Software is software for which the underlying programming code is available to the users so that they may read it, make changes to it, and build new versions of the software incorporating their changes. There are many types of Open Source Software, mainly differing in the licensing term under which (altered) copies of the source code may (or must be) redistributed. See also: Open ContentBack to IndexPassword A code used to gain access (login) to a locked system. Good passwords contain letters and non-letters and are not simple combinations such as virtue7. A good password might be: 5%df(29)But don't use that one! See also: LoginPDF -- (Portable Document Format)A file format designed to enable printing and viewing of documents with all their formatting (typefaces, images, layout, etc.) appearing the same regardless of what operating system is used, so a PDF document should look the same on Windows, Macintosh, Linux, OS/2, etc. The PDF format is based on the widely used Postscript document-description language. Both PDF and Postscript were developed by the Adobe Corporation. ping To check if a server is running. From the sound that a sonar system makes in movies, you know when they are searching for a submarine. Plug-in A (usually small) piece of software that adds features to a larger piece of software. Common examples are plug-ins for the Netscape® browser and web server. Adobe Photoshop® also uses plug-ins. See also: Browser, ServerPNG -- (Portable Network Graphics)PNG is a graphics format specifically designed for use on the World Wide Web. PNG enable compression of images without any loss of quality, including high-resolution images. Another important feature of PNG is that anyone may create software that works with PNG images without paying any fees - the PNG standard is free of any licensing costs. See also: GIF, JPEGpodcasting or pod-casting A form of audio broadcasting using the Internet, podcasting takes its name from a combination of "iPod" and broadcasting. iPod is the immensely popular digital audio player made by Apple computer, but podcasting does not actually require the use of an iPod.Podcasting involves making one or more audio files available as "enclosures" in an RSS feed. A pod-caster creates a list of music, and/or other sound files (such as recorded poetry, or "talk radio" material) and makes that list available in the RSS 2.0 format. The list can then be obtained by other people using various podcast "retriever" software which read the feed and makes the audio files available to digital audio devices (including, but not limited to iPods) where users may then listen to them at their convenience.

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See also: RSSPOP -- (Point of Presence, also Post Office Protocol)Two commonly used meanings:Point of Presence and Post Office Protocol. A Point of Presence usually means a city or location where a network can be connected to, often with dial up phone lines. So if an Internet company says they will soon have a POP in Belgrade, it means that they will soon have a local phone number in Belgrade and/or a place where leased lines can connect to their network. A second meaning, Post Office Protocol refers to a way that e-mail client software such as Eudora gets mail from a mail server. When you obtain an account from an Internet Service Provider (ISP) you almost always get a POP account with it, and it is this POP account that you tell your e-mail software to use to get your mail. Another protocol called IMAP is replacing POP for email. See also: Client, Email, IMAP, ISP, ServerPort 3 meanings. First and most generally, a place where information goes into or out of a computer, or both. E.g. the serial port on a personal computer is where a modem would be connected. On the Internet port often refers to a number that is part of a URL, appearing after a colon (:) right after the domain name. Every service on an Internet server listens on a particular port number on that server. Most services have standard port numbers, e.g. Web servers normally listen on port 80. Services can also listen on non-standard ports, in which case the port number must be specified in a URL when accessing the server, so you might see a URL of the form: gopher://peg.cwis.uci.edu:7000/This shows a gopher server running on a non-standard port (the standard gopher port is 70). Finally, port also refers to translating a piece of software to bring it from one type of computer system to another, e.g. to translate a Windows program so that is will run on a Macintosh. See also: URLPortal Usually used as a marketing term to describe a Web site that is or is intended to be the first place people see when using the Web. Typically a "Portal site" has a catalog of web sites, a search engine, or both. A Portal site may also offer email and other service to entice people to use that site as their main "point of entry" (hence "portal") to the Web. Posting A single message entered into a network communications system. PPP -- (Point to Point Protocol)The most common protocol used to connect home computers to the Internet over regular phone lines. Most well known as a protocol that allows a computer to use a regular telephone line and a modem to make TCP/IP connections and thus be really and truly on the Internet. See also: Modem, SLIP, TCP/IPProtocol On the Internet "protocol" usually refers to a set of rules that define an exact format for communication between systems. For example the HTTP protocol defines the format for communication between web browsers and web servers, the IMAP protocol defines the format for communication between IMAP email servers and clients, and the SSL protocol defines a format for encrypted communications over the Internet. Virtually all Internet protocols are defined in RFC documents. See also: FTP, HTTP, IMAP, POP, PPP, RFC, SLIP, SMTP, SNMP, SSL, TCP/IP, UDPRouter A special-purpose computer (or software package) that handles the connection between 2 or more Packet-Switched networks. Routers spend all their time looking at the source and destination addresses of the packets passing through them and deciding which route to send them on. See also: Network, Packet SwitchingSearch Engine A (usually web-based) system for searching the information available on the Web. Some search engines work by automatically searching the contents of other systems and creating a database of the results. Other search engines contain only material manually approved for inclusion in a database, and some combine the two approaches. See also: WWWSecurity Certificate A chunk of information (often stored as a text file) that is used by the SSL protocol to establish a secure connection.


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See also: SSLServer A computer, or a software package, that provides a specific kind of service to client software running on other computers. The term can refer to a particular piece of software, such as a WWW server, or to the machine on which the software is running, e.g. "Our mail server is down today, that's why e-mail isn't getting out." A single server machine can (and often does) have several different server software packages running on it, thus providing many different servers to clients on the network. Sometimes server software is designed so that additional capabilities can be added to the main program by adding small programs known as servlets. See also: Client, Network, ServletServlet A small computer program designed to add capabilities to a larger piece of server software. Common examples are "Java servlets", which are small programs written in the Java language and which are added to a web server. Typically a web server that uses Java servlets will have many of them, each one designed to handle a very specific situation, for example one servlet will handle adding items to a "shopping cart", while a different servlet will handle deleting items from the "shopping cart." See also: Java, Server, WebSpam (or Spamming) An inappropriate attempt to use a mailing list, or USENET or other networked communications facility as if it was a broadcast medium (which it is not) by sending the same message to a large number of people who didn’t ask for it. The term probably comes from a famous Monty Python skit which featured the word spam repeated over and over. The term may also have come from someone’s low opinion of the food product with the same name, which is generally perceived as a generic content-free waste of resources. (Spam® is a registered trademark of Hormel Corporation, for its processed meat product.) See also: Maillist, USENETSpyware A somewhat vague term generally referring to software that is secretly installed on a user’s computer and that monitors use of the computer in some way without the users' knowledge or consent. Most spyware tries to get the user to view advertising and/or particular web pages. Some spyware also sends information about the user to another machine over the Internet. Spyware is usually installed without a users' knowledge as part of the installation of other software, especially software such as music sharing software obtained via download. See also: Download, Web pageTCP/IP -- (Transmission Control Protocol/Internet Protocol)This is the suite of protocols that defines the Internet. Originally designed for the UNIX operating system, TCP/IP software is now included with every major kind of computer operating system. To be truly on the Internet, your computer must have TCP/IP software. See also: Internet (Upper case I), IPv4, IPv6, Packet Switching, UnixTrojan Horse A computer program is either hidden inside another program or that masquerades as something it is not in order to trick potential users into running it. For example a program that appears to be a game or image file but in reality performs some other function. The term "Trojan Horse" comes from a possibly mythical ruse of war used by the Greeks sometime between 1500 and 1200 B.C. A Trojan Horse computer program may spread itself by sending copies of itself from the host computer to other computers, but unlike a virus it will (usually) not infect other programs. See also: Virus, WormBack to IndexUpload Transferring data (usually a file) from the computer you are using to another computer. The opposite of download. See also: DownloadURI -- (Uniform Resource Identifier)An address for s resource available on the Internet. The first part of a URI is called the "scheme". The most well-known scheme is http, but there are many others. Each URI scheme has its own format for how a URI should appear.Here are examples of URIs using the http, telnet, and news schemes: http://www.matisse.net/files/glossary.html telnet://well.sf.ca.us

