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This is a Creative Commons licensed K-12 IT/ICT curriculum framework I wrote based on the ISTE NETS. It outlines various skills to match developmental levels and is best suited towards regular computer or IT classes.
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Content and Achievement Standards, Curriculum Outlines
Grades k–12 Benchmarks, and Learning Outcomes
By Sean T. Moroney M.Ed.
2010 Edition
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Acknowledgements:
Author and Editor: Sean T. Moroney M.Ed., ICT Coordinator ICT/IT Dept.
Sources of materials, guidelines:
The International Society for Technology Education (ISTE)
The International Baccalaureate Program (World IB)
The Computer Science Teachers Association (CSTA)
The Virginia State Department of Education
The Massachusetts State Department of Education
IT/ICTCOMPUTER STUDIES PROGRAM PHILOSOPHY AND GOALS
Our aim is to support student learning via the use of the tools of technology throughout the educational community.
The primary focus is on developing and equipping students with a foundational computing skill-set, which
empowers their ability to use the tools of technology for success as lifelong learners.
The basic goals of the computer studies program are to:
! Address the needs of students who enter school at varying degrees of proficiency.
! Equip all students with a foundation of core skills necessary for using technology as a tool for life-long
learning and communication.
! Expose students to a wide variety of technology tools to meet these aims.
! Empower students in the continual exploration and use of an array of information technology tools for
research, self-expression, communication and collaboration, creation, and invention,
IT/ICTCOMPUTER STUDIES PROGRAM OVERVIEW
The IT/ICT computer studies program is built in alignment with the International Society of Technology National
Educational Technology Standards. This framework of standards has been adopted or is referenced by a majority of
the American state departments of education, and by a number of schools systems internationally.
Students begin the IT/ICT computer studies program in the lower grades (k-5) by becoming acquainted with the
computer, its related parts, and basic functions of both hard and software. In accordance with developmentally
appropriate standards and the school ESL's they begin to build a core skills foundation; working with the computer
and learning such basics such as lab etiquette, ergonomics, observing safe computing and online practices,
keyboarding/touch typing, and how to work with the desktop, typing, office productivity, and paint programs and
other common software applications.
In the middle grades (6-8), students spend as much time learning how the computer works as they do working with
the computer. The focus of instruction maintains and builds upon the foundation of core skills through more project
based learning activities. Greater emphasis is put on academic aspects of the subject and studies are undertaken of
the history and social impact of information technologies (I.e. computers) on human culture. Introduction of various
tools for research, and communication (school wiki, and personal websites), and self-expression are introduced to
promote greater independence in learning.
In the upper grades (9-12) students whom elect to further study IT/ICT are exposed to a wider array of tools and
applications for use in information technology. They further study the global impact of the “digital revolution or
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renaissance” and current emerging technology trends in society. There is a concentration on the application of
specific hard and software tools for self-expression and the communication of ideas via the development cycle.
Through this process, students demonstrate their proficiency via the design and completion of numerous projects
e.g., digitally publishable media, web content, programming, and multi-media creation. It is expected that students
who've completed these studies will have mastered the understanding and use of a basic foundation of IT/ICT tools
and possess the ability to not only to apply these skills in the “real world” but can use them to continue to
independently learn and communicate throughout their lives.
MEANS OF ASSESMENT
Depending on the age and range of developmental ability IT/ICT program students will be evaluated using
formative and summative methods. Some examples of this are:
! Consistent, general teacher observation of classroom participation during learning activities
! Ability to successfully learn, identify and operate a computer, its' component parts and applications
connected to its use i.e., school systems, the intra and internet.
! Evaluation of ability to produce outcomes with varied and developmentally appropriate content in lab work,
homework and projects such as weekly logging of classroom experiences.
! Measure of progress though objective testing e.g., typing accuracy and speed (adjusted words per minute),
chapter quizzes, and comprehension tests and exams.
! Evaluation through “authentic” assessment modes such as personal electronic portfolios.
ISTE/NETS STANDARDS FOR EDUCATIONAL TECHNOLOGY FOR ALL STUDENTS (current to 2007)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others. Students:
a. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
b. develop cultural understanding and global awareness by engaging with learners of other cultures.
c. contribute to project teams to produce original works or solve problems.
d. process data and report results.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
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b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
c. evaluate and select information sources and digital tools Based primarily on the appropriateness
to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies
Curriculum Outlines and Learning Outcomes Performance Benchmarks Indicators
What follows is a K-12 presentation of the current IT/ICT computer studies curriculum. It should be
understood that this curriculum is dynamic and destined to change with the needs, demands and flux in the
swiftly changing milieu of information technology and emerging best practices in education. However, in its
present form, each set of grade levels are presented first with a NETS profile of information and
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communication foundational technology skill exemplars for the grade level. All students are expected to have
mastered theses skills upon completing that grade. Presented immediately after are grade level inventory
tables with annotated aligned standards, outlining the learning outcome performance indicators, methods of
instruction, assessment, and relevant teaching resources used in the IT/ICT computer studies curricula.
Grades PRE K – 2 ISTE NETS instructional profile exemplars
The following experiences with technology and digital resources are examples of learning activities in which
students might engage during PK–Grade 2 (ages 4–8):
1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (NETS#: 1,2)
2. Identify, research, and collect data on an environmental issue using digital resources and propose a
developmentally appropriate solution. (NETS#: 1, 3, 4)
3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.
(NETS#: 2, 6)
4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a
curriculum area. (NETS#: 1, 2, 6)
5. Find and evaluate information related to a current or historical person or event using digital resources. (NETS#:
3)
6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants
and animals. (NETS#: 1, 3, 4)
7. Demonstrate the safe and cooperative use of technology. (NETS#:5)
8. Independently apply digital tools and resources to address a variety of tasks and problems.( NETS#: 4, 6)
9. Communicate about technology using developmentally appropriate and accurate terminology. (NETS#: 6)
10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and
Web sites. (NETS#:6)
Kindergarten Information & Communication Technology Skills Mastery Benchmarks
Kindergarten IT/ICT curriculum objectives and outcomes are based on the International Society for
Technology Education (ISTE) National Educational Technology Standards (NETS) frameworks. They
are devised to introduce kindergartners to computing as a learning tool and to help them develop
healthy computing practices. From an instructional standpoint the primary aims are to teach the
students the main parts of hardware and software and to facilitate them interacting with educational
technology.
Key to acronyms in these tables: NETS# = the number of the actual National Educational Technology Standard IPE# =the
grade level instructional profile exemplar number
Outcomes: IT/ITC Kindergarten
Program performance benchmark
indicators; based on these by the
completion of Kindergarten students
Instructional
methodology
Measure of assessment Resource(s),
tools
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will:
1) Learn healthy computing habits and
lab behavior etc., keeping oneself and
computing parts safe, handling input
devices gently, no liquids, food or
"outside activities" (running, shouting)
in the lab, maintaining correct chair
placement, posture, and attitude.
(NETS # 5,6 -K-2 IPE# 7,8,9)
Teacher presentation and
demonstration, hands-on
activities, some
multimedia resources.
Observation by teacher
of student performance
Lab equipment,
new and old
computer
hardware
whiteboard,
markers
2) Learn the basic parts and names of
the computer. (NETS # 5,6 -K-2 IPE#
7,8,9)
Teacher presentation and
demonstration, software
applications.
observation by teacher
of student performance,
use of time.
Student demonstration
Brief written
assessment
new and old
computer
hardware
whiteboard,
markers
quizzes
3) Learn how to move and manipulate a
mouse and keyboard (NETS # 5,6 -K-
2 IPE# 7)
Interactive lab “hands on
activities”, teacher
presentation and
demonstration.
Written comprehension
test, demonstration of
skills by students,
observation and
evaluation of student
performance by teacher.
Lab computer
hard and
software
teacher created
test.
4) Learn the keys and basic principles
of keyboarding typing", spacing and
formatting keys, and be able to
accurately type their name and type 5
words per minute or more by the end of
Kindergarten. . (NETS # 5,6 -K-2 IPE#
7,8)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
Observation and
evaluation of student
performance by teacher
demonstration of skills
by students,
Lab computer
hard and
software.