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news:new.newusers.questionsSee also: URL, URNURL -- (Uniform Resource Locator)The term URL is basically synonymous with URI. URI has replaced URL in technical specifications. See also: URI, URNURN -- (Uniform Resource Name)A URI that is supposed to be available for a long time. For an address to be a URN some institution is supposed to make a commitment to keep the resource available at that address. See also: URIVirus A chunk of computer programming code that makes copies of itself without any conscious human intervention. Some viruses do more than simply replicate themselves, they might display messages, install other software or files, delete software of files, etc. A virus requires the presence of some other program to replicate itself. Typically viruses spread by attaching themselves to programs and in some cases files, for example the file formats for Microsoft word processor and spreadsheet programs allow the inclusion of programs called "macros" which can in some cases be a breeding ground for viruses. See also: Trojan Horse, WormVOIP -- (Voice Over IP)A specification and various technologies used to allow making telephone calls over IP networks, especially the Internet.Just as modems allow computers to connect to the Internet over regular telephone lines, VOIP technology allows humans to talk over Internet connections.Costs for VOIP calls can be a lot lower than for traditional telephone calls. Because the IP networks are packet-switched this allows for vastly different ways of handling connections and more efficient use of network resources. See also: Internet (Upper case I), IPv4, IPv6, Modem, Packet SwitchingVPN -- (Virtual Private Network)Usually refers to a network in which some of the parts are connected using the public Internet, but the data sent across the Internet is encrypted, so the entire network is "virtually" private. See also: Internet (Upper case I)Back to IndexWAN -- (Wide Area Network)Any internet or network that covers an area larger than a single building or campus. See also: internet (Lower case i), LANWeb Short for "World Wide Web." See also: WWWWeb page A document designed for viewing in a web browser. Typically written in HTML. A web site is made of one or more web pages. See also: Browser, HTML, Web, WebsiteWebsite The entire collection of web pages and other information (such as images, sound, and video files, etc.) that are made available through what appears to users as a single web server. Typically all of the pages in a web site share the same basic URL, for example the following URLs are all for pages within the same web site: http://www.baytherapy.com/ http://www.baytherapy.com/whatis/ http://www.baytherapy.com/teenagers/The term has a somewhat informal nature since a large organization might have separate "web sites" for each division, but someone might talk informally about the organizations' "web site" when speaking of all of them. See also: Web, Web pageWi-Fi -- (Wireless Fidelity)A popular term for a form of wireless data communication, basically Wi-Fi is "Wireless Ethernet". See also: Ethernet

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Wiki A wiki is a web site for which the content can be easily edited and altered from the web browser in which you are viewing it. Typically there is an "edit" button on each page and the wiki is configured to allow either anyone or only people with passwords to edit each page. The word "wiki" comes from a Hawaiian word meaning "quick." See also: Browser, Web, Web pageWorm A worm is a virus that does not infect other programs. It makes copies of itself, and infects additional computers (typically by making use of network connections) but does not attach itself to additional programs; however a worm might alter, install, or destroy files and programs. See also: Trojan Horse, VirusWWW -- (World Wide Web)World Wide Web (or simply Web for short) is a term frequently used (incorrectly) when referring to "The Internet", WWW has two major meanings: First, loosely used: the whole constellation of resources that can be accessed using Gopher, FTP, HTTP, telnet, USENET, WAIS and some other tools. Second, the universe of hypertext servers (HTTP servers), more commonly called "web servers", which are the servers that serve web pages to web browsers. See also: Browser, FTP, Gopher, HTTP, Internet (Upper case I), Server, URL, Web, Web pageBack to Index XHTML -- (eXtensible HyperText Markup Language)Basically HTML expressed as valid XML. XHTML is intended to be used in the same places you would use HTML (creating web pages) but is much more strictly defined, which makes it a lot easier to create software that can read it, edit it, check it for errors, etc. XHTML is expected to eventually replace HTML. See also: HTML, XMLXML -- (eXtensible Markup Language)A widely used system for defining data formats. XML provides a very rich system to define complex documents and data structures such as invoices, molecular data, news feeds, glossaries, inventory descriptions, real estate properties, etc. As long as a programmer has the XML definition for a collection of data (often called a "schema") then they can create a program to reliably process any data formatted according to those rules. XML is a subset of the older SGML specification - the definition of XML is SGML minus a couple of dozen items. See also: Ajax, SGML

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Physical Parts of a Computer

This second list of computer terms for children covers the hardware associated with computers

Computer - An electronic machine that can store and process data. A computer has hardware, which is the machine itself, and software, which is a set of instructions.

Desktop - This is the type of computer you have at home with the monitor and computer connected.

Keyboard - This is where all the letters, numbers, and other buttons are located. When you type on it, the symbols appear on the monitor.

Laptop - A small portable computer. Modem - Converts digital data into analog data, so it can be sent over phone lines. Changes

analog into digital when receiving data. Monitor - The screen that shows you what you are doing. It is like a viewer that displays what the

computer sends to it. Mouse - A little device that you move with your hand which then moves the cursor on the

screen. Printer - The computer sends information to the printer and it prints it out onto paper. Scanner - A device that scans something that is flat and sends the image to the computer. Speakers - These are the devices that the sounds come out of which are sometimes built into the

monitor. Touch-pad - This is an area on a laptop that substitutes for a mouse. You move your finger around

on it to move the cursor.

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Student Self Reflection

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Sample Student Self-reflection Tools1

The following tools can be used to encourage students to self-reflect. Select one to use with your students.

1

I am really good at

I'm getting better at

I'm beginning to learn about

Name:

Date:

Name: Date:

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Working TogetherName: Date:

Toss It!Two reasons it should be tossed are...

If I were to do it over again, I would...

This is what I have been working on with...

The best part of working with a team is...

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Strengths

Challenges

Next Steps

Do you remember?Write three things you remember from last class.

Name:

Date:

Name: Date:

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ProgressName: Date:

Task:

The steps I have yet to complete include Steps I have taken towards

completing this task include

Learning Self Assessment Name:

Date:

Task

One thing I have learned from this is...

This shows that I can....

Completed Criteria

I can improve my work by...

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Challenges Self-reflection

Name:

Date:

Something that was challenging about this task was...

Goal:

I would like to revise my goal because:

After reviewing my goal, I would now like to: (revised

goal)

My Evolving

Goals Self-

Assessment

Name:

Date:

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Now what? Self-reflection

Name: Date:

Task: Something I am going to change/add/remove from this is...

PerseveranceI really worked hard to...

Please pay attention to...Name:

Date:

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Literacy with ICT Across the Curriculum Student Friendly

Cognitive DomainKnows – Comprehends – Becomes Aware Analyzes – Applies – Believes Synthesizes – Evaluates – Values

Plan and Question P-1.1 I can recall what I already know about something, and think about what I want to learn.

P-2.1 I can ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions.

P-3.1 I can decide if I am asking the right questions and I can change my questions to get the information I need.

P-1.2 I can follow a plan my teacher gives me. P-2.2 I can change a plan my teacher gives me. P-3.2 I can design my own plan to help me map out how I will complete my work.

Gather and Make Sense

G-1.1 I can find information I need, from CD-ROMs or websites that my teacher gives me.

G-2.1 I can search in many ways and narrow my search to find just the right information.

G-3.1 I can combine new information I find, with what I already know, and use the results to change my plan.

G-1.2 I can make a bibliography of where I got my information, and of who created it.

G-2.2 I can check the information I find by comparing it with given criteria.

G-3.2 I can think critically about the information I find, and about its source, to determine if it might be biased in any way.

G-1.3 I can take notes in my own words and organize my notes so they make sense.

G-2.3 I can categorize my information using suitable tools.

G-1.4 I can collect information of my own using a digital camera or other tools.

G-2.4 I can determine if the information I find is useful for my purpose, and if I have enough information to answer my questions.

G-1.5 I can question if information I find is real or distracting. G-2.5 I can figure out if the information I find is true and if I can trust its source.

Produce to Show Understanding

Pr-1.1 I can help come up with criteria for what I am making. Pr-2.1 I can choose suitable tools to create my electronic work and explain my choices.

Pr-3.1 I can design and create my own electronic products that respond to the needs of my audience.

Pr-1.2 I can make an electronic product using words, numbers, sounds, pictures, or graphs that shows I understand my information.

Pr-2.2 I can make the content of my electronic work clear and appealing to my audience, and revise it based on criteria or on feedback.

Pr-3.2 I can look for ways to enhance the quality of my electronic work, beyond the established criteria, to better meet the needs of my audience.

Pr-1.3 I can edit my work to match the criteria. Pr-2.3 I can analyze the information and data I find, so that I can solve problems and make my own conclusions.

Pr-3.3 I can design and create my own simulations and models to explain concepts.

Communicate C-1.1 I can show and explain the plan I followed, the information I gathered, or the work I created.

C-2.1 I can discuss my work with others at a distance by using electronic communication tools.

C-3.1 I can communicate with a wide audience and collect feedback to improve my work.

Reflect R-1.1 I can talk with others about how I use ICT to help me learn.

R-2.1 I can ask for and share feedback about learning with ICT.

R-3.1 I can set my own learning goals and think about how ICT might help me to meet them.

Affective DomainKnows – Comprehends – Becomes Aware Analyzes – Applies – Believes Synthesizes – Evaluates – Values

Ethics and Responsibility

E-1.1 I can show respect as I work with others and with ICT. E-2.1 I can follow my school division rules for using ICT

E-3.1 I can think about the effects that my use of ICT has on others and I choose to use ICT ethically and responsibly.

E-1.2 I can understand the rules and how they help keep me safe when I use ICT.

E-2.2 I can follow guidelines that help keep me safe while communicating electronically.

E-3.2 I can evaluate whether my use of ICT will help or get in the way of my learning in a particular situation.

E-1.3 I know I must give credit to authors when I use their work.

E-2.3 I can tell how breaking the rules of using ICT can hurt me and others.

E-1.4 I can tell about ways that using ICT can be unhealthy. E-2.4 I am a good digital citizen and use ICT responsibly.

Social Implications S-1.1 I can give examples of how ICT is used in my home, in school, and where people work.

S-2.1 I can predict how ICT might be used in the future.

S-3.1 I can make up my mind about whether information needs to remain private or be made public.

S-1.2 I can explain how dishonest use of ICT can harm people and society.

S-2.2 I can predict some ICT skills I might need in my future career.

S-3.2 I can determine some benefits and risks of ICT for society.

S-1.3 I use ICT only at appropriate times and in appropriate places.

S-2.3 I can analyze some of the advantages and disadvantages of how ICT is used in the world.

Collaboration Co-1.1 I can work with others to gather information or to create electronic work.

Co-2.1 I can team up with others to plan and work together.

Co-3.1 I can lead my group in a collaborative task.

Co-2.2 I can work with others online to complete assignments.

Co-3.2 I can determine the benefits and challenges of using ICT to complete a particular collaborative task.

Motivation and Confidence

M-1.1 I am confident and interested in what I am doing and learning with ICT.

M-2.1 I can investigate and solve ICT problems. M-3.1 I can combine what I already know, with new information, to solve new ICT problems.

M-1.2 I am aware when I am having problems with ICT and I know how to get help.

M-2.2 I can figure out more than one way to solve difficult ICT problems and I keep trying.

M-1.3 I can remember how I fixed problems I once had with ICT, and try to fix any new problems I have.

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Effective FeedbackCriteria

In order to make your feedback effective …

Focus Talk about the task, the process, or the learning behavior (not the person)Comparison Compare to criteria and samples (not to each other)Function Be descriptive, in order to help students improve (don’t evaluate or ego-boost)Approach Be positive, you can offer constructive criticismClarity Use language easily understood by the student, linked to criteriaSpecificity Include strengths, challenges, and next steps

Identify errors and misconceptions (but don’t correct everything)Make feedback specific enough that students can make improvements

Tone Be respectful, choosing words that cause the student to think

Always consider Timing, amount of feedback, audience, and method(oral, written, or demonstration)

Adapted from Brookhart, S. (2008). How to give effective feedback to your students. Alexandria, VA: Association for Supervision and Curriculum

Examples of Developmental Comments for ICT Skills Adapted from Oxfordshire ICT Team (2002). Examples of Developmental Comments for ICT Skills.http://www.teach-ict.com/ks3_old/assessment/resources/general/Examples_of_Developmental_Comments_for_ICT_Skills.zip

Based on the work of Marie Buckland Harrier’s Ground School

These comments might be used as verbal feedback or written on work as it is marked, they are perfectly valid as either. It is always good to start with a generic comment such as Well done, or Lovely work! This may be followed by a sentence to reflect either their understanding of one of the learning objectives or the next step. This is really useful, giving an opportunity for reflection or reinforcing learning and maybe offering the child a vision of their way forward.

Generic Skills and Knowledge: Well done – you saved your work by yourself. See if you can open the same file next time and continue to work on it. You printed this on your own. Next time try to send it to the printer once only! Did you use a logical/sensible filename for your work to help you to find it next time? You remembered most of the things you had to do to open, edit, save and print your work. You should always be able to keep your

work now. This piece of work looks lovely. I can see that you prepared it for a grade 4 audience. Could you make it suitable for your parents now? This is a lovely piece of work illustrated by Clip Art. Could you position the image better? Do you know how to format a picture? If not

ask me next time. That Clip Art cartoon image is not really suitable for a serious article – can you find a better one on the Internet to use? Can you minimize the page you are working on so that you can look for a picture on the Internet without closing down? Now you have found your picture can you copy it, maximize the page you are working on and paste it in place? You have remembered how to cut; copy and paste between applications but another time try and make sure the text and illustration fit

together. You have used a good range of display features in this leaflet/poster etc. Next time you might need to be more selective about the

text/diagrams/sounds you use. How many methods can you find for ICT being used to store information? You have found lots of ICT uses at home. Do you think that there are more or less at school? Does your Mum or Dad use ICT at work? How does it help them? Brilliant! You found lots of ICT uses when we went to the supermarket/museum/offices. Have you thought of any more since our visit?

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Graphics Do you know what all the tools will achieve? Think about the drawing tools you have used. Do they give the effect you wanted? Do you know about the ‘undo’ function? This is often easier than trying to erase. You can use undo or the erase to change your work. Can you change the colours to achieve the effects you would like? Think carefully about the colours you use in your pictures. You have used some effective colours. Next time try different brush sizes too. You can use the stamp tool and import pictures but do you think they should be used sparingly? Try and think carefully about using the stamp tool. Have you thought about using the shape tool? It is much easier to use the computer for things it is good at rather than thinking of what

you can achieve with a pencil. Try to avoid ‘drawing’ freehand shapes and use the shape tools to help you build your picture. Think carefully about when it is best to use the shape tools and when it is best to use the paintbrush. You can use the different shaped

brushes to achieve shape effects. Think carefully about the background colour. Sometimes when you flood fill, the whole picture is coloured by mistake. Can you zoom in to see where the gap is? Save your work as a different file using Save As so that you can see how your work develops. Now you have drawn a diagram, you could label it. Can you resize this image? Can you rotate your image and use this to good effect? This is a great diagram. Some labels would have been useful to the reader. Have you considered resizing this so it will match the rest of your work? You have included the important points and your diagram does add information for the reader, but perhaps next time you could import

it into Word or Publisher to improve the layout. You have thought carefully about the colours and tools you have used. You might add a border to make it clear to your audience the

boundaries of the image.

Word Processing and Desk Top Publishing: You remembered where the enter key/delete key/space bar was on the keyboard but next time try and make sure you give it a 'quick,

short press'. Remember not to press Enter at the end of a line – the cursor goes to the next line automatically as you write. You remembered to use the shift key for capital letters but don't forget to use the shift key for punctuation marks too, for example ?

and !. You remembered to use the shift key for punctuation marks too. Next time don't forget to put a space after each piece of punctuation. Don't forget to use the arrow keys to move around your work if you want to make changes. You can also click with the mouse to put the

cursor where you want it. When deleting letters, remember the Backspace key deletes to the left and the Delete key deletes to the right. Use the Return/Enter key to put in line breaks – for example when starting a new paragraph. Remember to choose a sensible name for your file when you save it. You have changed the style/size/colour of your writing. Try and think carefully about how your work looks and whether it is easy to

read. You are beginning to think about your audience. Make sure you ask a friend to read and talk about your work. Remember to save your work frequently. Consider whether you want a title centred or not. Don't forget to use the spell check before printing your work. Don't forget it is quicker to use the mouse to select large areas of text to delete/cut/copy. Don't forget the Find and Replace tool. It is much quicker! You have remembered how to insert Clip Art into your work. Next time try and think about the layout of your work before inserting

pictures. You can change the word wrap format. Try and use it next time and remember your audience! Next time think carefully about the importance of the heading. This would be easier to read if you had chosen a different font style/size/colour.

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Well done. You have used Cut and Paste to reorder your sentences. Do you also know how to Highlight then Drag and Drop? Ask me to show you.

Try and make sure the font style/size/colour shows how important that part of your work is. Can you use left/centre/right justification appropriately? Can you Cut and Paste between different applications (programs). To do this it will help to know how to Maximize and Minimize the

different windows. Ask me if you need help with this.

You have attached an image to this e-mail. Next time remember to refer to it in the e-mail so that whoever you are sending it to knows that it is not a virus.

It is important to think carefully about the layout of your piece before starting. Remember your audience. Maybe you need to learn how to use columns, if that is appropriate.

Think carefully about how you space your work out. It would have been better to have the heading at the top of the column where the text is.

Well done. You have thought carefully about the pieces of text to delete/move. Next time think about the 'mood' /'clarity' of your work and whether it all fits together

Add variety to your work by considering, and using appropriately, some of the different leaflet layouts available.

Music and Sound: You have made a lovely tune. Can you make the ending even better? That is a really spooky sound. Have you tried changing the instruments to make it even more mysterious? What about a jazzy tune now for the middle section? Remember not to hold the microphone too close to your mouth. You get that fuzzy sound when you do. Remember to listen to your work quickly you can use the fast forward/rewind button. How would it sound if you speeded it up? Have

you tried adding echo? Well done. You have speeded it up and added echo. Which sounds best? Remember that sound files are best if kept to less than 5 seconds. Do you know why?

ModelingSimulations/Games

You seemed to enjoy the game can you describe more fully what it was about? What did you have to do to succeed in the game? Did you meet any problems or puzzles in the game? What did you have to do to solve the problems? Can you make a table of the problems and write in how you solved them for the rest of the class to see? Did any of those problems crop up more than once?

Spreadsheets - Pre-prepared Describe the problem you were given. Can you tell me what your first thoughts about what you had to do were? What did you think you would have to do to solve the problem? When you put in the numbers in column ** which other numbers changed? Describe the connection between the number you changed and the numbers that then changed automatically? Can you print the spreadsheet to show the different numbers you tried.