5) Be able to navigate the desktop and
identify, and open programs using
icons and/or menus. (NETS # 5,6 -K-2
IPE# 2,5, 7,8,9)
Teacher presentation and
demonstration, interactive
lab “hands on activities”.
demonstration of
skills by students,
observation and
evaluation of student
performance by teacher.
Lab computer
hard and
software
teacher created
test. LCD
projector,
screen
6) Identify, and open a word processing
program and be able to open/create a
file and type text using a word
processor (NETS # 5,6 -K-2 IPE#
7,8,9)
Teacher presentation and
demonstration
follow up direct 1 to 1
student support during
learning activity
observation by teacher
of student performance,
production of
documents.
Lab software
e.g., M.S. Word
LCD projector,
screen, printer
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching grade one IT benchmarks and goals.
IT/ICT Grade 1 Technology & Communication Technology Skills Mastery Benchmarks
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Grade one IT/ICT curriculum objectives and outcomes are also based on ISTE National Educational
Technology Standard (NETS) frameworks They are devised to support students approaching
computing as a learning tool and to help them continue developing healthy computing practices. From
an instructional standpoint the primary aims are to teach the students the main parts of hardware and
software and to facilitate them interacting with educational technology.
Outcomes: IT/ICT Grade 1
Program performance benchmark
indicators; based on these by the
completion of grade 1 students will:
Instructional
methodology
Measure of assessment Resource(s), tools
1) Know healthy computing habits and
lab behavior. (NETS # 5,6 -K-2 IPE#
7,8,)
Teacher review and
presentation and
demonstration, some
multimedia resources.
Student Question and
answer session
Observation by teacher
of student performance
Lab equipment,
computer hardware
keyboard training
software
2) Understand and begin to use
computers as tools for learning and
creating as opposed to toys for
entertainment. (NETS# 1,2,3,4,5,6,
IPE# 7, 8,)
Teacher presentation and
demonstration, software
applications.
Basic student projects;
writing and drawing
observation and
evaluation of student
performance by teacher,
use of time.
Lab equipment,
computer hard and,
software
3) Know all basic parts of a computer
and be able to identify them verbally
(NETS # 5,6 IPE# 9)
Interactive lab “hands on
activities”, teacher
presentation and
demonstration, ID
exercises, games
observation and
evaluation of student
performance by teacher.
demonstration of
knowledge,
skill, by students
Lab computer
hard and software
brief teacher
created written
assessment (quiz).
4) Learn how to power on and off all
computer components and peripherals
e.g., the monitor. (NETS # 5,6 IPE# 7,
9)
teacher presentation and
demonstration; Interactive
lab “hands on activities”,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software.
5) Know and apply the basic principles
of keyboarding and entry level
typing the concept of “home row” hand
placement on the keyboard, be able to
accurately type 8 words per minute or
more by the end of grade one. (NETS #
5,6 IPE# 7,8,9,10)
Teacher presentation and
demonstration, interactive
lab hands on application
and activities typing
exercises,
use of multimedia
resources, software
Completion of assigned
activities and
production of
documents etc.,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software
teacher created
test. LCD
projector, screen
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6) Identify and know how to navigate
their way around GUI (Graphical User
Interface i.e.,” windows" and "icons")
desktop and standard objects on it e.g.,
program icons, start/shutdown menu.
(NETS # 5,6 IPE# 7,8, 9,10 )
Teacher presentation and
demonstration, interactive
lab “hands on activities”.
Teacher observation of
student performance,
completion of activities,
demonstration of
knowledge,
skill, by students
Lab computer
hard and software,
keyboard training
sites,
teacher created
tests.
7) Know how to open and work with a
basic draw program e.g., MS Paint or
Kid Pix. ( NETS#: 1,5,6 -K-2 IPE#
2,5,7,8)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
Completion of assigned
activities and
production of
documents etc.,
observation and
evaluation of student
performance by teacher
Lab software e.g.,
MS Paint or Kid
Pix, LCD
projector, screen
8) Understand, function of, identify,
and open a word processing document
and be able to open/create a file and
type text using a word processor and
then print the document or file (NETS
# 5,6 -K-2 IPE# 2, 5, 7,8,9)
Teacher presentation and
demonstration, interactive
lab “hands on activities”.
Multimedia resources,
software
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
completion of assigned
activities and
production of
documents etc.,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software,
LCD projector,
screen
9) Know what a graph and spreadsheet
is and be able to create one with
teacher assistance
(# 3, 4,5, 6)
Teacher presentation and
instruction of software
techniques, introduction to
software tutors, lab
learning activities
Completion of assigned
activities and evaluation
of student performance
by teacher
Lab hard and
software e.g.,
Graphing Club, or
similar
introductory
applications
10) Know how to name and save their
file to a pre-made folder and then
locate and open a previously created
file, and edit and/or append it by
writing new words or modifying
it. (NETS#: 1,6, IPE# 7,9,10)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
completion of assigned
activities and
production of
documents etc.,
observation and
evaluation of student
performance by teacher
Lab software e.g.,
Windows OS,
LCD projector,
screen
11) Identify and with assistance, be
able use an Internet browser to work
with specific online applications: e.g.,
educational games, typing sites, search
engines (NETS#: #3,5,6, IPE# 7,9,10)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
Observation and
evaluation of student
performance by teacher
Lab software e.g.
MS Internet
Explorer, Firefox
internet browsers,
www sites, LCD
projector, screen
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching grade two IT benchmarks and goals.
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Grade 2 Information & Communication Technology Skills Mastery Benchmarks
Grade two IT/ICT curriculum objectives and outcomes are again based on ISTE National Educational
Technology Standard (NETS) frameworks. They are aimed at further fostering students' ability to
develop and apply healthy computing practices and etiquette. The chief instructional goals are to
continue instructing students in knowing better how to operate, computing technologies while
supporting their ability to self- instruct and learn independently as they gradually acquire higher order
thinking skills..
Outcomes: IT/ICT Grade 2
program performance benchmark
indicators; based on these by the end
of year two students will:
Instructional
methodology
Measure of assessment
Resource(s),
tools
1) Know and practice healthy
computing habits and etiquette
(NETS#: 5,6 , IPE# 7,8,9 )
Teacher review and
presentation and
demonstration, some
multimedia resources.
Direct observation by
teacher of student
performance
Lab equipment,
computer
hardware
keyboard
training
software
2) Understand and apply computers as
tools for learning and creating
(NETS#: 1,2,3, 4,5,6, , IPE# 7,8,9)
Teacher presentation and
demonstration, software
applications.
Student use of technology
for school assignments;
writing, creating.
Direct observation by
teacher of student
performance, use of
time.
Lab computer
hard and,
software
3) Know all basic parts of a computer
and be able to correctly plug in and
connect them together. (NETS # 5, 6 ,
IPE# 7,9,10)
Interactive lab “hands on
activities”, teacher
presentation and
demonstration.
Written comprehension
test, demonstration of
skills by students,
observation and
evaluation of student
performance by teacher.
Lab computer
hard and
software
teacher created
test.
4) Learn how to power on and off all
computer components and peripherals
e.g., the monitor. (NETS # 5,6, IPE#
7,9,10)
Interactive lab “hands on
activities”, teacher
presentation and
demonstration
observation and
evaluation of student
performance by teacher
Lab computer
hard and
software.
5) Identify and understand the GUI
(Graphical User Interface i.e.,”
windows" and "icons") desktop and
standard objects on it e.g., program
icons, start/shutdown menu and be able
to independent open and use a variety
of applications (#5,6 , IPE# 7,9,10)
Teacher presentation and
demonstration, interactive
lab “hands on activities”.
observation by teacher
of student performance,
completion of activities
and production of
documents etc.
Lab computer
hard and
software
teacher created
test. LCD
projector,
screen
6) Understand functions of and be able
to use basic input and output devices:
keyboard and mouse i.e., keys and
Teacher presentation and
demonstration, interactive
lab “hands on activities”.
completion of assigned
activities and
production of
Lab computer
hard and
software,
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buttons. (NETS # 5,6)
Multimedia resources,
software
documents etc.,
observation and
evaluation of student
performance by teacher
keyboard
training sites,
teacher created
tests.
7) Know and apply the basic principles
of keyboarding and entry level
typing the concept of “home row” hand
placement on the keyboard, goal of
"touch typing", spacing and formatting
keys, and be able to accurately type 10
words per minute or more by the end of
grade two. (NETS # 5,6, IPE# 7,8)
Teacher presentation and
demonstration, interactive
lab “hands on activities”.