On your printout show the numbers you changed and the numbers that changed automatically. Well done. You have found a good solution. However you should print the spreadsheet more often to show how you were thinking. Just printing the spreadsheet is not enough – you need to explain what you did, you could write it on a text box if you want to.

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Spreadsheets From scratch Can you describe the problem you were given. What were your first thoughts on how to solve the problem? Why did you choose to set out the spreadsheet the way you did? Do you know how to show the formulae you entered on the printout? If not ask me to show you for the next time. Have you checked that the formulae do what you expect them to do? Can you work the same thing out by hand? Show that solution. Which was easier to do? Can you be sure that your solution is the best one? Explain why you think it is. Explain why you chose plan A as your favoured solution. Did you have to copy any formulae? Describe how you did this. Well done. You have produced a good solution to the problem but it would be better if you tidied up your spreadsheet. Don’t show so many decimal places in some of the answers. If you do not know how to change it ask me.

Finding Things Out

Can you explain how you sorted these objects? Don't forget that you can use the mouse to highlight and listen to pieces of text. You need to look for the right icon to help you. Well done. You remembered which icon to use.

Remember you can enter data as numbers, and choices as well as text.

Could you have chosen more/fewer fields to obtain the necessary information?

Did you match the contents of the file to answer this question?

Remember that you need to make sure you type in the URL correctly in order to get to the right page.

Well done you have used the Internet and CD-ROMS to find out this information - Have you put them in your favourites list for next

time? Have you used a bookmark to help you find the information more quickly?

Hotlinks or hyperlinks would have helped you find the information quickly – remember to try them next time.

You need to think more carefully about the keywords you choose. Don't forget you can refine your search by using and/ or?

It would have been quicker to use the => or =< to help to find the information. Look for the date it was published. Is it up to date? Who

published it? Is it likely to be biased? Next time you must remember to acknowledge your sources.

You found lots of information but don't forget you need to skim the information you find to make sure it is all relevant

The graph looks lovely but did you check the data first? Remember to check for errors next time.

Remember your audience -is this graph suitable? Does it give enough information? Why did you choose this type of graph?

You have collected lots of information, don't forget to look at it from different points of view next time.

Can you tell me why you chose this graphical model?

When is it best to use a line graph? What sort of information is best shown in this way?

When is it best to use a pie chart? What sort of information is best shown in this way?

Why is it important to store data in an organized way? How does it help?

Adapted from Oxfordshire ICT Team (2002). Examples of Developmental Comments for ICT Skills.http://www.teach-ict.com/ks3_old/assessment/resources/general/Examples_of_Developmental_Comments_for_ICT_Skills.zip

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Professional Growth with ICT

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Self-Assessment of ICT LiteracyLiteracy with ICT Across the Curriculum (LwICT)

Name: Grade level(s):

School: Subject area(s):

Division: # classroom computers:

Phone: Email:

This self-assessment will help you and your mentor for Literacy with ICT (LwICT) to develop an individual plan to meet your professional learning needs related to ICT Pedagogy, and will also help you to determine areas in which you might continue to learn and practice in a self-directed manner. Please judge your competency level in each of the following ICT Pedagogy areas by checking the box that best describes your current skill level. (Be honest, but be kind!)

LevelBeginning Developing Accomplished ExemplaryICT Literacy

I.Managing files

☐I do not yet save any files I create using a computer.

☐I save files I've created but I do not know how to choose where they are saved.

☐I have a filing system for organizing my computer files, and can locate files quickly and reliably.

☐I have taught my students how to manage their files on my classroom computers and on the school network.

II.Word processing

☐I do not yet use a word processor.

☐I use a word processor to create simple documents, however I generally find it easier to hand write most of my written work.

☐I use a word processor for nearly all my written professional work: memos, tests, worksheets, and home communication.

☐I use a word processor not only for my own work, but have taught students to use it for all stages of the writing process.

III.Analyzing data

☐I do not yet use a spreadsheet.

☐I use spreadsheets to record and organize data.

☐I create simple spreadsheets with simple formulas to make graphs and charts.

☐I create spreadsheets with multiple worksheets and link them together.

IV.Concept mapping

☐I do not yet use concept mapping software.

☐I use concept mapping software for creating simple concept maps and outlines.

☐I use concept mapping software as a note-taking and organizational tool.

☐I use concept mapping software as a presentation tool, complete with links.

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V.Creating graphics and animation

☐I do not yet use graphics in my electronic work.

☐I use paint and draw software to create simple graphics.

☐I edit graphics using most of the drawing tools, and can group and ungroup objects.

☐I create digital animations to help my students visualize changes in a process over time.

VI.Finding information on the Internet

☐I do not yet use search engines to find information on the Internet.

☐I conduct simple key word searches with Internet search engines such as Google.

☐I use advanced search functions such as "not" and "or" to help target the search and to find the right information in the most efficient manner.

☐I incorporate logical search strategies into my work with students, showing them the power of such searches with multiple Internet search engines.

VII.Evaluating information on the Internet

☐I do not know how to evaluate information and its’ sources on the Internet.

☐I can determine if the information on a website is relevant and useful for my students use.

☐I evaluate web sites and their web addresses to assess authority, accuracy, credibility, and objectivity.

☐I show my students how to access web sites and how to evaluate the source of information and its web address to assess its validity.

VIII.Creating a web presence

☐I do not yet create my own web presence.

☐I have made a single page classroom web presence.

☐I create multi page classroom web presence in order to publish student work, or to provide resources for students such as webquests, and for communicating information to parents.

☐I update my classroom web presence regularly, with input from my students, to reflect ongoing classroom activities and accomplishments. I allow my students to create and edit educational material on the classroom web presence.

IX.Communicating with email

☐I do not yet use email.

☐I send occasional messages and requests for information using email.

☐I check my email account on a regular basis.

☐I involve my students in using email to communicate globally with other students and various kinds of experts.

X.Collaborating online

☐I do not yet use collaborative software such as blogs or wikis.

☐I create simple blogs or wikis with graphics and Internet links.

☐I have created a classroom blog or wiki that links to student work.

☐I use my classroom blog or wiki communicate with students and/or parents.

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XI.Creating multimedia

☐I do not yet create my own multimedia presentations.

☐I create simple multimedia presentations integrating text and graphics.

☐I create multimedia presentations that include features such as action buttons, animations, Internet links, audio, and video.

☐I create multimedia presentations, not only for my own classroom presentations, but have taught my students to create their own multimedia presentations.

XII.Creating digital images

☐I do not yet use a digital camera.

☐I take photos with a digital camera and download them to a computer.

☐I alter digital images by cropping, rotating, and resizing.

☐I integrate my own digital images into my classroom presentations and/or on my classroom website.

XIII.Creating video

☐I do not yet use a video camera.

☐I take video with a video camera.

☐I use software to edit video clips.

☐I create digital video clips, not only for classroom presentations, but have taught my students to film and edit their own digital video presentations.

XIV.Collecting data electronically

☐I do not yet use electronic data collection devices such as digital cameras, probeware, mobile devices, Personal Response Systems (“clickers”), or Geographical Positioning Systems.

☐I use at least one type of electronic data collection device to gather experimental/primary data.

☐I use several different electronic data collection devices.

☐I design experiments that use electronic data collection devices to gather and analyze data.

XV.Designing and modeling with ICT

☐I do not yet use ICT to design and make models of data.

☐I understand how to use design and modeling applications such as Google Earth, Sketchup and GIS to visualize data.

☐I interpret and analyze primary data I obtain from GPS devices.

☐I teach my students how to use simulation and modeling software to visualize relationships among data sets.

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Self-Assessment of Pedagogy of Literacy with Information and Communication Technology (ICT)

Literacy with ICT Across the Curriculum (LwICT)

Name: Grade level(s):

School: Subject area(s):

Division: # classroom computers:

Phone: Email:

This self-assessment will help you and your mentor for Literacy with ICT (LwICT) to develop an individual plan to meet your professional learning needs related to ICT Pedagogy, and will also help you to determine areas in which you might continue to learn and practice in a self-directed manner. Please judge your competency level in each of the following ICT Pedagogy areas by checking the box that best describes your current skill level. (Be honest, but be kind!)

LevelBeginning Developing Accomplished ExemplaryICT Pedagogy

I.Understanding Literacy with ICT Across the Curriculum (LwICT)

☐I am not yet familiar with the continuum for Literacy with ICT (LwICT) and the supporting principles.

☐I understand the difference between Literacy with ICT and ICT literacy. I am aware of the LwICT continuum and am taking steps to learn more through professional learning.

☐I understand how the supporting principles of LwICT: inquiry; constructivist learning; higher-level critical and creative thinking; gradual release of responsibility; digital citizenship; and multiple literacies for the 21st century support the implementation of LwICT.

☐I share my understanding of LwICT with my colleagues and work with them to help them understand LwICT.

II.Infusing Literacy with ICT Across the Curriculum (LwICT)

☐I am not yet familiar with how to infuse the continuum for Literacy with ICT Across the Curriculum.