Multimedia resources,
software
completion of assigned
activities and
production of
documents etc.,
observation and
evaluation of student
performance by teacher
Lab computer
hard and
software, LCD
projector,
screen
8) Understand, the function of, identify,
and open a word processing document
and be able to open/create a file and
type text using a word processor, name,
save and then print the document or
file ( NETS # 5,6 IPE# 8,9,10)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
completion of assigned
activities and
production of
documents etc.,
observation and
evaluation of student
performance by teacher
Lab software
e.g., M.S. Word
LCD projector,
screen
9) Understand spreadsheets their
relation to graphing and be able to
develop one using teacher provided
data. (# 3, 4,5, 6)
Teacher presentation and
instruction of software
techniques, introduction to
software tutors, lab
learning activities
Completion of assigned
activities and evaluation
of student performance
by teacher
Lab hard and
software e.g.,
Graphing Club,
MS excel,
Google Docs.,
spreadsheets.
10) Identify and with assistance, be
able access, compose and receive web-
based (school) email with peers (NETS
# 5,6
IPE# 3,7)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
Observation and
evaluation of student
performance by teacher
Lab hardware,
internet
connection,
browser, LCD
projector,
screen
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching grade 3 IT benchmarks and goals.
Grades 3 – 5 ISTE/NETS instructional profile exemplars
The following experiences with technology and digital resources are examples of learning activities in which
students might engage during Grades 3–5 (ages 8–11):
1. Produce a media-rich digital story about a significant local event based on first-person interviews. (NETS#: 1, 2,
3, 4)
2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (NETS#: 1, 2,
6)
3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher.
(NETS#: 3, 4)
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4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses.
(NETS#: 3, 4, 6)
5. Identify and investigate a global issue and generate possible solutions using digital tools and resources.
(NETS#: 3, 4)
6. Conduct science experiments using digital instruments and measurement devices. (NETS#: 4, 6)
7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher
support. (NETS#: 4, 6)
8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (NETS#: 5)
9. Debate the effect of existing and emerging technologies on individuals, society, and the global community.
(NETS#: 5, 6)
10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and
software problems. (NETS#: 4, 6)
Grades 3 Information & Communication Technology Skills Mastery Benchmarks
Grade three curriculum objectives are once more, based on the ISTE -IT/ICT National Educational
Technology Standard frameworks. They are aimed at further fostering students' ability to develop and apply
healthy computing practices and etiquette. The chief instructional goals are to continue instructing students
in knowing better how to operate, computing technologies while supporting their ability to independently
self- instruct and learn as they acquire higher order thinking skills..
IT/C Grade 3 Program performance
benchmark indicators
Instructional methodology
Measure of assessment
Resource(s), tools
1) Practice and maintain healthy
computing habits and etiquette. (NETS#:
5,6 , IPE# 8 )
Teacher review and
reinforcement demonstration,
some multimedia resources
Direct observation and
evaluation by teacher of
student practices
brief written
comprehension test,
Lab equipment,
computer hardware
LAB rules
abridged AUP copies,
LCD projector screen
2) Be able to independently identify
machine parts and perform basic essential
tasks such as powering them on and off.
(NETS# 1,5,6 IPE#10)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student support
during learning activity
Observation by teacher
of student performance,
use of time
Lab computer hard
and, software, LCD
projector screen
3) Be able to successfully log-on to the
school network (NETS# 1,5,6 IPE#10)
Teacher presentation and
demonstration. Lab and
home assignments
Interactive lab “hands on
activities”
Written comprehension
test, demonstration of
skills by students,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software
online activities and
web quests and
teacher created tests.
4) Be able to create directories and
folders and save then retrieve, and edit or
modify files to and from them.
Teacher presentation and
demonstration, follow up
direct 1 to 1 student support
observation and
evaluation of student
performance by teacher
Lab computer
hard and software,
e.g., Windows OS..
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1
(NETS#1,3,4,5,6 IPE#,4,7) during learning activity
5) Know and apply the basic principles of
keyboarding using “home row” hand
placement on the keyboard and related
techniques working towards "touch
typing", and be able to accurately type 12
words per minute or more by the end of
grade 3. (NETS# 1,5,6 IPE#4,7))
Teacher presentation and
instruction of techniques,
introduction of instructional
software, lab practice sessions
Testing and tracking of
progress with
keyboarding/typing
software
Direct observation by
teacher of student
performance,
completion of activities
and production of
documents etc.
Lab computer
hard and software
keyboard/typing
software, e.g.,
learn2type.com,
Mavis Beacon.
LCD projector, screen
6) Identify, understand, the function of,
and independently access a word
processing program to open/create a file
and type text and then name, save, and
print the document (NETS # 1, 2,5,6
IPE#2,4,7)
Teacher presentation and
instruction of techniques,
introduction of instructional
software, lab practice sessions
Teacher evaluation of
student performance
Completion of assigned
activities and production
of documents etc.,
observation and
Lab computer
hard and software,
e.g., MS Word. LCD
projector, screen
7) Understand what spreadsheet and
graphs are is be able to create them
these using data from diverse sources .
(# 3, 4,5, 6)
Teacher presentation and
instruction of software
techniques, introduction to
software tutors, lab
learning activities
Completion of
assigned activities and
evaluation of student
performance by
teacher
Lab hard and
software e.g.,
Graphing Club, MS
excel, Google Docs.,
spreadsheets.
8 )Understand the connection between
digital cameras, scanners and computers
and be able to begin working with them in
tandem. (NETS#1,3,6 IPE#2,4,7)
Teacher presentation and
demonstration, direct support
of students during learning
activity.
Completion of assigned
activities and evaluation
of student performance
by teacher
Lab hard and software
e.g.,
digital camera
9) Be able to understand related risks of
working on the WWW and successfully
pass the "Internet safety knowledge" test.
(NETS #3,5,6 IPE#2,4,7)
Teacher presentation and
demonstration, direct support
of students during learning
activity.
completion of assigned
activities and production
of documents etc.,
observation and
evaluation of student
performance by teacher
Lab software e.g.,
Firefox MS IE,
internet browser, www
site LCD projector,
screen
10) Be able to independently use an
Internet browser to go specific
intranet/WWW locations e.g., age level
educational sites and search engines.
(NETS#3,5,6,)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student support
during learning activity
Observation and
evaluation of student
performance by teacher
Lab software e.g.,
Firefox MS IE,
internet browser, www
site LCD projector,
screen
11) Be able to understand with assistance,
managing and using an email account
application e.g., successfully, log-on,
navigate, address, send and receive email.
(NETS# 5,6)
Teacher presentation and
demonstration, direct support
of students during earning
activity.
Completion of assigned
activities, observation
and evaluation of student
performance by teacher
Lab hard and software
e.g., school web mail,
LCD projector, screen
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching grade 4 IT/ICT benchmarks and goals.
Grades 4 Information & Communication Technology Skills Mastery Inventory
Grade four IT/ICT curriculum objectives are also based on the ISTE National Educational Technology
Standard frameworks. In grade four there is greater focus on learning how the tools of technology are used
for learning, self expression, and critical inquiry across the curriculum. The main instructional goals are
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1
having students augment and build upon existing skill sets which support and broaden their independent
learning ability, inquiry and higher order thinking skills.
Outcomes: IT/ICT Grades 4
Program performance benchmark
indicators based on these students
will:
Instructional
methodology
Measure of assessment Resource(s), tools
1) Be able to practice "appropriate
use" of IT/ICT technologies (i.e.,
computers) is in the lab school and
elsewhere. (# 5,6)
Teacher presentation and
demonstration, reading
and review of school
acceptable use policy.
Written comprehension
test, observation and
evaluation of by teacher
of student practices
Copies of AUP,
Lab equipment,
computer
hardware
AUP copies,
LCD projector
screen
2) Know and be able to put perform
basic troubleshooting of hardware
and software application problems
e.g. knowing about equipment
connections and saving and escaping
from frozen applications. (# 1, 2,5,6)
Teacher presentation and
demonstration. Lab and
home assignments
Interactive lab “hands on
activities”
Written comprehension
test, demonstration of
skills by students,
observation and
evaluation of student
performance by teacher
Lab computer
hard and,
software, LCD
projector screen
teacher prepared
tests
3) Be able to navigate to, log-on,
access, save and retrieve, or send
and receive files to and from
directories using a personal account
-through school and in related
technological contexts e.g., a school
Information system or portal, a user
account on a home computer. (# 1, 2,
3,5,6)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
Written comprehension
test, demonstration of
skills by students,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software
online activities
and web quests
and teacher
created tests.