☐I am experimenting with some learning experiences that infuse ICT and am starting to develop some student profiles on the LwICT continuum.

☐I use the continuum regularly to plan and create opportunities for my students to develop their critical and creative thinking skills and ethical and responsible behavior while using ICT.

☐I mentor other teachers and model the use of the continuum for LwICT.

III.Setting up my classroom

☐There are no computers in my classroom. Most of my use of ICT with students is scheduled in a computer lab. There is no connection between what my students do in my classroom with what they do in the computer lab.

☐The work my students do in the computer lab complements their classroom learning.

☐I create learning centres in my classroom that often integrate ICT.

☐My classroom is set up with learning centres for both collaborative and independent learning. I infuse ICT throughout the day whenever my students need to do Internet research or create an electronic product.

IV. ☐ ☐ ☐ ☐

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Using ICT to improve student writing

I am not yet aware of how information and communication technology (ICT) might allow me to help my students improve their writing skills.

I encourage my students to use ICT to support some of the phases of the writing process such as, planning, composing and editing.

I help my students use ICT in all phases of the writing process from brainstorming and outlining to writing and editing. This may include concept mapping software, spelling and grammar checkers, electronic dictionary and thesaurus, and desktop publishing tools.

I use ICT to help students share their writing with a wider reading audience, to seek descriptive feedback, and collaborate with others to improve their writing.

V.Teaching multiple literacies through Inquiry, using secondary sources

☐I am not yet familiar with the term inquiry, and I am not sure how to conduct inquiry in my classroom.

☐I use a guided teacher-led inquiry approach in my classroom for problem solving in math, scientific inquiry, and research.

☐I design inquiry across all curricular areas so that my students follow the stages of inquiry in the LwICT continuum to develop critical and creative thinking.

☐I support my students in choosing their inquiry questions and in designing their inquiry process. I am aware of the emotions associated with the various stages of inquiry and I implement strategies to help students overcome these challenges.

VI.Teaching multiple literacies through Inquiry, using primary sources

☐To support inquiry, I generally provide secondary resources such as books, magazines, or reference materials.

☐To support inquiry, I encourage my students to use ICT to collect primary data and artefacts.

☐ I expect my students to participate in inquiry that requires using ICT to collect original data to answer a real-world question. For example, online surveys, interviews, digital cameras, digitized sources of historical records, computerized probes and sensors, or GPS devices.

☐I mentor my colleagues in teaching multiple literacies through inquiry and the use of ICT to collect primary data.

VII.Differentiating instruction

☐I rely on a few effective methods of delivering content to my students.

☐I mostly use teacher-directed, whole group instruction. I occasionally give my students a choice of assignments. I am experimenting with learning experiences that have an ICT component.

☐ I design learning experiences and approaches that best fit curricular learning outcomes, student learning styles and needs, and the ICT available to me. I use small groups, working collaboratively in learning centres, to take advantage of student-to-equipment ratios of greater than one-to-one.

☐I try new approaches suggested by research or observation to discover the most effective means of using ICT to engage my students and help them learn and demonstrate their learning.

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VIII.Assessing student achievement

☐I assess my students using mostly written tests at the end of each topic in the scope and sequence of the curriculum (Assessment OF Learning).

☐I gather evidence of student learning over time using tools such as checklists (Assessment FOR Learning) to inform my instruction. I collect copies of electronic work to demonstrate student learning in student portfolios and parent conferences.

☐ I use a range of assessment strategies to evaluate student products and performances. I create assessment tools such as rubrics that help students assess themselves and their peers. I involve my students in setting goals, establishing criteria, giving and getting descriptive feedback, and reflecting on how their work meets the criteria. I ask students to keep both a physical and electronic portfolio of their progress.

☐I have developed strategies to assess both interdisciplinary work and collaborative work. I try new strategies suggested by research or observation to discover the most effective means of using ICT to help assess student learning.

IX.Respecting copyright

☐I am not yet aware of how copyright applies to Information and Communication Technologies (ICT), for example, I copy images from the web for ‘educational’ purposes.

☐I acknowledge that I need to seek permission and cite my source in order to use text, images, and video created by other people.

☐I model ethical use of ICT and teach my students to respect the intellectual property rights of others and how to properly cite Internet sources.

☐I mentor other teachers on ethical use of ICT and respect for the intellectual property rights of others.

X.Developing digital citizenship

☐I do not yet discuss with my students, digital citizenship issues such as online safety, cyber-bullying, and the ethical and responsible use of ICT.

☐I use media literacy resources to begin conversations with my students about online safety, cyber-bullying, and the ethical and responsible use of ICT.

☐I extend the conversations with my students to include their parents in discussing digital citizenship strategies at school and at home.

☐I lead mentor other teachers in my school concerning digital citizenship issues.

XI.Encouraging student collaboration with ICT

☐I do not yet use ICT to support student collaboration within my classroom.

☐I create opportunities for my students to use ICT to collaborate with each other within our classroom.

☐I create opportunities for my students to use ICT to collaborate on projects with students from other classes within our school.

☐I create opportunities for my students to use ICT to collaborate with students from around the world.

XII.Using ICT for professional communication and collaboration

☐I do not yet use ICT for professional communication or collaboration.

☐I use ICT to find learning experiences, learning resources, and promising practices for my classroom. I correspond electronically with other educators.

☐I read and participate in professional discussions using ICT such as, blogs and micro blogs.

☐I have created my own professional online presence and professional learning network to share and increase my knowledge of educational topics. I organize professional learning opportunities for other teachers on using ICT to support student learning.

XIII.Engaging in online professional learning

☐I am aware that professional learning is available online.

☐I access online professional learning opportunities such as, audio and video podcasts, webinars, and online conferences.

☐ I participate in an online network of educators to support my own professional learning.

☒I create and promote online professional learning experiences for other educators.

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Samples and Assessment ToolsPLEASE NOTE: These samples are still a work in progress.

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Sample Performance Assessment Template

Grade

TITLE

<Insert overview of assessment task here>

<SUBJECT> OUTCOMESNo. Description

ICT OUTCOMESNo. Description

CRITERIA are evidence that the student has achieved the outcomes

Each student will:

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The following templates are for developing student assessment tasks and rubrics.

<TITLE> Student Assessment Task

<description of task>

Student ___________________________________

<SUBJECT> RUBRIC<TITLE>

Level

Criteria

4Excellent

3Good

2Adequate

1Minimal

Insufficient/ Blank*

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

* When work is judged limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.

Student Learning Goals

Area of need (What’s hard for me):Action

Strength to enhance:Action

Student Assessment Task

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Student ___________________________________

ICT RUBRIC<TITLE>

Level

Criteria

4Excellent

3Good

2Adequate

1Minimal







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Grade K - ENGLISH LANGUAGE ARTS - Real or Make Believe

Students utilize the Real or Make Believe template within Kidspiration to demonstrate understanding of the similarities and differences between real life and life depicted in visual media, such as cartoons and movies.

ENGLISH LANGUAGE ARTS OUTCOMESNo. DescriptionK.2.3.1 Forms and Genre – Distinguish between what is realistic and imaginary in oral, literary and media texts.

K.3.3.1 Organize Information – Categorize object s and pictures according to visual similarities and differences.

ICT OUTCOMESThinking Skills – Desired Learning

P1.2 follows given plans

C1.1 displays or discusses electronic work

M1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others

Competency Skills – Acceptable Evidence


sa1.2 opens applications and files Open, close and restore windows Open a program by “double clicking” on an icon

sa1.3 saves files

sa1.5 navigates within an application Use appropriate items on a menu bar

sb1.1 manipulates input devices Use the mouse to control the cursor

Each student will: Utilize Kidspiration Software template Real or Make Believe to correctly sort real and imaginary items.

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Student ___________________________________

ICT RUBRIC Generic Kidspiration templateBeginning Emerging Proficient Exceeding

Plan Little to none of the diagram/outline relates directly to the goal and main idea of the project. Student has not met the Plan standard.

Some of the diagram/outline relates directly to the goal and main idea of the project. Student is close to meeting the Plan standard.

Diagram/outline is directly related to the goal and main idea of the project. Student has met the expected Plan standard.

Diagram/outline is directly related to the goal and main idea of the project and contains advanced ideas. Student has exceeded the expected Plan standard.

Organization Topics and subtopics are not linked appropriately and ideas are not related to each other. Student has not met the Organization standard.

Some topics and subtopics are linked appropriately with a few ideas that are directly related to each other. Student is close to meeting the Organization standard

Topics and subtopics are linked appropriately with ideas that directly relate to each other. Student has met the expected Organization standard.

Topic and subtopics are linked appropriately with advanced ideas that easily and directly relate to each other. Student has exceeded the expected Organization standard.

Spelling and Grammar

Diagram/Outline has 3 or more misspelled words with awkward sentences. There are many grammatical errors. Student has not met the Spelling and Grammar standard.

Diagram/Outline has 1-2 misspelled words and 1-2 awkward sentences. There are 1-2 grammatical errors. Student is close to meeting the Spelling and Grammar standard.