4) Understand, identify, and use the
correct program/application for
creating or editing a graphic. (# 3, 4,
5,6)
Teacher presentation and
instruction of techniques,
direct support of students
during learning activity.
Observation by teacher
of student performance,
completion of activities
and production of
graphics etc.
Lab computer
hard and software,
e.g., paint,
graphics
programs.
5) Be able to integrate researched
and collected data, as well created
and edited information into a
multimedia presentation. (# 3, 4,
5,6)
Teacher presentation and
instruction of techniques,
introduction of
instructional software, lab
practice sessions
Observation by teacher
of student performance,
completion of activities
and production of
PowerPoint presentation
or related application.
Lab computer
hard and software
keyboard/typing
software, e.g.,
PowerPoint
LCD projector,
screen
6) be able to accurately type 15
adjusted words per minute (AWPM)
by the end of grade 5 (# 5,6)
Review of keyboarding
and typing techniques, lab
practice sessions
Testing and tracking of
progress with
keyboarding/typing
software, student kept
logs, observation by
teacher of student
performance,
completion of activities
and production of
Lab computer
hard and software
keyboard/typing
software, e.g.,
learn2type.com,
and similar Mavis
Beacon.
LCD projector,
screen
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1
documents etc.
7) Know and be able to apply
intermediate document processing
techniques by creating weekly class
logs and using key commands and
shortcuts, margin settings,
integration of graphics, and tables in
processing and then learn how to
how to save in different formats e.g.,
plain text files. (# 3, 4,5, 6)
Teacher presentation and
instruction of software
techniques, lab learning
activities
completion of assigned
activities and production
of documents etc.,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software,
e.g., MS Word ,
notepad, LCD
projector, screen
8) Understand what a spreadsheet
and graph is and how be able to
develop one using teacher provided
data.
(# 3, 4,5, 6)
Teacher presentation and
instruction of software
techniques, introduction to
software tutors, lab
learning activities
Completion of assigned
activities and evaluation
of student performance
by teacher
Lab hard and
software e.g., MS
excel,
spreadsheets.
9) Be able to collaborate with peers,
teachers and others on technology
related projects. (# 2, 3,5,6,)
Teacher presentation and
instruction.
Completion of assigned
activities and evaluation
of student performance
by teacher
Lab hard and
software e.g.,
school web mail,
LCD projector,
screen
10) Understand what the internet /
www is and how to use it safely and
ethically, by demonstrating basic
proficiency in the location and use
of search engines, graphical archives
and subject or content specific sites
(#3, 4,5 6,)
Teacher presentation and
demonstration, direct
support of students during
learning activity.
Completion of assigned
activities and production
of documents etc.,
observation and
evaluation of student
performance by teacher
Lab software e.g.,
Firefox MS IE,
internet browser,
various www
sites, search
engines, LCD
projector, screen
11) Know how to use the
internet/www web for
communication and collaboration
using e-mail, messaging, wikis,
websites and related technologies
i.e., virtual environments, school
information systems or portals,
blogs or forums, via a user account
on a home computer (VLE's.) (#1, 3,
4,5 6,)
Teacher presentation and
demonstration, direct
support of students during
learning activity.
Completion of assigned
group or partner
activities, successful
evaluation of student
performance sending an
and receipt of mail by
teacher
Lab software e.g.,
Firefox MS IE,
internet browser,
school web mail,
www sites, LCD
projector, screen
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching grade 5 IT/ICT benchmarks and goals.
Grade five IT/ICT curriculum objectives are also based on the ISTE NETS National Educational Technology
Standard frameworks. Emphasis is given in grade five to how the tools of technology work, and are used for
learning, self expression, and critical inquiry across the curriculum. The main goals of instruction are having
students exercise and expand their foundational skills through exploration, creation, collaboration and
invention. The shift towards independent learning is cultivated with the goal of growing critical inquiry
abilities.
IT/ICT Grades 5 Program
performance benchmark
Instructional
methodology
Measure of assessment Resource(s), tools
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1
indicators based on these students
will:
1) Be able to explain and practice
"appropriate use" of IT/ICT
technologies (i.e., computers) is in
the lab school and elsewhere. (# 5,6)
Teacher presentation and
demonstration, reading
and review of school
acceptable use policy.
Written comprehension
test, observation and
evaluation of by teacher
of student practices
Copies of AUP,
Lab equipment,
computer
hardware
AUP copies,
LCD projector
screen
2) Know and be able to put perform
basic troubleshooting of hardware
and software application problems
e.g. knowing about equipment
connections and saving and escaping
from frozen applications. (# 1, 2,5,6)
Teacher presentation and
demonstration. Lab and
home assignments
Interactive lab “hands on
activities”
Written comprehension
test, demonstration of
skills by students,
observation and
evaluation of student
performance by teacher
Lab computer
hard and,
software, LCD
projector screen
teacher prepared
tests
3) Be able to navigate to, log-on,
access, save and retrieve, or send
and receive files to and from
directories using a personal account
-through school and in related
technological contexts e.g., a LAN
share-drive, email, school
information system or portal, blog or
forum, via a user account on a home
computer. (# 1, 2, 3,5,6)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
Written comprehension
test, demonstration of
skills by students,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software
online activities
and web quests
and teacher
created tests.
4) Understand, identify, and use the
correct program/application for
creating or editing a graphic. (# 3, 4,
5,6)
Teacher presentation and
instruction of techniques,
direct support of students
during learning activity.
Observation by teacher
of student performance,
completion of activities
and production of
graphics etc.
Lab computer
hard and software,
e.g., paint,
graphics
programs.
5) Be able to integrate researched
and collected data, as well created
and edited information into a
multimedia presentation. (# 3, 4,
5,6)
Teacher presentation and
instruction of techniques,
introduction of
instructional software, lab
practice sessions
Observation by teacher
of student performance,
completion of activities
and production of
PowerPoint presentation
or related application.
Lab computer
hard and software
keyboard/typing
software, e.g.,
PowerPoint
LCD projector,
screen
6) be able to accurately type 18
adjusted words per minute (AWPM)
by the end of grade 5 (# 5,6)
Review of keyboarding
and typing techniques, lab
practice sessions
Testing and tracking of
progress with
keyboarding/typing
software, student kept
logs, observation by
teacher of student
performance,
completion of activities
and production of
documents etc.
Lab computer
hard and software
keyboard/typing
software, e.g.,
learn2type.com,
and related.
LCD projector,
screen
7) Know and be able to apply
intermediate document processing
techniques by creating weekly class
Teacher presentation and
instruction of software
techniques, lab learning
completion of assigned
activities and production
of documents etc.,
Lab computer
hard and software,
e.g., MS Word ,
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1
logs and using key commands and
shortcuts, margin settings,
integration of graphics, and tables in
processing and then learn how to
how to save in different formats e.g.,
plain text files. (# 3, 4,5, 6)
activities observation and
evaluation of student
performance by teacher
notepad, LCD
projector, screen
8) Create spreadsheets and graphs
using a variety of data sources to
present and explain information in
various contexts (Science, social
Studies)
(# 3, 4,5, 6)
Teacher presentation and
instruction of software
techniques, introduction to
software tutors, lab
learning activities
Completion of assigned
activities and evaluation
of student performance
by teacher
Lab hard and
software e.g., MS
excel
spreadsheets.
9) Be able to collaborate with peers,
teachers and others on technology
related projects. (# 2, 3,5,6,)
Teacher presentation and
instruction.
Completion of assigned
activities and evaluation
of student performance
by teacher
Lab hard and
software e.g.,
school web mail,
LCD projector,
screen
10) Understand what the internet /
www is and how to use it safely and
ethically, by demonstrating basic
proficiency in the location and use
of search engines, graphical archives
and subject or content specific sites
(#3, 4,5 6,)
Teacher presentation and
demonstration, direct
support of students during
learning activity.