Diagram/Outline has one or zero misspelled words with clear sentences. There are one or zero grammatical errors. Student has met the expected Spelling and Grammar standard.

Diagram/Outline has no misspelled words with very clear sentences. There are no grammatical errors. Student has exceeded the expected Spelling and Grammar standard.

Use of Technology Little to no understanding of the following: use of upper and lower toolbar functions and use of arranging and applying symbols to categorize by topics and subtopics. Not familiar with link and color options. Student has not met the Use of Technology standard.

Some understanding of the following: use of upper and lower toolbar functions, drop down menus, use of arranging and applying symbols, Super Groupers and creating diagrams and/or outlines. Student is close to meeting the Use of Technology standard.

Understanding of the use of upper and lower toolbar functions, drop down menus, symbols, Super Groupers and creating diagrams and outlines that coincide. Some use of import and export, and the record option. Student has met the expected Use of Technology standard.

Advanced understanding of the use of upper and lower toolbar functions, drop down menus, symbols, Super Groupers and creating diagrams and outlines that coincide. Use of import and export, and the record option. Student has exceeded the expected Use of Technology standard.

http://cf.inspiration.com/download/pdf/KidspirationAssessmentRubric.pdf

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Grade K – ENGLISH LANGUAGE ARTS - Snake with an S

Students utilize the Snake with an S template within Kidspiration to use basic elements of phonetic analysis to decode unknown words.

ENGLISH LANGUAGE ARTS OUTCOMESNo. Descriptionk-4.3.2 Spelling – Connect sounds with Letters in words.

k-3.3.1 Organize information – Categorize objects and pictures according to visual similarities and differences

k-4.1.3 Organize ideas – Know that ideas expressed in oral language can be drawn and recorded.

ICT OUTCOMESThinking Skills – Desired Learning




Competency Skills – Acceptable Evidencesa1.1 logs on and off ICT devices


sa1.3 saves files



sc1.3 Inserts and edits text, data, images, sound, video and/or formula Add graphics to a composition

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ICT RUBRICICT RUBRIC Generic Kidspiration template

Beginning Emerging Proficient ExceedingPlan Little to none of the

diagram/outline relates directly to the goal and main idea of the project. Student has not met the Plan standard.


















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Grade 1 – ENGLISH LANGUAGE ARTS - Story of My Life

Students use the Story of My Life template from within Kidspiration to demonstrate simple narrative strategies to write autobiographical compositions.

ENGLISH LANGUAGE ARTS OUTCOMESNo. Description5.1.1 Compare Responses – Tell, draw and write about self and family

4.1.1 Generate Ideas – Contribute ideas from experiences for oral, written and visual texts

4.1.3 Organize Ideas – Organize print and pictures to express ideas and tell stories

ICT OUTCOMESThinking Skills – Desired Learningsa1.1 logs on and off ICT devices






sa1.3 saves files



sc1.3 Inserts and edits text, data, images, sound, video and/or formula Add text into document

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Student ___________________________________


Beginning Emerging Proficient ExceedingPlan Little to none of the

diagram/outline relates directly to the goal and main idea of the project. Student has not met the Plan standard.





















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Grade 1 - ENGLISH LANGUAGE ARTS/SCIENCE - Adjectives for all senses.

Students use the template Adjectives for all senses from within Kidspiration to use descriptive language to clarify and enhance ideas. !Challenge: Try to use all five senses in your descriptive writing.

GR.1 ENGLISH LANGUAGE ARTS/SCIENCE OUTCOMESNo. Description2.3.5 Create original texts – Create original texts such as paintings, drawings, dramatizations, oral or written

stories, to communicate and demonstrate understanding forms and techniques.4.1.2 Choose Forms – Share ideas and experiences through talking, storytelling, pictures, singing, illustrations and

print4.1.3 Organize ideas – Organize print and pictures to express ideas and tell stories.4.2.2 Revise Content – Rephrase and represent to clarify ideas.4.4.2 Effective Oral Communication – Present information and ideas in sentences.1.2.03 SCI Use senses to sort and classify objects

ICT OUTCOMES

Thinking Skills – Desired Learning


Pr1.2 composes text, records sound, sketches images, graphs data, and/or creates video

Pr1.3 edits electronic work according to established criteria, conventions, and/or standards






sa1.3 saves files Name and save a file Save files to appropriate location



sb1.2 recognizes and presses keys on the keyboard Demonstrate the ability to enter text with the keyboard.

sc1.3 inserts and edits text, data, images, sound, video and/or formula Add text into document


Use a mind map program

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Student Learning Goals Area of need (What’s hard for me):Action Strength to enhance:Action

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Student ___________________________________


Beginning Emerging Proficient ExceedingPlan Little to none of

the diagram/outline relates directly to the goal and main idea of the project. Student has not met the Plan standard.













Use of Technology

Little to no understanding of the following: use of upper and lower toolbar functions and use of arranging and applying symbols to categorize by topics and subtopics. Not familiar with link and color options. Student has not

Some understanding of the following: use of upper and lower toolbar functions, drop down menus, use of arranging and applying symbols, Super Groupers and creating diagrams and/or outlines. Student

Understanding of the use of upper and lower toolbar functions, drop down menus, symbols, Super Groupers and creating diagrams and outlines that coincide. Some use of import and export, and the record option.

Advanced understanding of the use of upper and lower toolbar functions, drop down menus, symbols, Super Groupers and creating diagrams and outlines that coincide. Use of import and export, and the


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met the Use of Technology standard.

is close to meeting the Use of Technology standard.

Student has met the expected Use of Technology standard.

record option. Student has exceeded the expected Use of Technology standard.

Grade 2 - ENGLISH LANGUAGE ARTS– My Community Photostory

Students write a story about their community. Using digital cameras and Photostory, the students take pictures of their community and school to use as images for their story. Voice overlays of the student reading the written text can also be recorded within Photostory. Many aspects of grade 2 Social Studies “Our Local Community” could be embedded in this project.

GR.2 ENGLISH LANGUAGE ARTSNo. Description2.3.5 Create original texts – Create original texts such as paintings, drawings, dramatizations, oral or written

stories, to communicate and demonstrate understanding forms and techniques.4.1.2 Choose Forms – Share ideas and experiences through talking, storytelling, pictures, singing, illustrations and

print4.1.3 Organize ideas – Organize print and pictures to express ideas and tell stories.4.2.2 Revise Content – Rephrase and represent to clarify ideas.4.4.2 Effective Oral Communication – Present information and ideas in sentences.

GR.2 SOCIAL STUDIES

ICT OUTCOMES

Thinking Skills – Desired Learning

G1.1 finds and collects information (text, images, data, audio, video)

G1.4 collects primary data using electronic devices


Pr1.2 composes text, records sound, sketches images, graphs data, and/or creates video

Pr1.3 edits electronic work according to established criteria, conventions, and/or standards


F1.1 respects ICT equipment and personal technology space of other ICT users








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Use the mouse to control the cursor

sb2.1 selects and uses peripherals to find, record, manipulate, save print and/or display information Demonstrate knowledge of which peripherals are appropriate to the task Use microphone to record audio


sb1.3 captures digital date Use a digital camera Use audio recording software

sc1.3 inserts and edits text, data, images, sound, video and/or formula Add text into document Insert audio into presentation Add graphics to a composition

sc1.4 formats text, images, graphs and tables using toolbar icons, menu options, and/or keyboard shortcuts Change font, color and size

sc2.2 analyzes the intended use of images/video, and edits images/video using photo/video-editing software resize picture rotate picture crop picture

sc2.3 constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations, and/or web pages use multimedia/presentation software

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Photostory RubricExemplary Proficient Partially Proficient Incomplete

Content 8 points The required slides have been included and contain informative facts and supporting information about the topic. Every slide gives the audience a clear sense of the project’s main idea and the purpose for that specific slide.

6 points The required slides have been included and contain informative facts and supporting information about the topic. Most of the slides give the audience a sense of the project’s main idea and the purpose for that specific slide.

4 points The slides contain facts and supporting information that is sometimes unclear or repetitive.

0 points The required number of slides for the project has not been included, or the slides lack clear supporting information about the topic.

Graphics (Pictures/Clipart)

4 points There are many good graphics in the presentation, and they are related to the content. All graphics are the appropriate size. The graphics help with the overall theme and help the audience make connections to understand the presentation.

3 points There are good graphics in the presentation, and they are related to the content. The graphics help the audience understand the content.

2 points Some of the graphics seem unrelated to the content. There are too many graphics on one page. Some of the graphics distract from the text. Some of the graphics are either too large or too small for the page.

0 points Most of the graphics did not fit with the content or there are hardly any graphics at all. Most of the graphics distract from the text. Most of the graphics are either too large or too small for the page.

Layout 4 points Layout is exceptionally creative and visually appealing. The fonts, color, and background all work together to provide a consistent theme and a presentation that is easy to read.

3 points Layout is creative and visually appealing. The fonts, color, and background almost provide a clear theme. It is generally an easy presentation to read and follow.