Completion of assigned
activities and production
of documents etc.,
observation and
evaluation of student
performance by teacher
Lab software e.g.,
Firefox MS IE,
internet browser,
various www
sites, search
engines, LCD
projector, screen
11) Use the internet/www regularly
for communication and
collaboration through such
applications as e-mail, messaging,
wikis, blogs, or forums websites and
related technologies i.e., virtual
environments, school information
systems or portals, via a user
account on a home computer
(VLE's.) (#1, 3, 4,5 6,)
Teacher presentation and
demonstration, direct
support of students during
learning activity.
Completion of assigned
group or partner
activities, successful
evaluation of student
performance sending an
and receipt of mail by
teacher
Lab software e.g.,
Firefox MS IE,
internet browser,
school web mail,
www sites, LCD
projector, screen
12) Use internet/www based
application (wikis, blogs, websites,
related 2.0 apps) for the creation of
content, self –expression and the
communication of ideas (#1, 2, 3,
4,5 6,)
Teacher presentation and
demonstration,
exploration and design,
and experimentation by
students with facilitation
and support of teacher.
Completion of assigned
activities and projects
successful evaluation of
student performance by
teacher and peers.
Lab software e.g.,
internet browsers,
www sites, and
online, 2.0 tools,
LCD projector,
screen
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching middle school (grades 6-8) IT/ICT benchmarks and goals.
Grades 6-8 Information & Communication Technology Skills Mastery Benchmarks
Grades six through eight curriculum objectives are based on the International Society for Technology
Education NETS IT/ICT educational standard frameworks. They are aimed at maintaining and building
upon the foundation of core skills established in the lower grades and the development of a more holistic
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1
understanding of the use of technology as a tool for independent lifelong learning, communication and self-
expression.
ISTE NETS Grades 6- 8 instructional profile exemplars:
The following experiences with technology and digital resources are examples of learning
activities in which students might engage during Grades 6–8 (ages 11–14):
1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping
software. (NETS#:1, 2)
2. Create original animations or videos documenting school, community, or local events. (NETS#:1, 2, 6)
3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.
(NETS#:1, 4)
4. Participate in a cooperative learning project in an online learning community. (NETS#:2)
5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy
of the content. (NETS#: 3)
6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather,
view, analyze, and report results for content-related problems. (NETS#: 3, 4, 6)
7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
(NETS#:3, 4, 6)
8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural
perspectives with other learners. (NETS#: 2, 3, 4, 5)
9. Integrate a variety of file types to create and illustrate a document or presentation. (NETS#:1, 6)
10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.
(NETS#: 4, 6)
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1
Outcomes: IT/ICT grade 6
program performance benchmark
indicators based on these students
will:
Instructional methodology Measurement of
assessment
Resource(s)
/tools
1) Be able to articulate and abide by
the tenets of an institutional
technology Acceptable Use Policy
(AUP). (# 4, 5, 6,)
Teacher presentation and
demonstration, reading and
review of school acceptable
use policy.
Written comprehension
test, observation and
evaluation of by teacher of
student practices
Copies of AUP,
Lab equipment,
computer
hardware
AUP copies,
LCD projector
screen
2) Be able to accurately type 20
adjusted words per minute by the
end of grade 6, 30 AWPM by grade
7, and 35 by grade 8. (# 5, 6,)
Review of keyboarding and
typing techniques,
introduction to software
tutors, lab practice sessions
Testing and tracking of
progress with
keyboarding/typing
software, student kept logs,
observation by teacher of
student performance,
completion of activities and
production of documents
etc.
Lab computer
hard and
software
keyboard/typing
software, e.g.,
learn2type.com,
alfatyping.com,
Mavis Beacon.
LCD projector,
screen
3) Know the parts of and be able to
independently perform routine
troubleshooting of hardware and
software applications. (/#4, 5 6,)
Teacher presentation and
demonstration, student
research assignments in lab
and at outside class, direct
support of students during
learning activities.
Written comprehension
tests, demonstration of
skills by students,
observation and evaluation
of student performance by
teacher
Lab computer
hard and
software online
activities and
websites e/g.,
www.howstuffw
orks, and
intel.com and
teacher created
tests.
4) Be able to independently log-on,
navigate to, access, create, save and
retrieve, or send and receive files to
and from directories using a
personal school network account, -
through school and in related
technological contexts e.g., Virtual
Learning Environments (#5,6)
Teacher presentation and
demonstration, written
instructions, follow up
direct 1 to 1 student support
during learning activity
Observation by teacher of
student performance,
completion of activities and
production of graphics etc.
Lab computer
hard and
software, online
IT/ICT resources
e.g.,
wiki, school
web mail
5) Be able to independently create
and present integrated researched
and collected (cross curricular) data,
as well created and edited
information into a multimedia
presentation (e.g., MS Power Point.
or similar) (#3, 4,5, 6,)
Teacher presentation and
demonstration, student
research assignments in lab
and outside class, direct
follow-up support of
students during learning
activities.
Observation by teacher of
student performance,
completion of activities and
production of MS
PowerPoint, Online
presentation tool or related
application.
Lab computer
hard and
software e.g.,
presentation
LCD projector,
screen
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1
6) Be able to work collaboratively
with others to plan, design and
create technology related projects,
in person and remotely e.g., email,
(#3, 4,5, 6,)
Teacher presentation and
instruction of techniques,
direct follow-up support of
students during lab practice
sessions.
Completion of assigned
activities and evaluation of
student performance by
teacher
Various tools:
depending on the
project; programs
websites, blogs,
etc., LCD
projector screen,
7) Be able to independently create
formatted text documents for
assignments such as reports
applying intermediate to advanced
document processing techniques.
(#3, 4,5, 6,)
Teacher presentation and
instruction of techniques,
direct follow-up support of
students during lab practice
sessions.
Observation by teacher of
student performance,
completion of activities and
production of documents
etc.
Lab computer
hard and
software e.g.,
MS Word, LCD
projector, screen
8) Understand how a spreadsheet
and graph application work (e.g.,
MS Excel or similar) and use basic
to intermediate techniques to
develop one using teacher provided
or researched data. (#2, 4,5, 6,)
Teacher presentation and
instruction of software
techniques, direct follow-up
support of students during
learning activities.
completion of assigned
activities and production of
documents etc.,
observation and evaluation
of student performance by
teacher
Lab computer
hard and
software, e.g.,
MS Excel, LCD
projector, screen
9) Understand how to use the
internet www safely and ethically,
by demonstrating basic proficiency
in the location and use of search
engines, graphical archives and
subject or content specific sites.
(#3, 4,5, 6,)
Teacher presentation,
written instructions, follow
up direct 1 to 1 student
support during learning
activity
Completion of assigned
activities and evaluation of
student performance by
teacher
Lab shard and
software e.g.,
Firefox MS IE,
internet browser,
various www
sites, search
engines, LCD
projector,
10) Know how to use the
internet/www web for research,
communication, collaboration, and
expression using e-mail, messaging,
wiki's, websites, and related
technologies such as integrated
virtual learning sites. (#2, 3, 4,5, 6,)
Teacher presentation and
demonstration, student
research and study of
resources, on and offline,
during labs and outside
class, interactive learning
activities
Completion of assigned
activities and production of
documents etc.,
written assignments, and
tests, observation and
evaluation of student
performance by teacher
Lab software
e.g., Firefox MS
IE, internet
browser, various
www sites,
search engines,
LCD projector,
screen
11) Understand and abide by
regulations and laws for
electronic media and
resources relating to
intellectual copyright law,
proper use, and citation of
information sources. (#5, 6,)
Teacher presentation and
demonstration, student
research and study of
resources, on and offline,
during labs and outside
class, interactive learning
activities
Completion of assigned
individual, partner and
group activities, successful
evaluation of student
performance
Text handouts,
Lab software
e.g., Firefox MS
IE, internet
browser, www
sites, LCD
projector, screen
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2
12) Know the basic theory
behind digital technologies
and be familiar with the basic
concepts and vocabulary used
to describe these. (#3, 5, 6,)
Teacher presentation and
demonstration, direct
support of students during
learning activity.