2 points Layout is visually appealing although some slides may be too cluttered or too empty. The fonts, color, and background do not necessarily provide a theme and there may be parts that are difficult to read.

0 points Layout lacks visual appeal and is sometimes too cluttered or too empty. It may be confusing at times. The fonts, color, and background do not work together well in the presentation making it difficult to read. There may be too many types of fonts, etc.

Effects (Sound/Transitions, Narration, Music, Etc.)

4 points All effects are used effectively to improve the presentation. The effects contributed a great deal to communicate to the audience the meaning of the presentation.

3 points Most effects are used effectively to improve the presentation. The effects contributed in communicating to the audience the meaning of the presentation.

2 points There are not many effects, if any. Some effects that are present are used effectively, but others do not always improve the presentation.

0 points Very few, if any, effects are present. If they are used they do not improve the presentation

Writing Mechanics 4 points The text is clearly written, with no spelling, grammar or punctuation errors that distract from the content of the presentation.

3 points The text is clearly written, with few errors in spelling, grammar or punctuation that distract from the content of the presentation.

2 points The content is understandable, but spelling, grammar and punctuation occasionally distract from the content of the presentation.

0 points Many spelling and/or punctuation errors seriously get in the way of the content of the presentation.

Use of Technology for Presentation

4 points Demonstrated a total understanding of how technology was used for this project. Followed directions, applied new skills that were learned, and displayed proper respect and appropriate behavior when using the computer. The student would be able to explain to others how to create the project.

3 points Demonstrated some understanding of how technology was used for this project. Followed directions and applied new skills, but sometimes needed them repeated more than once. Displayed proper respect and appropriate behavior when using the computer.

2 points Showed little understanding of how the technology was used for this project. The student needed a great deal of assistance and had difficulty following directions and applying new skills. For the most part, the student displayed appropriate respect and behavior when using the computer.

0 points Showed no understanding of how the technology was used for this project. The student displayed inappropriate behavior when using the computer.

Deductions: Percentage: _______________

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Grade 3 - SCIENCE – Plants and Animals Meeting Their Needs

Using observation as well as human, print, and electronic resources, students identify common needs of plants and animals and ways they depend on each other. Students record information using a word processor or concept mapping software. Students create illustrations, and electronic presentations describing plant and animal needs and ways they depend on each other to meet these needs.

Plants and Animals Meeting Their Needs OUTCOMESNo. Description

Science

3-1-12 Identify needs common to plants and animals, and contrast how they meet those needs.

3-1-13 Describe ways that plants and animals depend on each other.

3-0-4G Verbalize questions, ideas, and intentions during classroom-learning experiences.

3-0-2A Access information using a variety of sources.

3-0-5E Record observations in a variety of ways.


3-0-2B Review information to determine its usefulness to research needs.

3-0-4F Assume roles and share responsibilities as group members.

English Language Arts

4.1.1 Generate Ideas - generate and contribute ideas on particular topics for oral, written, and visual texts using a variety of strategies [such as brainstorming, creating thought webs, listing, drawing...]

2.1.2 Comprehension Strategies - set a purpose for listening, reading, and viewing; make and confirm predictions, inferences, and conclusions; reread to check meaning

3.2.2 Identify Sources - answer inquiry and research questions using a variety of information sources [such as children's magazines, plays, folk tales, personal songs, storytelling, the land...]

3.2.5 Make Sense of Information - determine main ideas in information using prior knowledge, predictions, connections, and inferences

3.3.1 Organize Information - organize and explain information and ideas using a variety of strategies [such as clustering, categorizing, sequencing...]

3-0-7E Communicate results and conclusions in a variety of ways.

3-1-12 Identify needs common to plants and animals, and contrast how they meet those needs.


3.1.3 Contribute to Group Inquiry - contribute knowledge of a topic in group discussion to help determine information needs

4.1.3 Organize Ideas - develop and arrange ideas in own oral, written, and visual texts using organizers [such as story maps, research planners...]

5.2.1 Cooperate with Others - cooperate and collaborate in small groups

2.3.5 Create Original Texts - create original texts [such as personal narratives, reports, visual art, dramatizations, puppet plays, tableaux...] to communicate and demonstrate understanding of forms and techniques

4.2.5 Enhance Presentation - prepare neat and organized compositions, reports, and charts that engage the audience

4.4.1 Share Ideas and Information - present information and ideas on a topic to engage a familiar audience using a pre-established plan; use print and non-print aids to enhance the presentation

5.2.1 Cooperate with Others - cooperate and collaborate in small groups

ICT OUTCOMESNo. DescriptionP-1.1 Plan and Question - recalls and/or records prior knowledge and asks topic-related questions

G-1.1 Gather and Make Sense - finds and collects information (text, images, data, audio, video) from given media sources

G-1.3 Gather and Make Sense - records data or makes notes on gathered information and ideas using given categories and given ICT

Target G-2.3

if students categorize by comparing and contrasting independently – This descriptor could be introduced

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G-1.4 Gather and Make Sense - collects primary data using electronic devices

Pr-1.2 Produce to Show Understanding - composes text, records sound, sketches images, graphs data, and/or creates video

Pr-1.3 Produce to Show Understanding - edits electronic work according to established criteria, conventions, and/or standards

C-1.1 Communicate - displays and/or discusses electronic work

C-2.1 Communicate - discusses information, ideas, and/or electronic work using tools for electronic communication

Co-2.1 Collaboration - collaborates with peers to accomplish self-directed learning with ICT in various settings

Target Pr-2.2

if students revise to improve organization and clarity, and enhance content and artistry following established criteria

Target R-2.1

could be introduced


Each student will:

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Plants and Animals Meeting Their Needs Student Assessment Task

ActivateStudents brainstorm (P-1.1) the needs of plants and the needs of animals. Record each set of needs on a separate class chart.

Outcomes and Descriptors:Science 3-1-12 Identify needs common to plants and animals, and contrast how they meet those needs. 3-0-4G Verbalize questions, ideas, and intentions during classroom-learning experiences. English Language Arts4.1.1 Generate Ideas - generate and contribute ideas on particular topics for oral, written, and visual texts using a variety of strategies [such as brainstorming, creating thought webs, listing, drawing...]LwICT Big IdeasP-1.1 Plan and Question - recalls and/or records prior knowledge and asks topic-related questions

AcquireUsing print and electronic resources, students research (G-1.1) the needs of both a particular plant and animal and how each meets its needs. Using concept mapping software or a Compare and Contrast Frame, students record (G-1.3) the researched information and compare and contrast how each meets its needs.

Black Line MasterCompare and Contrast Frame

Links: The World of Squirrels and Acorns

http://miavx1.acs.muohio.edu/dragonfly/ita/index.htmlx

Outcomes and Descriptors:Science 3-1-12 Identify needs common to plants and animals, and contrast how they meet those needs. 3-1-13 Describe ways that plants and animals depend on each other. 3-0-2A Access information using a variety of sources. English Language Arts2.1.2 Comprehension Strategies - set a purpose for listening, reading, and viewing; make and confirm predictions, inferences, and conclusions; reread to check meaning 3.2.2 Identify Sources - answer inquiry and research questions using a variety of information sources [such as children's magazines, plays, folk tales, personal songs, storytelling, the land...] 3.2.5 Make Sense of Information - determine main ideas in information using prior knowledge, predictions, connections, and inferences 3.3.1 Organize Information - organize and explain information and ideas using a variety of strategies [such as clustering, categorizing, sequencing...] LwICT Big IdeasG-1.1 Gather and Make Sense - finds and collects information (text, images, data, audio, video) from given media sources G-1.3 Gather and Make Sense - records data or makes notes on gathered information and ideas using given categories and given ICTTarget G-2.3 if students categorize by comparing and contrasting independently – This descriptor could be introduced

Students highlight evidence of interdependence. Students may use digital cameras (G-1.4) to gather evidence of the interaction between the plant and animal they have chosen to research.

Outcomes and Descriptors:Science 3-0-5E Record observations in a variety of ways. LwICT Big IdeasG-1.4 Gather and Make Sense - collects primary data using electronic devices

Working in collaborative groups, using a word processor, students insert clip art images of plants and animals to create (Pr-1.2) a scene showing how they meet each other’s needs. Students complete and edit (Pr-1.3) a frame sentence (e.g., Plants help animals by... Animals help plants by...), describing ways that the plants and animals in the scene help one another meet their needs.

http://miavx1.acs.muohio.edu/dragonfly/ita/index.htmlx

http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/new%20le's/FC_BLMs/compareContrast.doc

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Outcomes and Descriptors:Science 3-0-5E Record observations in a variety of ways. 3-0-7E Communicate results and conclusions in a variety of ways. 3-1-12 Identify needs common to plants and animals, and contrast how they meet those needs. 3-1-13 Describe ways that plants and animals depend on each other. 3-0-4G Verbalize questions, ideas, and intentions during classroom-learning experiences. English Language Arts3.1.3 Contribute to Group Inquiry - contribute knowledge of a topic in group discussion to help determine information needs 4.1.3 Organize Ideas - develop and arrange ideas in own oral, written, and visual texts using organizers [such as story maps, research planners...]5.2.1 Cooperate with Others - cooperate and collaborate in small groups LwICT Big IdeasPr-1.2 Produce to Show Understanding - composes text, records sound, sketches images, graphs data, and/or creates videoPr-1.3 Produce to Show Understanding - edits electronic work according to established criteria, conventions, and/or standardsC-1.1 Communicate - displays and/or discusses electronic work

Suggestions for Assessment:Gallery Walk: Students slide their picture over the frame sentences to cover it. In a Gallery Walk of computer screens, peers view (C-1.1) the picture and identify ways plants and animals depend on each other to meet their needs. Students slide back the picture to reveal the frame sentences and check identified needs.

ApplyCollaborative groups of students (Co-2.1) create a multimedia presentation (Pr-1.2) that illustrates plant and animal needs and dependency on each other. Students create an opening slide with a scene that includes images of plants and animals. Students label the plants and animals and link the labels to additional slides, describing the need and the way plants and animals are helping each other meet this need. Compile the groups’ slides into a class presentation for sharing and discussing (C-2.1).

Teacher Tip:Students may record and insert sound clips (Pr-1.2) that describe ways that the plants and animals in the scene help one another meet their needs.

Outcomes and Descriptors:Science 3-1-13 Describe ways that plants and animals depend on each other. 3-0-2B Review information to determine its usefulness to research needs. 3-0-4F Assume roles and share responsibilities as group members. English Language Arts2.3.5 Create Original Texts - create original texts [such as personal narratives, reports, visual art, dramatizations, puppet plays, tableaux...] to communicate and demonstrate understanding of forms and techniques 4.2.5 Enhance Presentation - prepare neat and organized compositions, reports, and charts that engage the audience 4.4.1 Share Ideas and Information - present information and ideas on a topic to engage a familiar audience using a pre-established plan; use print and non-print aids to enhance the presentation 5.2.1 Cooperate with Others - cooperate and collaborate in small groups LwICT Big IdeasPr-1.2 Produce to Show Understanding - composes text, records sound, sketches images, graphs data, and/or creates videoC-2.1 Communicate - discusses information, ideas, and/or electronic work using tools for electronic communicationCo-2.1 Collaboration - collaborates with peers to accomplish self-directed learning with ICT in various settingsTarget Pr-2.2 if students revise to improve organization and clarity, and enhance content and artistry following established criteriaTarget R-2.1 - could be introduced

Suggestions for AssessmentExit Slip: Verify that students list correctly the common needs of plants and animals and creates appropriate illustrations of the ways that plants and animals depend on each other to meet their needs.

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Compare and Contrast Frame

Name: Peggy Date: April 4

How are and alike?

How are and different?

Write a statement to compare and contrast the two terms, concepts, or events.

www.biography.com www.infoplease.com

www.biography.com www.infoplease.com

Information from both sources is alike because they both tell you when he was born, show pictures of him when he set out on his voyage.

on biography.com it tells about Champlain sending him to find discovery and peace.

COMPARE

CONTRAST

On infoplease.com it tells about his dad being a priest and how Jean is also his friend and son.

Compare and Contrast Frame: Used by permission of Lynda Matchullis and Bette Mueller.

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Student ___________________________________

SCIENCE RUBRICPlants and Animals Meeting Their Needs

Level

Criteria

4Excellent

3Good

2Adequate

1Minimal







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Student ___________________________________

ICT RUBRICPlants and Animals Meeting Their Needs

Level

Criteria

4Excellent

3Good

2Adequate

1Minimal







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Grade 4 - ENGLISH LANGUAGE ARTS - Cooking Up a Surprise for Mom

Collect recipes as a class to create a word processed cookbook surprise for Mother’s Day.

ENGLISH LANGUAGE ARTS OUTCOMESNo. Description3.1.4 Create and Follow a Plan

3.2.1 Identify Personal and Peer Knowledge

3.2.2 Identify Sources

3.3.1 Organize Information

3.3.2 Record Information

4.2.4 Enhance Artistry

4.3.1 Grammar and Usage

4.3.2 Punctuation and Capitalization

5.2.1 Cooperate with Others

ICT OUTCOMESThinking Skills – Desired LearningG.1.1 Finds and collects information from given media sources

G1.2 Constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs

G2.3 Categorizes information using the ICT suitable for the purpose

P1.2 Follows given plans

PR.1.2 Composes text, records sound, sketches images, graphs data and/or creates video

PR.1.3 Edits electronic work according to established criteria, conventions and/or standards

PR.2.2 Revises electronic work to improve organization and clarity, enhance content and artistry, and meet audience needs, according to established criteria, feedback and personal preferences

C.1.1 displays and/or discusses electronic work

E.1.1 Respects ICT equipment and personal technology space of other ICT users

E1.3 Recognizes the need to acknowledge authorship of intellectual property

M.1.1 Demonstrates confidence and self-motivation while doing ICT tasks alone and with others

M.1.2 Investigates ICT problems and applies strategies

Competency Skills – Acceptable Evidencesa1 logs on and off ICT devices

sa1.2 opens applications and files open, close and restore windows open a program by double clicking on an icon


sa1.4 prints files




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sc1.3 inserts and edits text, data, images, sound, video and/or formula Add text into document

sc1.4 formats text, images, graphs, and tables using toolbar icons, menu options, and /or keyboard shortcuts


Each student will:

Cooking Up a Surprise for Mom Student Assessment Task

Students bring in one or two recipes from home or from teacher preselected websites. Recipes are word processed and saved to a shared drive on the network. Discuss how recipes are usually formatted, model how to insert text boxes with borders, and model how to insert pictures from free picture sites.Students then create a MSword or Publisher document in which they copy and paste some or all of the other students’ recipes into their document. Students proofread and correct grammar and punctuation.Student can then format the recipes, insert pictures and create a cover page and back page. Ensure students cite where images and recipes were retrieved from.Once the teacher has proofed the document and given any descriptive feedback, the student may edit or turn in the document. The teacher then laminates the cover and back so the student may finish the book.

Student Assessment Task

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Student ___________________________________

Cooking Up a Surprise for Mom RUBRIC

CategoryOrganization Each section in the

cookbook was organized

Almost all sections of the cookbook are organized.

Most sections of the cookbook are organized.

Few sections of the cookbook are organized.

Mechanics ALL capitalization and punctuation are correct throughout the cookbook.

MOST capitalization and/or punctuation are correct throughout the cookbook.

SOME capitalization and/or punctuation errors in the cookbook.

MANY capitalization and punctuation errors in the cookbook.

Content and MessageAll content in the cookbook is accurate.

Most content in the cookbook is accurate.

Some content in the cookbook is accurate.

Most content in the cookbook is NOT accurate.

Appearance The cookbook appearance is VERY neat.

The cookbook appearance is neat.

The cookbook appearance needs a little work.

The cookbook appearance needs LOTS of work.

Understandingof conventionusage

Student shows aSTRONGunderstanding of convention usage.

Student showsunderstanding ofconvention usage.

Student showsSOMEunderstanding of convention usage.

Student DOESNOT showunderstanding of convention usage.

Collaboration Student worked VERY well in his/her group. He/she showed STRONG leadership skills.

Student worked well in his/her group. He/she showed leadership skills.

Student had some difficulty working in his/ her group. He/ she showed some leadership skills.

Student had a lot of difficulty working in his/her group. He/she showed NO leadership skills.

Technical Student showed strong understanding of computer application usage. They created and formatted document with ease.

Student showed understanding of computer application usage. They created and formatted document without many issues.

Student had some difficulty with the computer application. They had some problems creating and formatting the document.

Student had much difficulty with the computer application. They struggled through creating and formatting the document.





Great Sites for Samples or Ideas

Manitoba Education Literacy with ICT Across the Curriculum – Let Me TryManitoba Education Interdisciplinary Middle Years Multimedia (IMYM) Manitoba Education – A Grade 4 Interdisciplinary Early Years Mulitmedia (IEYM) Unit for Teachers

Government of Alberta Education – ICT Illustrative Examples Database Grades 1-6 Grades 7-9 Grades 10-12

Nova Scotia Learning Resources and Technology Services

http://lrt.ednet.ns.ca/PD/ict_projects/#boards

http://education.alberta.ca/apps/ict/pofsie4.pdf

http://education.alberta.ca/apps/ict/pofsie3.pdf

http://education.alberta.ca/apps/ict/pofsie1_2.pdf

http://education.alberta.ca/apps/ict/ie.asp

http://www.edu.gov.mb.ca/k12/tech/imym/4/index.html

http://www.edu.gov.mb.ca/k12/tech/imym/imym_model.pdf

http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/le.html

Documents

Purpose - prairiespirit.pbworks.comprairiespirit.pbworks.com/w/file/fetch/50247287/PSSD Co… · Web viewrelationship allows the transparent application of ICT, ... Funding is inadequate