Assessment through
written assignments,
chapter and comprehension
tests, lab sessions, and self
evaluation modes e.g.,
e-portfolios
Lab software
e.g., Firefox MS
IE, internet
browser, school
web mail,
GoogleDocs,
www sites, LCD
projector, screen
13) understand the historical
development of information
technologies and their impact
on present day society (#3, 5,
6,)
Teacher presentation and
demonstration, student
research via interactive
websites, texts, and
handouts
Assessment through
written assignments,
chapter and comprehension
tests, lab sessions, and self
evaluation modes e.g.,
e-portfolios
Lab software
e.g., Firefox MS
IE, internet
browser, school
web mail, www
site e.g.,
intel.com LCD
projector, screen
14) Understand and use a variety of
internet/www based applications:
(wikis, blogs, websites, related 2.0
apps) for the creation of content,
and communication, presentation of
ideas (#1, 2, 3, 4,5 6,)
Teacher presentation and
demonstration, exploration
and design, and
experimentation by students
with facilitation and support
of teacher.
Completion of assigned
activities and projects
successful evaluation of
student performance by
teacher and peers.
Lab software
e.g., internet
browsers, www
sites, and online,
2.0 tools, LCD
projector, screen
15) Document and share one’s
leaning experiences and skills
via an electronic / online
portfolio (#2, 3, 5, 6,)
Teacher presentation and
demonstration; direct
support of students during
learning activity.
Observation and evaluation
of student portfolio and
performance by teacher.
Various tools;
Log’s: websites,.,
LCD projector
screen,
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching grade 7 IT/ICT benchmarks and goals.
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2
Outcomes: IT/ICT grade 7
program performance
benchmark indicators based on
these students will:
Instructional methodology Measurement of
assessment
Resource(s)
/tools
1) Be able to articulate and abide by
the tenets of an institutional
technology Acceptable Use Policy
(AUP). (# 4, 5, 6,)
Teacher presentation and
demonstration, reading and
review of school acceptable
use policy.
Written comprehension
test, observation and
evaluation of by teacher of
student practices
Copies of AUP,
Lab equipment,
computer
hardware
AUP copies,
LCD projector
screen
2) Be able to accurately type 20
adjusted words per minute by the
end of grade 6, 30 AWPM by grade
7, and 35 by grade 8. (# 5, 6,)
Review of keyboarding and
typing techniques,
introduction to software
tutors, lab practice sessions
Testing and tracking of
progress with
keyboarding/typing
software, student kept logs,
observation by teacher of
student performance,
completion of activities and
production of documents
etc.
Lab computer
hard and
software
keyboard/typing
software, e.g.,
learn2type.com,
alfatyping.com,
Mavis Beacon.
LCD projector,
screen
3) Know the parts of and be able to
independently perform routine
troubleshooting of hardware and
software applications. (/#4, 5 6,)
Teacher presentation and
demonstration, student
research assignments in lab
and at outside class, direct
support of students during
learning activities.
Written comprehension
tests, demonstration of
skills by students,
observation and evaluation
of student performance by
teacher
Lab computer
hard and
software online
activities and
websites e/g.,
www.howstuffw
orks, and
intel.com and
teacher created
tests.
4) Be able to independently log-on,
navigate to, access, create, save and
retrieve, or send and receive files to
and from directories using a
personal school network account, -
through school and in related
technological contexts e.g., school
portal or information system and
Virtual Learning Environments
(#5,6)
Teacher presentation and
demonstration, written
instructions, follow up
direct 1 to 1 student support
during learning activity
Observation by teacher of
student performance,
completion of activities and
production of graphics etc.
Lab computer
hard and
software, online
IT/ICT
resources:
. wiki, school
web mail
5) Be able to independently create
and present integrated researched
and collected (cross curricular)
data, as well created and edited
information into a multimedia
presentation (e.g., MS Power Point,
GooglePresent. or similar) (#3, 4,5,
Teacher presentation and
demonstration, student
research assignments in lab
and outside class, direct
follow-up support of
students during learning
activities.
Observation by teacher of
student performance,
completion of activities and
production of MS
PowerPoint, GoogleDocs
presentation or related
application.
Lab computer
hard and
software e.g.,
presentation
LCD projector,
screen
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2
6,)
6) Be able to work collaboratively
with others to plan, design and
create technology related projects,
in person and remotely e.g., email,
online tools, e.g., GoogleDocs.
(#3, 4,5, 6,)
Teacher presentation and
instruction of techniques,
direct follow-up support of
students during lab practice
sessions.
Completion of assigned
activities and evaluation of
student performance by
teacher
Various tools:
depending on the
project; programs
websites, blogs,
etc., LCD
projector screen,
7) Be able to independently create
formatted text documents for
assignments such as reports
applying intermediate to advanced
document processing techniques.
(#3, 4,5, 6,)
Teacher presentation and
instruction of techniques,
direct follow-up support of
students during lab practice
sessions.
Observation by teacher of
student performance,
completion of activities and
production of documents
etc.
Lab computer
hard and
software e.g.,
MS Word, LCD
projector, screen
8) Understand how a spreadsheet
and graph application work (e.g.,
MS Excel or similar) and use basic
to intermediate techniques to
develop one using teacher provided
or researched data. (#2, 4,5, 6,)
Teacher presentation and
instruction of software
techniques, direct follow-up
support of students during
learning activities.
completion of assigned
activities and production of
documents etc.,
observation and evaluation
of student performance by
teacher
Lab computer
hard and
software, e.g.,
MS Excel, LCD
projector, screen
9) Understand how to use the
internet www safely and ethically,
by demonstrating basic proficiency
in the location and use of search
engines, graphical archives and
subject or content specific sites.
(#3, 4,5, 6,)
Teacher presentation,
written instructions, follow
up direct 1 to 1 student
support during learning
activity
Completion of assigned
activities and evaluation of
student performance by
teacher
Lab shard and
software e.g.,
Firefox MS IE,
internet browser,
various www
sites, search
engines, LCD
projector,
10) Know how to use the
internet/www web for research,
communication, collaboration, and
self expression using e-mail,
messaging, wiki's, websites, and
related technologies such as
integrated virtual learning
environments. (#2, 3, 4,5, 6,)
Teacher presentation and
demonstration, student
research and study of
resources, on and offline,
during labs and outside
class, interactive learning
activities
Completion of assigned
activities and production of
documents etc.,
written assignments, and
tests, observation and
evaluation of student
performance by teacher
Lab software
e.g., Firefox MS
IE, internet
browser, various
www sites,
search engines,
LCD projector,
screen
11) Understand and abide by
regulations and laws for
electronic media and
resources relating to
intellectual copyright law,
proper use, and citation of
information sources. (#5, 6,)
Teacher presentation and
demonstration, student
research and study of
resources, on and offline,
during labs and outside
class, interactive learning
activities
Completion of assigned
individual, partner and
group activities, successful
evaluation of student
performance
Text handouts,
Lab software
e.g., Firefox MS
IE, internet
browser, www
sites, LCD
projector, screen
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http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
2
12) Know the basic theory
behind digital technologies
and be familiar with the basic
concepts and vocabulary used
to describe these. (#3, 5, 6,)
Teacher presentation and
demonstration, direct
support of students during
learning activity.
Assessment through
written assignments,
chapter and comprehension
tests, lab sessions, and self
evaluation modes e.g.,
e-portfolios
Lab software
e.g., Firefox MS
IE, internet
browser, school
web mail, www
sites, LCD
projector, screen
13) understand the historical
development of information
technologies and their impact
on present day society (#3, 5,
6,)
Teacher presentation and
demonstration, student
research via interactive
websites, texts, and
handouts
Assessment through
written assignments,
chapter and comprehension
tests, lab sessions, and self
evaluation modes e.g.,
e-portfolios
Lab software
e.g., Firefox MS
IE, internet
browser, school
web mail, www
site e.g.,
intel.com LCD
projector, screen
14) Regularly use a number of
internet/www based applications:
(RSS feeds, wikis, blogs, websites,
related 2.0 apps) for the creation
communication and exchange of
content and ideas (#1, 2, 3, 4,5 6,)
Teacher presentation and
demonstration, exploration
and design, and
experimentation by students
with the overview of a
teacher
Completion of assigned
activities and projects
successful evaluation of
student performance by
teacher and peers.
Lab software
e.g., internet
browsers, www
sites, and online,
2.0 tools, LCD
projector, screen
15) Document and share one’s
leaning experiences and skills
via an electronic portfolio (#2,
3, 5, 6,)
Teacher presentation and
demonstration; direct
support of students during
learning activity.
Observation and evaluation
of student portfolio and
performance by teacher.
Various tools;
Log’s: websites,.,
LCD projector
screen,
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching grade 8 IT/ICT benchmarks and goals.
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
2
Outcomes: IT/ICT grade 8
program performance
benchmark indicators; based on
these students will:
Instructional methodology Measurement of
assessment
Resource(s) /tools
1) Be able to articulate and abide by
the tenets of an institutional
technology Acceptable Use Policy
(AUP). (# 4, 5, 6,)
Teacher presentation and
demonstration, reading and
review of school acceptable
use policy.
Written comprehension
test, observation and
evaluation of by teacher
of student practices
Copies of AUP,
Lab equipment,
computer hardware
AUP copies,
LCD projector
screen
2) Be able to accurately type 20
adjusted words per minute by the
end of grade 6, 30 AWPM by
grade 7, and 35 by grade 8. (# 5,
6,)
Review of keyboarding and
typing techniques,
introduction to software
tutors, lab practice sessions
Testing and tracking of
progress with
keyboarding/typing
software, student kept
logs, observation by
teacher of student
performance,
completion of activities
and production of
documents etc.
Lab computer
hard and software
keyboard/typing
software, e.g.,
learn2type.com,
alfatyping.com,
Mavis Beacon.
LCD projector,
screen
3) Know the parts of and be able to
independently perform routine
troubleshooting of hardware and
software applications. (/#4, 5 6,)
Teacher presentation and
demonstration, student
research assignments in lab
and at outside class, direct
support of students during
learning activities.
Written comprehension
tests, demonstration of
skills by students,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software
online activities
and websites e/g.,
www.howstuffwor
ks, and intel.com
and teacher created
tests.
4) Be able to independently log-on,
navigate to, access, create, save and
retrieve, or send and receive files to
and from directories using a
personal school network account, -
through school and in related
technological contexts e.g., School
webmail, information portal, blogs,
forums, and Virtual Learning
Environments (#5,6)
Teacher presentation and
demonstration, written
instructions, follow up
direct 1 to 1 student support
during learning activity
Observation by teacher of
student performance,
completion of activities
and production of
graphics etc.
Lab computer
hard and software,
online IT/ICT
resources:
wiki, school web
mail, GoogleDocs
5) Be able to independently create
and present integrated researched
and collected (cross curricular)
data, as well created and edited
information into a multimedia
presentation (e.g., MS Power Point,
GooglePresent. or similar) (#3, 4,5,
6,)
Teacher presentation and
demonstration, student
research assignments in lab
and outside class, direct
follow-up support of
students during learning
activities.
Observation by teacher of
student performance,
completion of activities
and production of MS
PowerPoint, GoogleDocs
presentation or related
application.
Lab computer
hard and software
e.g., presentation
LCD projector,
screen
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
2
6) Be able to work collaboratively
with others to plan, design and
create technology related projects,
in person and remotely e.g., via
email, and related online resources,
i.e., GoogleDocs.
(#3, 4,5, 6,)
Teacher presentation and
instruction of techniques,
direct follow-up support of
students during lab practice
sessions.
Completion of assigned
activities and evaluation
of student performance
by teacher
Various tools:
depending on the
project; programs
websites, blogs,
etc., LCD projector
screen,
7) Be able to independently create
formatted text documents for
assignments such as reports
applying intermediate to advanced
document processing techniques.
(#3, 4,5, 6,)
Teacher presentation and
instruction of techniques,
direct follow-up support of
students during lab practice
sessions.
Observation by teacher of
student performance,
completion of activities
and production of
documents etc.
Lab computer
hard and software
e.g., MS Word,
LCD projector,
screen
8) Be able to create spreadsheets
and graph application work (e.g.,
MS Excel or similar) and use basic
to intermediate techniques e, g,
formulas to develop these using
provided and independently
researched data. (#2, 4,5, 6,)
Teacher presentation and
instruction of software
techniques, direct follow-up
support of students during
learning activities.
completion of assigned
activities and production
of documents etc.,
observation and
evaluation of student
performance by teacher
Lab computer
hard and software,
e.g., MS Excel,
Spreadsheet, LCD
projector, screen
9) Understand how to use the
internet www safely and ethically,
by demonstrating basic proficiency
in the location and use of search
engines, graphical archives and
subject or content specific sites.
(#3, 4,5, 6,)
Teacher presentation,
written instructions, follow
up direct 1 to 1 student
support during learning
activity
Completion of assigned
activities and evaluation
of student performance
by teacher
Lab shard and
software e.g.,
Firefox MS IE,
internet browser,
various www sites,
search engines,
LCD projector,
10) Know how to use the
internet/www web for research,
communication, collaboration, and
self expression using e-mail,
messaging, wiki's, websites, and
related technologies such as
integrated virtual learning
environments. (#2, 3, 4,5, 6,)
Teacher presentation and
demonstration, student
research and study of
resources, on and offline,
during labs and outside
class, interactive learning
activities
Completion of assigned
activities and production
of documents etc.,
written assignments, and
tests, observation and
evaluation of student
performance by teacher
Lab software e.g.,
Firefox MS IE,
internet browser,
various www sites,
search engines,
LCD projector,
screen
11) Understand and abide by
regulations and laws for
electronic media and
resources relating to
intellectual copyright law,
proper use, and citation of
information sources. (#2,3, 5,
6,)
Teacher presentation and
demonstration, student
research and study of
resources, on and offline,
during labs and outside
class, interactive learning
activities
Completion of assigned
individual, partner and
group activities,
successful evaluation of
student performance
Text handouts, Lab
software e.g.,
Firefox MS IE,
internet browser,
www sites, LCD
projector, screen
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
2
12) Know the basic theory
behind digital technologies
and be familiar with the basic
concepts and vocabulary used
to describe these. (#3, 5, 6,)
Teacher presentation and
demonstration, direct
support of students during
learning activity.
Assessment through
written assignments,
chapter and
comprehension tests, lab
sessions, and self
evaluation modes e.g.,
e-portfolios
Lab software e.g.,
Firefox MS IE,
internet browser,
school web mail,
related online
resources e.g.,
GoogleDocs, LCD
projector, screen
13) understand the historical
development of information
technologies and their impact
on present day society (#3, 5,
6,)
Teacher presentation and
demonstration, student
research via interactive
websites, texts, and
handouts
Assessment through
written assignments,
chapter and
comprehension tests, lab
sessions, and self
evaluation modes e.g.,
e-portfolios
Lab software e.g.,
Firefox MS IE,
internet browser,
school web mail,
related online
resources
GoogleDocs, www
site e.g., intel.com
LCD projector,
screen
14) Be conversant in and
consistently use a number of
internet/www based applications:
(RSS feeds, wikis, (micro)blogs,
IRC, social networks, websites,
related 2.0 apps) for the creation
communication and exchange of
content and ideas (#1, 2, 3, 4,5 6,)
Teacher presentation and
demonstration, exploration
and design, and
experimentation by students
with the overview of a
teacher and review by peers
Completion of assigned
activities and projects
successful evaluation of
student performance by
teacher and peers.
Lab software e.g.,
internet browsers,
www sites, and
online, 2.0 tools,
LCD projector,
screen
14) Document and share one’s
leaning experiences and skills
via a self-created electronic
portfolio (#2, 3, 5, 6,)
Teacher presentation and
demonstration; direct
support of students during
learning activity.
Observation and
evaluation of student
portfolio and performance
by teacher.
Various tools;
Log’s: websites,.,
LCD projector
screen,
Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching upper or high school (grade 9-12) IT/ICT benchmarks and goals.
Grades 9-12 Information & Communication Technology Skills Mastery Benchmarks
The upper school IT offering at are elective. Thus, classes are mixed throughout the grades. Like all other
levels, the grades nine through 12 curriculum objectives are based on the ISTE Education NETS IT/ICT
educational standard frameworks. The curricular goals at this level are to support student understanding,
use and mastery of an array of IT/ICTtools and applications for use in various spheres of life, academic,
vocational, social, and personal. The ultimate aim is equip students with the ability to not only to apply these
skills in the “real world” but use them to continue to lifelong learning.
ISTE NETS Grades 9-12 instructional profile exemplars:
The following experiences with technology and digital resources are examples of learning activities in which
students might engage during Grades 6–8 (ages 11–14):
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2
1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping
software. (NETS#:1, 2)
2. Create original animations or videos documenting school, community, or local events. (NETS#:1, 2, 6)
3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.
(NETS#:1, 4)
4. Participate in a cooperative learning project in an online learning community. (NETS#: 2)
5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and
accuracy of the content. (NETS#: 3)
6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to
gather, view, analyze, and report results for content-related problems. (NETS#:3, 4, 6)
7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
(NETS#: 3, 4, 6)
8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural
perspectives with other learners. (NETS#:2, 3, 4, 5)
9. Integrate a variety of file types to create and illustrate a document or presentation. (NETS#:1, 6)
10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.
(NETS#: 4, 6)
Outcomes: IT/ICT Grades
9-12 Program Performance
Indicator based on these
students will:
Instructional
methodology
Measurement of
assessment
Resource(s) /tools
1) Model the acceptable of
technology as outlined in the
Acceptable Use Policy
(AUP). (#3, 5 6,)
Reading and review of
school acceptable policy.
Written comprehension
test, observation and
evaluation of by teacher of
student practices
Copies of AUP, Lab
equipment, computer
hardware AUP copies,
LCD projector screen
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http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
2
2) Be able to accurately type
at least 40 adjusted words
per minute prior to the
completion of grade 10 and
45 words per minute by the
end of grade 12 (#5 6,)
Lab time for practice,
embedded practice in
assignments, sharing of
software resources
Student B/Logs, objective
measures from typing
software.
Lab computer hard
and software, Typing
tutor software,
websites,
GoogleDocs.
3) Possess an understanding
and historical overview of IT
development, and be
conversant about currently
emerging IT trends, e.g., web
2.0, 3.0, open source, social
networking, rich media, and
their impact on our society.
(#3, 5, 6,)
Teacher presentation and
demonstration,
independent student
research and study,
Written comprehension
test, evidence of
understanding in student
documentation interactive
projects
assessment of design
projects, electronic
portfolios,
Lab computer hard
and software,
websites, textbook,
handouts, and related
teacher created
resources.
4) Be familiar with technical
terms necessary to work with
IT to create and develop
content e.g. html code, OS,
scripting, protocols, TCP-IP,
DNS, Open Source (#3, 5, 6,)
Teacher presentation and
demonstration,
independent student
research and study,
demonstration of skills by
students, observation and
evaluation of student
performance by teacher,
written comprehension test,
assessment of design
projects, electronic
portfolios,
Lab computer hard
and software,
websites, textbook,
handouts, and related
teacher created
resources.
5) Develop spreadsheets
and related graphs using
appropriate applications
(e.g., MS Excel or similar)
using intermediate to
advanced techniques e.g.,
formulas, linked datasets, to
analyze and present
researched data. (#2, 4,5, 6,)
Teacher facilitation and
when necessary,
instruction of software
techniques, direct follow-
up support of students
during learning activities.
Student’s independent
completion of assigned
projects, and production of
worksheets, documents
etc., observation and
evaluation of student
performance by teacher and
peers
Lab computer
hard and software,
e.g., MS Excel, or
related spreadsheet
program, LCD
projector, screen
6) Understand how to use
software tools to design and
create a digital, graphic, i.e.,
logo or symbol for an
organization or related entity,
and to process and edit
digital photos, images
(#1,2,4, 5, 6,)
Teacher presentation and
instruction of techniques,
follow up direct 1 to 1
student support during
learning activity
Observation by teacher of
student performance,
completion of exercise
production or project
assessment of design
projects, electronic
portfolios,
Lab computer hard
and software, e.g.,
Adobe Photoshop,
and/or Gimp, Paint.net
LCD projector, screen
7) Understand how to use
software tools to design and
create a digital, desktop
publishing projects
producing a informational or
commercial publication
(#1,2,4, 5, 6,)
Teacher presentation and
instruction of techniques,
follow up direct 1 to 1
student support during
learning activity
Written comprehension
test, demonstration of skills
by students, observation
and evaluation of student
performance by teacher
assessment of design
projects, electronic
portfolios,
Lab computers,
software; MS
publisher, Scribus, or
related tool, student
supplied graphics,
LCD projector screen,
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2
8) Design and build a multi-
page website featuring
graphics, multi-media,
working links, and tracking
statistics, and then maintain
it using an FTP client.
(#1,2,4, 5, 6,)
Teacher presentation and
instruction of techniques,
follow up direct 1 to 1
student support during
learning activity
Written comprehension
test, demonstration of skills
by students, observation
and evaluation of student
performance by teacher
Lab computers,
software:, NVU,
Dreamweaver, online
access, student
supplied graphics,
LCD projector screen,
9) Plan, film and edit a short
digital video using
appropriate hard and
software tools, OR design
and build or code a working
applet, program or related
application (#1,2,4, 5, 6,)
Teacher presentation and
demonstration, follow up
direct 1 to 1 student
support during learning
activity
Written comprehension
test, demonstration of
skills by students,
observation and evaluation
of student performance by
teacher
Lab computers,
storyboard and script
materials, software:
video Camera, digital
cameras e.g., MS
Moviemaker, and /or
Flash, Java or related
applications, LCD
projector screen,
10) Be able to research,
search and select the
necessary resources to self-
teach oneself a technology
application, program or skill
set. (# 3, 4, 6,)
Teacher presentation and
demonstration
observation and evaluation
of student performance by
teacher; demonstration of
skills by students,
Lab software help
menus and tutorials,
online support sites;
atomic learning.com,
Lynda.com,
youtube.com, Cnet.
etc.
LCD projector screen,
11) Be able to work
collaboratively with others to
plan, design and create
technology related projects,
in person and remotely e.g.,
related online resources
email, GoogleDocs. (#1,2,
3,4, 5, 6,)
Teacher presentation and
demonstration
Observation and evaluation
of student projects and
performance by teacher.
Various tools:
depending on the
project; email, related
online resources
GoogleDocs,
websites, blogs, etc.,
LCD projector screen,
12) Be able to explain and
/or instruct others, in the use
of an application, or IT
process. (#1, 2,3, 4,5, 6,)
Teacher presentation and
demonstration. Direct
supervision of student.
Observation and evaluation
of student pro and
performance by teacher.
Various tools:
depending on the
project; programs
websites, blogs, etc.,
LCD projector screen,
13) Be fluent through the
consistent use of several
internet/www based
applications (RSS feeds,
wikis, (micro)blogs, IRC,
social networks, websites,
related 2.0 apps) for the
creation communication and
exchange of content and
ideas: (#1, 2, 3, 4,5 6,)
Teacher and Peer
presentation,
exploration, design, and
experimentation by
students with the review
and of peers and teacher
Posting and / or publishing
of projects successful
evaluation of student
performance by teacher and
peers.
Lab software e.g.,
internet browsers,
www sites, and online,
2.0 tools, LCD
projector, screen
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3
14) Create and make public
on the www a site, blog,
RSS/Stream, or related
application or tool, using
information technologies that
is specifically focused on
generating awareness of or
promoting action to address a
social or environmental
concern.
(#1,2,3,4, 5, 6,)
Student proposal,
research, design, and
development process;
development with
mentoring of instructor
and review by peers and
teacher
Posting and / or publishing
of projects successful
evaluation of project by
peers, public and teacher.
Any necessary
development tools,
either client based or
in the cloud. software
e.g., code, Adobe
Flash, Sun Java, NVU,
DW projector, screen
15) Document and share
one’s leaning experiences
and skill set via a self
created electronic portfolio,
resume, blog, website or
variations of all of these.
(#1,2,3,4, 5, 6,)
Teacher presentation and
demonstration. Direct
support of students
during learning activity.
Observation and evaluation
of student projects and
performance by teacher and
when relevant, peers
Various
developmental tools:
websites, blogs, etc.,
LCD projector screen,
Mastery of these skills and achievement of these outcomes herein will demonstrate graduating students'
IT/ICT proficiency in accordance with current (2007) established ISTE-NETS standards benchmarks and
goals.